Endocrinology & Diabetes Interview Questions & Answers

← All NHS Medical and Dental interview questions

About this NHS interview question bank

To prepare for an endocrinology and diabetes NHS interview, expect questions on DKA and HHS, inpatient insulin safety and hypoglycaemia, endocrine emergencies such as adrenal crisis and thyroid storm, hyponatraemia, the diabetic foot, diabetes technology and how you communicate with people living with a long-term condition. Panels for Clinical Fellow and Specialty Doctor posts also want to hear about audit, teaching, safeguarding, inequalities and how you apply GMC Good Medical Practice, so build short spoken answers around real cases from your own practice.

This bank contains 40 original practice questions with first-person model answers written for doctors applying for Clinical Fellow and Specialty Doctor posts in endocrinology and diabetes, with a handful pitched at the step towards senior Specialty Doctor and Consultant responsibilities. It covers acute diabetes emergencies, inpatient diabetes safety, endocrine emergencies, pituitary and electrolyte disorders, the diabetic foot MDT, young adult transition, structured education, pumps and CGM, and the professional side of the job from Duty of Candour to DVLA conversations. Each question explains what the panel is really assessing, the points you must hit, the mistakes to avoid and the guidance worth reading, so you can practise answers that sound like a safe, thoughtful doctor rather than a textbook.

 

What this question bank covers

• Motivation for endocrinology and diabetes
• NHS values and GMC Good Medical Practice
• DKA and HHS
• Inpatient diabetes and insulin safety
• Hypoglycaemia
• Adrenal crisis and steroid sick day rules
• Thyroid emergencies
• Pituitary disorders
• Hyponatraemia
• Diabetic foot MDT
• Insulin pumps and CGM
• Transition clinics for young adults
• Structured education
• Inequalities in diabetes
• Safeguarding
• DVLA and confidentiality
• Duty of Candour and PSIRF
• Audit, QI and teaching
• Resilience and appraisal

 

40 NHS interview questions with full model answers. The first 8 are free to read below. Unlock the remaining 32 for £2.99 (12 months' access).

These are original practice questions written to reflect how NHS interviews are run. They are not leaked or official questions, and Healthcare Interview Prep is independent of the NHS.

 

 

Free NHS interview questions and model answers

 

 

Question 1: Why do you want to work in endocrinology and diabetes?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine reason rooted in clinical experience, not a line about liking physiology. They are listening for an understanding that most of the work is long-term condition care and inpatient safety, alongside the interesting endocrine cases, and for some sense of the kind of doctor you want to be.

 

Model answer

Funnily enough, it wasn't a rare endocrine case that drew me in. It was a man in his sixties on a general medical ward whom I was looking after as a junior doctor. He'd been admitted with a chest infection, his sugars were all over the place, and over four days he had two hypos and then ran in the high twenties. Nobody on the ward really owned his diabetes. When the diabetes team came to see him, the registrar sat down, asked him how he normally managed, looked at his meal pattern and simplified his regime. By the next day he was stable and, more than that, he felt listened to. I remember thinking that was the kind of medicine I wanted to practise.

Since then I've been drawn to the mix the specialty offers. On one side there's the acute work: DKA, HHS, adrenal crisis, severe hyponatraemia, where clear thinking and good protocols genuinely save lives. On the other side there's long-term care, where you might see someone for years, through a new diagnosis, pregnancy, a change in job, a new pump. I like that relationship, and I like that so much of the outcome depends on how well you communicate rather than what you prescribe.

I'm also realistic about it. A lot of the day is ward referrals, insulin adjustments and a busy clinic list, and some patients are struggling with things that no tablet will fix, like shift work, money or low mood. I find that part interesting rather than frustrating. For me the specialty is about helping people live well with a condition they never asked for, and keeping them safe when they come into hospital.

 

Why this answer works

It opens with a specific, believable moment that shows the candidate noticed the gap in inpatient diabetes care. It balances acute and long-term work, shows realism about the day-to-day, and keeps the patient at the centre throughout.

