Dentistry School Interview Questions (UK): 120+ Practice Questions Mapped to Each Dental School

Written By Dr Imran Khan, MBChB, and Dr Abdul Mannan, MBChB

How UK dentistry interviews work (MMI vs panel)

Most UK dental schools use Multiple Mini Interviews (MMIs)—short, timed stations that assess non-academic attributes, such as empathy, ethics, teamwork, and communication. Examples and details are publicly available from several schools (e.g., Glasgow’s sample MMI stations, which show empathy/communication scoring; Cardiff's confirmation of in-person MMIs; and Bristol's outlining of station tasks, including manual dexterity and a presentation on water fluoridation).

Some schools use structured panel interviews. For instance, Newcastle runs a ~20-minute, two-assessor panel interview assessing domains such as motivation, teamwork, resilience, and professionalism. 

Alongside interview performance, schools anchor selection to professional frameworks. Expect alignment with GDC Standards for the Dental Team and (in England) the NHS Constitution values. Several schools explicitly state this (e.g., the University of Sheffield, Newcastle University, and the University of Liverpool).

Note on sources: Where we say a topic is “assessed at” a given school below, we are summarising what the school’s own site says about its interview/selection criteria. We link those sources so you can double‑check current details on the university website.

What do schools assess?

Across the UK, non-academic attributes tracked at interview essentially map to: insight and motivation; empathy and communication; ethical/professional judgement; teamwork; resilience; problem-solving; and (at some schools) manual dexterity and data/evidence appraisal. This aligns with the Dental Schools Council guidance on core values and attributes, as well as the GDC standards. 

How to use this question bank

  • Each item is two‑part: a brief set‑up statement (scenario/claim) → a follow‑up question.

  • They’re originally worded (not copied) and pitched for sixth‑formers.

  • Use them for timed practice; speak aloud; then reflect on GDC principles and NHS values.

120+ Dentistry Interview Questions by Topic

1) Motivation for Dentistry & Course Insight

Assessed at (examples): Sheffield (motivation for course/profession; current issues), Manchester (motivation/knowledge), Aberdeen (motivation; understanding dentistry), Newcastle (preparation/motivation), Birmingham (motivation for career among core attributes). Sources: Sheffield, Manchester, Aberdeen, Newcastle, Birmingham.

  1. You’ve read two very different dentistry curricula (early vs later clinical exposure). → Which structure fits your learning style and why?

  2. A mentor told you dentistry balances science with artistry. → From your experiences, where have you already combined those two—and what did you learn?

  3. Your work shadowing varied between hospital and GDP settings. → What contrasts did you observe, and how might that shape your career interests?

  4. You are choosing between two schools with different teaching philosophies. → How would you evaluate “fit” beyond league tables?

  5. You faced setbacks arranging clinical shadowing. → How did you still build insight into the profession, and what did it reveal about your commitment?

  6. A patient you observed needed complex multi‑disciplinary care. → What did this teach you about dentistry’s scope and your motivation?

  7. You volunteered outside healthcare (e.g., tutoring). → How does that strengthen your motivation for a patient‑facing dental role?

  8. You met a dental student who described a high workload and high reward. → How have you tested your readiness for both?

  9. You compared BDS module lists and assessments. → Which elements will stretch you most, and how will you prepare?

  10. You reflected on a time you changed your mind about dentistry. → What triggered the change, and what does that say about your decision‑making?

2) Empathy & Communication

Assessed at (examples): Glasgow (MMI station scoring empathy/communication), Plymouth (communication), Queen’s Belfast (interpersonal & communication; empathy), Aberdeen (communication scored each station), Manchester (communication).

  1. A nervous patient repeatedly misses appointments. → How would you explore underlying reasons and rebuild trust without sounding judgmental?

  2. A parent interrupts a consultation to answer for their teen. → How would you ensure the young person’s voice is heard?

  3. An anxious patient declines local anaesthetic after reading misinformation. → How would you communicate risk and respect autonomy?

  4. A patient uses jargon they don’t fully understand. → How would you check understanding without causing embarrassment?

  5. You notice a colleague’s tone is curt with a patient. → How would you address this while maintaining team relationships?

