University of Otago — Dentistry (BDS) Dentistry InterviewFormat, Questions & Prep Tips

Why dentistry rather than medicine, given that you completed the same HSFY papers as MBChB applicants?

This question is common and important. Go beyond "I like working with my hands." Address the scope of oral health, the preventive dimension, the longitudinal patient relationships in general practice, and your specific clinical observations or experience.

Otago is the only dental school in New Zealand. What does that mean for the profession, and how does it influence what you expect from your training?

Acknowledge the weight of being the sole dental training institution — the profession's composition and values flow from Otago. Show you understand the responsibility this places on the school and on graduates.

A patient comes to your dental clinic in significant pain. They have no insurance and cannot pay for the treatment required. They ask you to "just do something quick and cheap." What are your obligations?

Clinical duty of care, informed consent for a modified treatment plan, the patient's autonomy, and access to the public dental health system (Community Dental Service or emergency dental services). Register them as an urgent patient if appropriate; document the conversation.

Explain what happens during a root canal treatment to a 10-year-old patient who is afraid.

Plain language, age-appropriate analogy, address the fear directly before the information. Do not minimise the procedure but reframe it around the outcome (relief of pain). Involve the parent appropriately.

Te Tiriti o Waitangi creates obligations for health professionals. How do you understand those obligations specifically in the context of oral health for Māori communities?

Māori oral health inequity is well documented in New Zealand — higher rates of dental caries, lower access to regular dental care. Link Treaty obligations (equity under Article 3 / ōritetanga) to specific oral health disparities. Reference the role of Māori community health workers and kaupapa Māori dental services.

Describe an experience — clinical, volunteer, or personal — that confirmed dentistry was the right career for you.

Concrete, specific, sensory. Examiners are assessing genuine commitment, not a curated narrative. One specific moment or observation is worth more than a list of generic reasons.

Role-play: a patient aged 16 presents alone requesting tooth whitening. The procedure is cosmetic, costs $400, and their parents are unaware. How do you manage this consultation?

Informed consent: a 16-year-old may have capacity under NZ law (informed consent is capacity-based, not strictly age-based). Discuss the procedure, risks (sensitivity, re-whitening cycles), and cost. Advise parental discussion without demanding it if you assess capacity. Document.

You are in your third year of the BDS programme and you observe a fellow student performing a procedure with an incorrect technique that could harm the patient. The supervisor is not present. What do you do?

Immediate patient safety first — intervene if the harm is imminent (politely, directly). Then follow the escalation pathway: inform the clinical supervisor. Document. The Dental Council of New Zealand (analogous to MCNZ) expects students to report safety concerns.

New Zealand has significant shortages of dentists in rural communities. Would you be willing to practice rurally after graduation? Why or why not?

Honest answer. Government-funded rural places exist in BDS to address this shortage. Mention the rural equity pathway if relevant to you. If you are not certain about rural practice, you can acknowledge the problem and articulate what would make it feasible for you.

Your HSFY average was 67% — just above the 65% minimum. How do you persuade us that you can handle the rigour of a 5-year BDS programme, and why was your score at that level?

Do not be defensive. Honest explanation + specific remediation plan. Demonstrate that you understand the demands of the BDS curriculum and have strategies to meet them. An authentic answer about challenges you faced carries more weight than a polished deflection.

Describe a time you gave constructive feedback to a peer or colleague that was difficult to deliver. What approach did you use and what happened?

STAR format. Focus on the process and what you learned — outcome is secondary. Dental training involves regular peer feedback in clinical environments.

A patient wants you to extract a tooth that you believe should be restored. They are in good health, have insurance, and simply do not want to deal with ongoing dental work. What do you do?

Respect autonomy within clinical advice. You have an obligation to provide your best clinical recommendation (restoration) and explain it clearly. Ultimately if the patient has capacity and understands the consequences, their informed decision must be respected. Document the conversation.

Why did Otago remove UCAT ANZ from the BDS admissions process from the 2025 intake? What is your view on that decision?

Show that you know this change occurred. You may not know the exact rationale (not published officially), but you can reason about it: UCAT is an academic aptitude tool, and Otago may have found that HSFY academic performance was sufficiently predictive without it. Offer a balanced view — there are arguments both for and against standardised tests in clinical admissions.

Role-play: explain the importance of regular brushing and flossing to a 45-year-old patient with early-stage periodontal disease who says they "don't have time" and has never flossed consistently.

Motivational interviewing approach: explore the barrier (time), acknowledge it as real, provide targeted brief advice, agree on a realistic first step. Avoid lecturing. Offer a follow-up appointment to review.

Should the New Zealand government fund universal free dental care for adults, not just for children under 18? What would be the challenges?

Engage with the NZ child dental benefits scheme (up to age 18) and the gap for adults. Arguments for: oral health inequity, systemic links between oral and systemic disease, preventive cost savings. Arguments against: fiscal cost, workforce capacity, prioritisation trade-offs within health budgets.