 

Key points to include

• A real moment that shaped your interest
• Understanding of both acute emergencies and long-term condition care
• Recognition that communication and self-management drive outcomes
• Realism about the routine workload, including ward referrals
• The kind of doctor you want to be

 

Common mistakes to avoid

• Saying you chose it because you enjoyed endocrine physiology at medical school
• Focusing only on rare or exciting cases
• Ignoring inpatient diabetes, which is a large part of the job
• Sounding dismissive of patients who find self-management hard

 

NHS values and standards

Compassion; Improving lives; Commitment to quality of care; GMC Good Medical Practice

 

Further reading

• GMC Good Medical Practice
• NHS Constitution for England
• Diabetes UK resources on living with diabetes

 

 

Question 2: You are called to the emergency department to see a 24-year-old with type 1 diabetes who is vomiting and breathless. Talk us through how you would assess and manage suspected DKA.

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is checking that you can manage DKA safely and in a logical order, following national and local guidance rather than memory alone. They want to hear about resuscitation, confirming the diagnosis, fluids, fixed rate insulin, potassium, monitoring, finding the trigger and when to escalate to critical care.

 

Model answer

The first thing I'd do is see her straight away and assess her with an ABCDE approach, because a young person who's vomiting and breathless with type 1 could be very unwell. I'd look at her airway, her breathing pattern, whether she's got Kussmaul breathing, her heart rate, blood pressure, capillary refill and conscious level, and get a NEWS2 score. I'd get IV access, bloods including a venous gas, capillary or blood ketones, glucose, U&Es, full blood count, CRP and cultures if infection is possible, and an ECG because of potassium.

To confirm DKA I'd look for the combination of raised ketones, acidosis and either a raised glucose or known diabetes. I'd remember that glucose isn't always very high, especially if she's on an SGLT2 inhibitor or pregnant, so I wouldn't be falsely reassured by a modest sugar.

Management follows our trust's DKA protocol, which is usually based on the Joint British Diabetes Societies guideline. Fluid resuscitation comes first with crystalloid, with care if she's shocked. I'd start a fixed rate intravenous insulin infusion based on her weight, and continue her usual long-acting insulin, which people often forget. Potassium is the big safety point: I'd add it to the fluids according to the level and never give insulin into a low potassium without senior input. Once glucose falls, I'd add glucose-containing fluid rather than stopping the insulin, because the aim is to clear the ketones.

Monitoring is hourly glucose and ketones and regular venous gases, with clear documentation and a fluid balance chart. I'd escalate to my consultant early and involve critical care if she's very acidotic, has a low or falling conscious level, is haemodynamically unstable or has a very low potassium. At the same time I'd look for the trigger: infection, missed insulin, a pump failure, alcohol, or sometimes something harder to talk about. Before discharge she should see the diabetes specialist nurse and leave with a plan, ketone testing and sick day rules.

 

Why this answer works

The answer is structured, safe and grounded in the national guideline while deferring to the local protocol. It picks out the common pitfalls panels listen for, such as continuing long-acting insulin, potassium, euglycaemic DKA and not stopping insulin when glucose falls.

 

Key points to include

• ABCDE assessment and early senior involvement
• Diagnosis based on ketones, acidosis and glucose or known diabetes
• Fluids, weight-based fixed rate insulin and continuing basal insulin
• Potassium monitoring and replacement as the key safety issue
• Hourly monitoring, clear escalation criteria and finding the trigger
• Diabetes specialist team review and education before discharge

 

Common mistakes to avoid

• Forgetting to continue long-acting insulin
• Stopping insulin when glucose normalises instead of adding dextrose
• Missing euglycaemic DKA in someone on an SGLT2 inhibitor
• Quoting exact thresholds confidently without mentioning the local protocol

 

NHS values and standards

Commitment to quality of care; Compassion; GMC Good Medical Practice: knowledge, skills and development

 

Further reading

• Joint British Diabetes Societies for Inpatient Care: management of DKA in adults
• NICE guideline on type 1 diabetes in adults
• Royal College of Physicians NEWS2
• Your trust's DKA protocol

 

 

Question 3: Insulin is one of the commonest causes of serious medication errors in hospital. How would you help reduce insulin errors on the wards you cover?

Patient Safety question  ·  Patient Safety

 

What the interview panel is assessing

The panel wants to see that you understand why insulin errors happen and that you think in terms of systems, not blame. They are looking for practical actions within a Clinical Fellow or Specialty Doctor remit: prescribing, education, escalation, using incident data and working with diabetes specialist nurses and pharmacy.