  6. Your explanation didn’t land the first time. → How would you adapt—what exactly would you change?

  7. A patient is non‑verbal and uses a communication aid. → How would you prepare and conduct the appointment?

  8. An interpreter is present. → What are your communication priorities before, during and after the consultation?

  9. Bad news must be delivered about the tooth prognosis. → How would you show empathy and manage next‑step uncertainty?

  10. A patient complains about waiting times. → How would you de‑escalate and keep the focus on safe care?

3) Teamwork & Leadership

Assessed at (examples): Newcastle (team working domain), Plymouth (teamwork), Sheffield (values/behaviours; teamwork emphasis), GDC principle 6 (working with colleagues).

  1. You’re the least experienced person in a multi‑disciplinary huddle. → How would you contribute meaningfully and learn?

  2. Two colleagues disagree about a treatment plan. → How would you help the team reach a patient‑centred decision?

  3. You notice role overlap causing delays. → How would you clarify roles without undermining anyone?

  4. A peer consistently arrives late to the clinic. → What steps would you take before escalating?

  5. You missed a key email, and the team suffered. → How would you own this and rebuild reliability?

  6. You’re asked to lead a small project unexpectedly. → What first three actions would you take and why?

  7. The team is diverse in skills and backgrounds. → How would you harness that diversity for better patient outcomes?

  8. A new protocol is unpopular. → How would you influence adoption while staying open to feedback?

  9. A dental nurse shares a safety concern with you privately. → How do you support them and the wider team?

  10. You observe excellent teamwork during a complex case. → What specific behaviours would you copy and why?

4) Ethics & Professionalism (incl. integrity)

Assessed at (examples): Queen’s Belfast (ethical & moral values), Dundee (stations include dilemmas/role‑play; integrity), Glasgow (MMI scenarios), Newcastle (integrity/professionalism domain). 

  1. You’re offered a shortcut to document notes you didn’t write. → What would you do and why?

  2. A classmate admits to using an essay‑writing website. → How would you respond as a future professional?

  3. A patient requests a treatment mainly for aesthetics with limited clinical benefit. → How would you weigh beneficence vs autonomy?

  4. You witness a confidentiality breach in a waiting area. → What immediate and longer‑term actions would you take?

  5. You’re asked to perform a task beyond your competence. → How would you manage the request while keeping patients safe?

  6. A friend asks you for “unofficial” dental advice. → Where is the ethical line, and how would you explain it?

  7. A patient offers an expensive gift. → How would you handle potential conflicts of interest?

  8. You made a minor mistake with no harm caused to you. → What does candour look like in this situation?

  9. You disagree with a supervisor’s plan on ethical grounds. → How would you raise this respectfully?

  10. You’re tagged on social media in content that could harm trust. → What would you do right now—and in future?

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5) Problem‑Solving & Critical Thinking

Assessed at (examples): Dundee (think critically/flexibly), Aberdeen (problem‑solving and analytical skills), Plymouth (decision‑making).

  1. Clinic capacity drops due to staff sickness. → How would you prioritise care fairly?

  2. A patient’s main concern conflicts with best practice. → How would you negotiate a safe, acceptable plan?

  3. You must explain a complex concept in two minutes. → How would you decide what to include or exclude?

  4. You’re given an ambiguous case vignette. → What framework would you use to structure your analysis?

  5. You discover incomplete data in a case file. → How would you move forward while managing risk?

  6. Two acceptable options exist with different trade‑offs. → How would you compare them transparently with a patient?

  7. You’re given a novel instrument on clinic. → How would you learn to use it safely on the day?

  8. A patient’s priorities change mid‑treatment. → How would you adapt the plan and communicate the rationale?

  9. New evidence challenges an established approach. → How would you appraise and act?

  10. You must deliver a quick briefing under time pressure. → How do you stay structured and clear?

6) Manual Dexterity & Attention to Detail

Assessed at (examples): Aberdeen (manual dexterity), Bristol (manual task—e.g., “pasta task”). 

