25 UoA-Style MMI Questions With Answer Frameworks | ICANMED

Preparing for an MMI is not about memorising answers.

It is about learning how to respond when you are given a new problem, limited time and no obvious "perfect" solution.

The questions below are original ICANMED practice scenarios. They are not recalled University of Auckland interview content. UoA requires MMI candidates to keep interview format and scenarios confidential. Use these questions to practise speaking aloud. After each answer, ask yourself:

• Did I identify the key issue?
• Did I consider everyone affected?
• Did I explain my reasoning?
• Did I offer a practical next step?
• Did I show humility where needed?

A simple framework for almost any MMI question

Use this when you are unsure where to begin:

Issue → Perspectives → Principles → Practical action → Reflection

For example:

• What is the central issue?
• Who is affected and what might each person need?
• What values matter here: safety, fairness, autonomy, honesty, respect?
• What would you actually do next?
• What would you do if the situation needed more information or senior support?

Ethics questions

1. A friend asks you to share answers from a test they missed because they were unwell. What would you do?

Consider fairness, academic integrity, compassion and practical alternatives.

A strong answer may explain that you would support your friend appropriately, but would not share protected assessment material or help them gain an unfair advantage.

2. You notice a student recording a patient interaction during placement without clear permission. What would you do?

Consider privacy, consent, patient dignity and escalation.

A strong answer should not assume the student intended harm. It should focus on stopping any immediate privacy risk, clarifying the situation and seeking appropriate supervision.

3. A patient refuses a treatment you believe would benefit them. How would you respond?

Consider autonomy, capacity, informed decision-making and communication.

Avoid saying you would simply "convince" them. A stronger response would explore their understanding, concerns and values, provide clear information and involve senior support where appropriate.

4. A patient's family wants information that the patient has asked you not to share. What would you do?

Consider confidentiality, patient preferences and whether there are immediate safety concerns.

5. You discover that a group member has copied large sections of an assignment from an online source. What would you do?

Consider integrity, fairness and respectful communication before escalation.

Communication questions

6. A patient becomes frustrated after waiting several hours for an appointment. How would you respond?

Start with acknowledgement:

• Recognise the frustration
• Apologise for the experience without making promises you cannot keep
• Clarify what information you can provide
• Offer practical next steps

7. You are explaining a complex diagnosis to someone who appears confused. What would you do?

Use plain language, avoid jargon, pause regularly and ask the person to explain their understanding back to you.

8. A person speaks limited English and seems to be agreeing with everything you say. How would you make communication safer?

Avoid assuming agreement means understanding. Consider professional interpreting support and checking comprehension in a respectful way.

9. A patient is upset because they feel a clinician dismissed their concerns. What would you do?

Listen without becoming defensive. Clarify what happened, acknowledge the person's experience and consider how their concerns can be addressed.

10. You need to give difficult feedback to a teammate. How would you approach it?

Choose a private setting, focus on specific behaviour rather than personal attacks, listen to their perspective and agree on a way forward.

Teamwork and conflict questions

11. Two members of your team disagree strongly about how to complete a task. What would you do?

Focus on the shared goal, clarify each person's reasoning and find a fair process for making a decision.

12. You are assigned a leadership role, but one team member is much more experienced than you. How would you lead?

A strong answer shows that leadership is not about pretending to know the most. It can involve organising, listening, delegating and using others' expertise.

13. A teammate repeatedly interrupts quieter group members. What would you do?

Create space for other voices, redirect respectfully and address the pattern privately if needed.

14. Your group is doing well, but one person is not contributing. How would you respond?

Avoid assumptions. Check in privately first, clarify expectations and consider whether there are barriers affecting their participation.

15. You disagree with a decision made by a senior person in a team. What would you do?

Respectful challenge can be appropriate. Explain your concern using evidence or patient-safety reasoning, ask questions and escalate if necessary.

Professionalism questions

16. You see a health student post an identifiable patient story on social media. What would you do?

Consider confidentiality, professionalism and the need to address potentially serious harm promptly.

17. You arrive late to a placement because of poor planning. What would you do?

Take responsibility. Apologise, inform the relevant person early and make changes to prevent repetition.

18. A classmate makes a disrespectful joke about a patient group. What would you do?

A strong answer should address the impact of the comment, not only the person's intent. Consider whether to speak to them directly, seek support or escalate depending on seriousness.

19. You are asked a question by a patient that you do not know the answer to. What would you do?

Do not guess. Be honest about your limits, seek accurate information and follow up.

20. A patient offers you an expensive gift. What would you do?

Recognise that boundaries matter. Thank them respectfully, explain that you may not be able to accept it and seek guidance on the relevant policy.

Health equity and Māori health questions

Health equity means everyone has a fair opportunity to achieve their full health potential, without avoidable, unfair or remediable disadvantage. The Ministry of Health states that Te Tiriti obligations are foundational to achieving Māori health aspirations and equity for Māori.

21. Why might some people find it harder to access healthcare than others?

Consider factors such as cost, transport, location, disability access, language, trust, racism, previous negative experiences, work commitments and service availability.

22. What does culturally safe care mean to you?

The Medical Council says cultural safety involves reflecting on how a doctor's own views and biases affect clinical interactions and patient care. Avoid treating cultural safety as a checklist of facts about another group.

23. A clinic has high non-attendance rates. How might you respond without blaming patients?

Consider whether appointment systems, transport, cost, work schedules, communication methods, childcare or past experiences with care may be contributing.

24. How should a future doctor respond when they do not understand a patient's cultural preferences?

Start with humility. Ask respectfully, listen, avoid assumptions and seek support or learning where needed.

25. What does partnership mean in a healthcare setting?

The Ministry of Health's Te Tiriti framework describes partnership as the Crown and Māori working together in the governance, design, delivery and monitoring of health and disability services. In an interview answer, you can translate this into practical behaviour: listening, involving people meaningfully, respecting whānau and community knowledge, and avoiding decisions made "for" people without them.

How to use these questions properly

Do not attempt all 25 in one sitting.

Try this:

1. Choose three questions from different categories
2. Give yourself a short period to plan
3. Answer aloud
4. Record yourself
5. Write down one thing you did well and one thing to improve
6. Repeat one question with a clearer, more practical answer

The aim is not to become scripted. It is to become adaptable.

For structured practice across more UoA-style themes, use the ICANMED MMI Trainer.