 

Model answer

I think the starting point is understanding why insulin goes wrong, because it's rarely one careless person. In my experience the common problems are the same ones over and over: insulin written as a 'u' that looks like a zero, the wrong insulin or wrong time because there are so many brand names, insulin held when someone's nil by mouth when it shouldn't have been, variable rate infusions running too long, and people who manage their own insulin perfectly at home losing control of it the moment they're admitted.

On a practical level, my own prescribing comes first. I write the full word units, use the brand and device name, check the indication and timing, and make sure basal insulin is continued in people with type 1. When I review a referral I'll look at the whole drug chart, not just the sugar readings, because the pattern of a missed dose or a mistimed sliding scale is usually there.

Second is education. On a previous post I noticed that most of our referrals for hypos came from two surgical wards, and the same issues kept coming up. With one of the diabetes specialist nurses I put together a short session for the foundation doctors and nurses on those wards, focusing on three things: never omit basal insulin in type 1, how to step off a variable rate infusion safely, and how to treat a hypo and then look for the cause. It was short, practical and built around real cases from our incident reports.

Third, I'd use the data. Incident reports, the hypo and DKA audits and the National Diabetes Inpatient Safety Audit tell you where the risk sits. I'd want to support a culture where staff feel safe to report near misses, and to feed themes back to the ward rather than just filing them. Self-management policies, electronic prescribing alerts and good pharmacy links all help. Ultimately, though, much of it comes down to the inpatient diabetes team being visible, approachable and easy to ask.

 

Why this answer works

It shows a systems understanding of insulin errors, gives concrete actions at the right level and includes a believable improvement example. It links to incident reporting and national audit without inventing figures.

 

Key points to include

• Understanding the common causes of insulin errors
• Safe personal prescribing habits
• Targeted, practical education for ward staff
• Using incident data and national audit to find patterns
• Self-management where safe and close links with DSNs and pharmacy
• A just, learning culture rather than blame

 

Common mistakes to avoid

• Blaming individual nurses or juniors
• Talking only about personal carefulness with no system view
• Inventing error statistics
• Forgetting the risk of omitting basal insulin in type 1

 

NHS values and standards

Commitment to quality of care; Working together for patients; GMC Good Medical Practice: patients, partnership and communication

 

Further reading

• Joint British Diabetes Societies inpatient care guidelines
• National Diabetes Inpatient Safety Audit
• NHS Patient Safety Incident Response Framework (PSIRF)
• GIRFT diabetes national report

 

 

Question 4: How would you explain a new diagnosis of type 1 diabetes to a 19-year-old university student who is frightened and angry?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to know you can deliver life-changing news with empathy, at the right pace, and in a way that builds trust for years of care. They are listening for checking understanding, avoiding information overload, involving the specialist team and respecting the young person's autonomy.

 

Model answer

I'd start by making sure the setting is right: somewhere private, enough time, no bleep in my hand if I can avoid it, and asking whether they'd like anyone with them. With a nineteen-year-old I'd ask them, not their parents, who they want in the room, because they're an adult and it's their diagnosis.

Before I explain anything I'd ask what they already know or have been told. Often they've already googled it, or they're thinking of a relative with type 2. Then I'd explain in plain words: that the pancreas has stopped making enough insulin, that it isn't caused by anything they did, and that insulin is now going to be part of life. I'd say that clearly but gently, then stop and let them react.

If they're angry, I'd let that be. I'd probably say something like, 'It's completely understandable to feel like this. It's a lot to take in and it's not fair.' I wouldn't rush to reassure them with phrases like 'loads of people live normal lives', because in that moment it can sound dismissive. What helps more is being honest that the first few weeks are hard and that they won't be doing it alone.

I'd keep the first conversation focused on the essentials for safety: how to give insulin, what a hypo feels like and how to treat it, what to do if they're unwell, and who to call. Everything else, carbohydrate counting, technology, structured education like DAFNE, can come over the next weeks. I'd make sure they meet the diabetes specialist nurse and dietitian quickly and have a direct number.

I'd also ask about their life: their course, exams, sport, whether they drink, whether they drive. That's not small talk. It tells me what matters to them and what plan will actually work. And I'd make a point of asking about their mood at follow-up, because a new diagnosis at that age can hit hard.