  1. You practise a precise hobby (e.g., instrument/model making). → What skills transfer to hand skills in dentistry?

  2. A timed, fiddly task goes wrong. → How do you recover and what do you prioritise?

  3. You’re asked to bring an example of fine work. → What would you choose and how would you present it?

  4. Your dominant hand is briefly injured. → How would you maintain skills and safety while recovering?

  5. A station tests precision and patience. → How would you narrate your process to show method and calm?

  6. You notice a tiny defect while crafting. → Would you restart, and how would you decide?

  7. A tool you expected isn’t available. → How would you adapt the technique safely?

  8. You must maintain focus amid noise. → What strategies help sustain fine‑motor accuracy?

  9. An assessor asks how you improve dexterity. → What practice plan would you outline?

  10. You spot a small error late in the task. → Fix or finish? Justify.

7) Role‑Play & Difficult Conversations

Assessed at (examples): Dundee (explicit role‑play station), Glasgow (MMI station videos/examples).

  1. An actor plays a dissatisfied patient after a delayed appointment. → How do you open, explore, and agree on next steps?

  2. A peer is overwhelmed in the clinic. → How would you support them while keeping care safe?

  3. A patient refuses to remove headphones during the consult. → How would you set boundaries kindly?

  4. You must persuade someone to attend an urgent follow‑up. → What motivational strategies would you use?

  5. A patient challenges your explanation. → How do you manage disagreement constructively?

  6. A colleague interrupts you in front of a patient. → What do you do in the moment and afterwards?

  7. You must apologise for a scheduling error. → How would you structure the apology?

  8. A relative dominates the conversation. → How would you centre the patient again?

  9. A patient discloses something sensitive mid‑consult. → How do you respond and signpost support?

  10. You must end an overrunning appointment. → How would you close respectfully while keeping safety first?

8) NHS Values & Professional Attitudes

Assessed at (examples): Newcastle (aligns with NHS Constitution values), Liverpool (NHS values sought in statements), Sheffield (selection aligned with NHS Constitution & GDC standards).

  1. Resources are limited and demand is high. → How would you show “everyone counts” in your decisions?

  2. You observe excellent care behind the scenes. → Which NHS values did you see, and how would you emulate them?

  3. A patient’s need conflicts with organisational targets. → How would you balance quality of care and fairness?

  4. You witness unkind language about a patient. → How would you uphold respect and dignity?

  5. You must prioritise emergency slots. → How would you apply “working together for patients”?

  6. You learn of a near miss that wasn’t reported. → What does “improving lives” mean here?

  7. A vulnerable patient can’t access transport. → How would you help within your role and limits?

  8. You’re under pressure to rush. → How do you maintain compassion and standards?

  9. A policy seems unfair to a subgroup. → How would you raise concerns appropriately?

  10. You receive positive feedback. → How would you share learning across the team?

9) Knowledge of Dentistry & Current Issues (public health, prevention)

Assessed at (examples): Sheffield (knowledge of current issues), Bristol (station on community water fluoridation), Leeds (outreach resources explaining MMIs and practice questions—useful for structuring topical responses).

  1. A council considers water fluoridation. → How would you present balanced evidence to a lay audience?

  2. You read about oral health inequalities. → What causes would you highlight, and how could dentists help?

  3. Sugar consumption remains high. → What prevention strategies would you advocate in primary care?

  4. Antibiotic stewardship in dentistry is under scrutiny. → How would you discuss appropriate prescribing with patients?

  5. Dental access pressures are in the news. → How would you answer sensitively without criticising colleagues?

  6. You shadowed a dental therapist/hygienist. → How do dental team roles complement prevention?

  7. Digital dentistry is expanding. → Where might it improve outcomes or equity—and where are the risks?

  8. Vaping and oral health are debated. → How would you give evidence‑based advice to a teenager?

  9. Carers struggle with oral care in care homes. → What practical steps could improve daily oral hygiene?

  10. You’re asked about dentistry’s environmental impact. → What proportionate actions should a practice take?

10) Consent, Confidentiality & Patient Safety

Assessed at (examples): Schools frequently test ethical scenarios touching consent/confidentiality within MMI/panel frameworks—explicitly referenced in ethics/professionalism guidance and selection statements (e.g., QUB ethical values, Dundee dilemmas; Sheffield scenario‑based questions). Anchored to GDC Standards (consent; confidentiality).