 

Why this answer works

The answer models a recognised approach to breaking news without sounding scripted. It respects the young adult's autonomy, prioritises safety-critical information and links them to the wider team and structured education.

 

Key points to include

• Private setting and asking who the patient wants present
• Finding out what they already know
• Plain, blame-free explanation and space for emotion
• Prioritising safety information: insulin, hypos, sick days, contacts
• Early DSN and dietitian involvement and structured education later
• Asking about their life, driving and wellbeing

 

Common mistakes to avoid

• Overloading them with information in one sitting
• Directing the conversation to parents of an adult patient
• False reassurance that dismisses their feelings
• Forgetting DVLA and practical safety advice

 

NHS values and standards

Compassion; Respect and dignity; GMC Good Medical Practice: patients, partnership and communication

 

Further reading

• GMC Good Medical Practice
• GMC guidance on decision making and consent
• NICE guideline on type 1 diabetes in adults
• Diabetes UK Language Matters

 

 

Question 5: Diabetes affects some communities far more than others. How does your understanding of health inequalities shape the way you practise?

NHS Values question  ·  NHS Values

 

What the interview panel is assessing

The panel is checking that you understand inequalities in diabetes and that this changes what you actually do, not just what you know. They want to hear practical adaptations, respect and an awareness of the NHS commitment that everyone counts.

 

Model answer

For me this is very practical. People from South Asian and Black backgrounds are at higher risk of type 2 diabetes and often develop it younger, and people in more deprived areas tend to have worse outcomes and are less likely to get the care processes they should. National audit data has shown these gaps for years. If I treat everyone in exactly the same way, I'll end up widening them.

So in clinic I try to think about what gets in the way. A patient who's missed appointments isn't always disengaged. When I've asked, it's often been shift work, caring responsibilities, the cost of the bus, or not understanding a letter written in English. I now ask about work patterns and offer remote or early appointments where the service allows. I book a professional interpreter rather than relying on family, and I check understanding by asking people to explain the plan back.

I also try to make the advice fit the person's life. I remember a man who ran a takeaway and worked until two in the morning. Telling him to eat three regular meals a day would have been pointless. We worked with the dietitian around his actual routine and chose medication that suited it. Things like Ramadan, festival foods and family cooking patterns matter, and I'd rather ask respectfully than guess.

Beyond clinic, I think inequalities should shape what we audit and improve. If our structured education courses are mostly attended by one group, that tells us something. I'd be keen to look at who's not reaching our services and work with community teams and the ICB to change that. Everyone counts is one of the NHS values, and in diabetes it means going a bit further for the people the system tends to miss.

 

Why this answer works

It shows a correct, non-statistical understanding of inequalities and links it to concrete changes in practice. The example is realistic, respectful and patient-centred, and the answer extends to service-level thinking appropriate for a Specialty Doctor.

 

Key points to include

• Awareness of which groups face higher risk and worse outcomes
• Asking about real-life barriers rather than labelling patients as disengaged
• Interpreters and checking understanding
• Culturally sensitive, individualised advice
• Using audit to identify who is missing out
• Link to the NHS value Everyone counts

 

Common mistakes to avoid

• Quoting made-up figures
• Stereotyping communities rather than asking individuals
• Describing missed appointments as non-compliance
• Talking only in theory with no example

 

NHS values and standards

Everyone counts; Respect and dignity; Improving lives; GMC Good Medical Practice: treating patients fairly

 

Further reading

• NHS Constitution for England
• Equality Act 2010
• NHS England Core20PLUS5
• National Diabetes Audit
• Diabetes UK Language Matters

 

 

Question 6: A 32-year-old woman with type 1 diabetes has had four admissions with DKA in six months. On this admission she seems frightened, her partner answers for her and she says she lost her insulin. What would you do?

Safeguarding question  ·  Safeguarding

 

What the interview panel is assessing

The panel wants to see that you can recognise possible domestic abuse and other safeguarding concerns behind repeated admissions, while still treating the medical emergency. They are looking for a private conversation, careful documentation, use of the trust safeguarding team, and respect for an adult's capacity and choices.

 

Model answer

First, I'd treat her DKA properly, because she's unwell and that comes first. But I'd keep the wider picture in mind, because four admissions in six months is a red flag and the details here worry me.