  1. A patient seems unsure but nods along. → How do you ensure valid consent?

  2. A relative asks for results without permission. → What do you say and document?

  3. You realise an information leaflet is at too high a reading level. → How would you adapt to support informed choice?

  4. A patient records the consult on their phone. → What are your confidentiality and communication steps?

  5. You spot a wrong‑site label on a tray. → What is your immediate safety response?

  6. A child refuses fluoride varnish, but the parent insists. → How would you approach consent and best interests?

  7. You receive an email with patient details sent in error. → What next—both technically and professionally?

  8. A patient lacks capacity temporarily. → How would you proceed and who would you involve?

  9. A colleague asks for your login to ‘save time’. → How would you respond and why?

  10. An adverse event occurs with no harm. → How do you apply the duty of candour and learn?

11) Resilience, Wellbeing & Managing Pressure

Assessed at (examples): Newcastle (resilience domain), Queen’s Belfast (resilience, maturity/responsibility), Plymouth (resilience and adaptability). 

  1. You juggled exams with caring or work. → What systems helped—and what would you improve?

  2. You felt imposter syndrome on a placement. → How did you respond in the short and long term?

  3. Constructive feedback stung at first. → What changed after reflection?

  4. You made an honest mistake in a team exercise. → How did you recover and protect others?

  5. A run of setbacks tests your motivation. → Where do you seek support, and how do you reset?

  6. You face an unfamiliar task under time pressure. → How do you break it down?

  7. You spot early signs of burnout in yourself. → What boundaries or habits would you adjust?

  8. You must prepare for an interview during mock exams. → What’s your plan to balance both?

  9. A peer confides they’re struggling. → How would you help within appropriate limits?

  10. You’re asked about your biggest non‑academic challenge. → What did it teach you about resilience?

12) Data Handling, Numeracy & Evidence Appraisal

Assessed at (examples): King’s College London indicates a separate numeracy/literacy test following MMIs in their admissions materials; Bristol includes a presentation task (fluoridation), implying evidence appraisal. Always check the latest school guidance. 

  1. You’re given a bar chart of caries prevalence. → What are the key takeaways—and limits—of the data?

  2. Two studies conflict on a preventive intervention. → How would you explain the difference to a lay audience?

  3. You must calculate appointment capacity with a new protocol. → Show your working and assumptions.

  4. An infographic lacks a source. → What credibility checks would you run?

  5. You have to estimate the time for a step‑by‑step procedure. → How would you plan and justify buffer time?

  6. A p‑value is just under 0.05. → How would you avoid over‑claiming significance?

  7. A patient asks about a viral video “cure.” → How would you appraise and communicate the evidence?

  8. You detect selection bias in a study. → Explain it plainly and discuss impact on decisions.

  9. A practice change needs an audit. → Outline your audit cycle and success metrics.

  10. You must present both sides of a public‑health measure. → How would you remain balanced and transparent?

School‑by‑school pages you can trust

Sector frameworks worth reading:

FAQs (for students & parents)

Do all UK schools use MMIs?

Most do, but not all. For example, Newcastle conducts a structured panel interview (with two selectors, lasting ~20 minutes). Always check the current policy.

What non‑academic attributes matter most?

Consistently: motivation/insight, empathy/communication, ethics/professionalism, teamwork, resilience, problem solving. This aligns with the Dental Schools Council guidance and GDC standards. 

Will I face manual dexterity tasks?

Some schools include them. Bristol describes a dexterity “pasta” task, and Aberdeen lists dexterity among assessed qualities. 

Are NHS values really part of the interview?

Often yes—implicitly or explicitly. Sheffield and Liverpool reference NHS values in selection; Newcastle lists the NHS Constitution values it aligns with. 

Will there be numeracy or reading tasks?

Some schools do this. King’s College London materials note a numeracy/literacy test after MMIs. 

How do I prepare ethically?

Study the GDC Standards for the Dental Team and practise applying principles (consent, confidentiality, candour) to new scenarios. 

Where can I find up‑to‑date school details?

Always the dental school’s own admissions pages. We’ve linked each school above so you can confirm station types, dates and assessed attributes this cycle.

Final encouragement

Interviews don’t demand perfection—they test how you think, how you care, and how you behave under realistic pressure. If you practise the prompts above with structure (GDC principles, NHS values, clear reflection), you’ll be ready to show who you already are: a thoughtful future member of the dental team.

Dr Imran Khan, MBChB, and Dr Abdul Mannan, MBChB

The Blue Peanut Medical team is led by experienced NHS General Practitioners with extensive involvement in medical education. We:

We are dedicated to helping you succeed at every stage of your medical school journey.

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