Recurrent DKA has lots of possible causes. It might be a pump or technology issue, money and access to supplies, an eating disorder, low mood, alcohol or drugs, or difficulty coping. A partner who answers for her, her seeming frightened, and an unusual explanation like losing insulin would make me think about coercive control or domestic abuse, where withholding medication can be part of the picture. I wouldn't jump to conclusions, but I wouldn't ignore it.

The key step is to see her on her own. I'd do it naturally, for example when she goes for an examination or a scan, and I'd ask in a calm, open way: 'How are things at home? Do you feel safe? Has anyone ever stopped you from taking your insulin?' If she needs an interpreter, I'd use a professional one, never the partner.

If she discloses abuse, I'd listen, believe her and not promise to keep everything secret. She's an adult and, assuming she has capacity, decisions about reporting are largely hers, but I'd explain that I'd like to involve our safeguarding team and the independent domestic violence adviser if the trust has one. If there are children in the home, or she or others are at serious risk, I may need to share information without consent, and I'd discuss that with the safeguarding lead and my consultant. I'd also think about practical safety: who has access to her insulin and meters, and a safe discharge plan.

I'd document what she said in her own words, factually, with times and who was present, in a way that wouldn't put her at risk if notes were seen. Even if she discloses nothing, I'd make sure she knows how to get help, and I'd raise my concerns with the safeguarding team and her GP so the pattern isn't lost.

 

Why this answer works

The answer treats the emergency while recognising safeguarding indicators. It handles an adult with capacity correctly, describes when information sharing without consent may be justified and names the right people to involve.

 

Key points to include

• Treat the medical emergency first
• Consider the wide differential for recurrent DKA, including abuse
• Speak to the patient alone with a professional interpreter if needed
• Respect capacity while explaining limits of confidentiality
• Involve the safeguarding team, IDVA, consultant and GP
• Factual, safe documentation

 

Common mistakes to avoid

• Asking about abuse in front of the partner
• Treating it as poor compliance without exploring why
• Promising complete confidentiality
• Forgetting children or other people at risk in the household

 

NHS values and standards

Compassion; Respect and dignity; Everyone counts; GMC Good Medical Practice: safeguarding

 

Further reading

• Care Act 2014
• Domestic Abuse Act 2021
• Mental Capacity Act 2005
• GMC guidance on confidentiality
• Your trust's adult safeguarding and domestic abuse policies

 

 

Question 7: Tell us about your experience of working in a diabetic foot multidisciplinary team. What is the doctor's role?

Teamwork question  ·  Teamwork

 

What the interview panel is assessing

The panel wants to know you understand the diabetic foot as an urgent, limb-threatening problem that needs a coordinated team. They are listening for recognition of other professionals' expertise, timely referral pathways and the medical contribution to infection, vascular and glycaemic management.

 

Model answer

I spent several months attending the weekly diabetic foot clinic on my last post, and it changed how I think about feet. Before that I'd seen foot ulcers as a podiatry problem. What I learned is that an active foot problem in someone with diabetes can be limb-threatening and needs urgent, joined-up care.

The clinic was run by the podiatry team with a consultant diabetologist, and we had quick links to vascular surgery, orthopaedics, orthotics, microbiology and the tissue viability nurses. The podiatrists did the debridement and offloading and were often the first to spot a deteriorating wound. My role was the medical side: assessing for infection and deciding on antibiotics in line with local guidance, thinking about osteomyelitis and arranging imaging, checking for ischaemia and making sure vascular referrals happened fast, optimising glucose control and looking at kidney function, cardiovascular risk and smoking.

One case stays with me. A man in his seventies came in with what looked like a small ulcer under his big toe. The podiatrist was worried because the probe went down to bone and his foot pulses were weak. Together we arranged an urgent X-ray and MRI, started antibiotics, got him seen by vascular within days and changed his insulin because his sugars were high with the infection. He needed an angioplasty, but he kept his foot. If any one of us had worked in isolation, I think the outcome could have been very different.

What I took from it is that the doctor isn't the leader of every decision. The podiatrist often knows the wound best, and the best thing I can do is listen and act on their concerns quickly. I've also tried to bring that back to the wards, reminding colleagues that every inpatient with diabetes needs their feet checked and that anyone with an active problem should be referred to the foot team promptly.

 

Why this answer works

It describes a realistic MDT, places the doctor's role accurately alongside other professionals and uses a believable case to show impact. It also extends learning to inpatient foot checks, which panels value.

 

Key points to include

• Active diabetic foot disease is urgent and limb-threatening
• Clear understanding of each team member's role
• The doctor's contribution: infection, osteomyelitis, ischaemia, glycaemia, risk factors
• Fast referral pathways, especially vascular
• Respect for podiatry expertise
• Inpatient foot checks

 

Common mistakes to avoid

• Describing the doctor as the person in charge of everything
• Ignoring vascular assessment
• Treating foot ulcers as routine wound care
• No concrete example

 

NHS values and standards

Working together for patients; Commitment to quality of care; GMC Good Medical Practice: colleagues, culture and safety

 

Further reading

• NICE guideline on diabetic foot problems
• National Diabetes Footcare Audit
• GIRFT diabetes national report

 

 

Question 8: A patient on long-term prednisolone for polymyalgia is admitted vomiting, hypotensive and confused. What are you worried about and what would you do?

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is testing whether you recognise adrenal crisis, including in people on long-term glucocorticoids, and that you treat it promptly without waiting for tests. They also want to hear about prevention: steroid emergency cards, sick day rules and education.

 

Model answer

My immediate worry is adrenal crisis. Long-term prednisolone suppresses the body's own cortisol production, so when someone becomes unwell, especially with vomiting, they can't absorb their steroid and can't mount a stress response. Hypotension and confusion in that setting is a medical emergency.

I'd assess with ABCDE and treat without delay. That means giving hydrocortisone, usually 100 mg intravenously or intramuscularly straight away, and starting IV fluid resuscitation. I wouldn't wait for a cortisol level, because a delay can be fatal, and in someone on long-term steroids a random cortisol isn't that helpful anyway. I'd check glucose, because hypoglycaemia can occur, and U&Es, looking at sodium and potassium. Then I'd look for the trigger, which might be infection, gastroenteritis, missed doses or surgery.

After the initial dose, hydrocortisone continues regularly or as an infusion until they're better, then it's tapered back to their usual dose under endocrine guidance. I'd involve my consultant early and use our trust's adrenal crisis guideline, which in England is usually based on the Society for Endocrinology guidance and the national patient safety alert on steroid emergency cards.

Prevention is the part I really care about. Before discharge I'd make sure the patient has a steroid emergency card, that they and their family understand sick day rules, which broadly means increasing their steroid dose when they're unwell with a fever and seeking help early if they're vomiting, and that it's flagged on their records. Where appropriate, patients should have an emergency injection kit and know how to use it. I'd also check that colleagues in other specialties prescribing long-term steroids know these patients are at risk, because often it's not an endocrine patient who comes in with this. Finally, I'd write to the GP so the risk is clear for future surgery or illness.

 

Why this answer works

The answer recognises adrenal crisis in a non-endocrine patient, prioritises immediate hydrocortisone and fluids, and balances acute management with prevention. It names current national resources without over-specifying doses beyond the well-established initial dose.

 

Key points to include

• Recognise adrenal crisis risk with long-term glucocorticoids
• Immediate hydrocortisone and IV fluids without waiting for results
• Check glucose and electrolytes and find the trigger
• Senior and endocrine involvement and use of local guideline
• Steroid emergency card, sick day rules and emergency kit
• Communication with GP and other prescribers

 

Common mistakes to avoid

• Waiting for a cortisol result before treating
• Only thinking of Addison's disease and missing steroid-induced suppression
• Forgetting hypoglycaemia
• Not mentioning prevention and education

 

NHS values and standards

Commitment to quality of care; Compassion; Improving lives

 

Further reading

• Society for Endocrinology guidance on adrenal crisis
• NHS England National Patient Safety Alert on steroid emergency cards
• Your trust's adrenal crisis and perioperative steroid guidelines

 

 

Unlock 32 more NHS interview questions

You have read the free questions. The full bank adds 32 premium questions for this role, each with a model answer, what the panel is assessing, key points and common mistakes.

One-off payment of £2.99 for 12 months' access. No subscription. Use the Unlock button at the top of this page.