General Dental Practitioner Interview Questions & Answers

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About this NHS interview question bank

To prepare for a general dental practitioner NHS interview, expect questions on the GDC Standards for the Dental Team, how NHS dental care is commissioned and delivered, consent and honest conversations about NHS and private options, medical emergencies, radiography justification, decontamination, safeguarding and dental neglect, and how you work with nurses, hygienists, therapists and reception. Build short spoken answers around real moments from your chairside work, and know the practice, its patients and the local access picture before you walk in.

This bank contains 40 original practice questions with first-person model answers written for dentists applying for associate and salaried posts in NHS high street practice, including internationally qualified dentists preparing to join UK practice and the NHS Performers List. Each answer is built around a realistic, non-identifying chairside or practice scenario, from a collapse in the surgery to a child with extensive decay who keeps missing appointments. Every 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 you rather than a textbook.

 

What this question bank covers

• Motivation for NHS general dental practice
• GDC Standards for the Dental Team
• NHS dental contract and UDAs
• Access and urgent dental care
• Prevention and Delivering Better Oral Health
• Valid consent and NHS versus private options
• Anxious patients
• Medical emergencies in the dental surgery
• Radiography and IR(ME)R
• Decontamination and HTM 01-05
• Safeguarding and dental neglect
• Domestic abuse and adults at risk
• Mental Capacity Act and consent
• Record keeping and confidentiality
• Complaints
• Incidents and duty of candour
• Working with dental nurses, hygienists and therapists
• Antimicrobial stewardship
• Dental trauma
• Oral cancer referral
• Internationally qualified dentists and the Performers List
• CPD and wellbeing

 

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 as a general dental practitioner in NHS practice?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine reason for choosing NHS general practice rather than a stock answer about liking teeth or helping people. They are listening for an understanding of what the job is really like, including high patient numbers, prevention and long-term relationships, and for realism about the pressures.

 

Model answer

What I love about general practice is continuity. In hospital placements I'd see someone once, do my part and never find out what happened. In practice you might see the same family for years, and you get to watch prevention actually work.

The patient who made that real for me was a man in his forties I saw during my foundation year. He came in as an emergency with a broken-down molar, hadn't seen a dentist for over a decade and was clearly embarrassed. He kept saying sorry for the state of his mouth. I sorted his pain that day, and then we built a plan together over a few months: stabilising the worst teeth, getting his gums under control with the hygienist and, honestly, a lot of conversations about diet and brushing that he could actually stick to. At his last review he told me he'd booked his teenage son in for the first time. That's the bit that stays with me. One course of treatment changed how a whole household thought about dentists.

I want to do that in NHS practice specifically because that's where most people get their dental care, and it's where people who can't afford private fees still deserve a good, honest dentist. I know the realities. Days are busy, access is a real problem in a lot of areas, and you're working within a contract that doesn't always make things easy. I'd rather be part of the effort to make it work than step away from it.

Clinically, I enjoy the variety. In a single session I might be doing a child's fluoride varnish, an extraction, a root canal and a denture review. I like being the person who sees the whole mouth and the whole patient, and knows when to refer on.

 

Why this answer works

The answer is anchored in one believable patient story that shows prevention and continuity, which are the heart of general practice. It acknowledges contract and access pressures without sounding cynical, and it shows the candidate understands why NHS care matters to people who have no other option.

 

Key points to include

• A specific patient or moment, not a general statement
• Continuity of care and prevention as the reason for general practice
• Commitment to NHS patients, including those who struggle to access care
• Realism about workload, access and contract pressures
• Enjoyment of clinical variety and knowing when to refer

 

Common mistakes to avoid

• Saying you chose dentistry because of the hours or income
• Talking only about advanced or cosmetic procedures
• Criticising the NHS contract without showing any commitment to NHS patients
• Giving an answer that could be about any healthcare job

 

NHS values and standards

Compassion; Improving lives; Everyone counts; GDC Standards: put patients' interests first

 

Further reading

• GDC Standards for the Dental Team
• NHS Constitution for England
• Delivering Better Oral Health: an evidence-based toolkit for prevention

 

 

Question 2: What do you understand about the NHS dental contract and units of dental activity, and how does it affect your work as an associate?

NHS Values question  ·  NHS Values

 

What the interview panel is assessing

The panel is checking that you understand, at a principles level, how NHS dentistry is commissioned and paid for, and how that shapes day-to-day practice. They want to see that you can work within targets without letting them distort clinical decisions, and that you know arrangements differ across the UK.

 

Model answer

In England, NHS general dental services are mostly delivered under a contract between the practice and the commissioner, which is now usually the integrated care board. The practice agrees to deliver a certain number of units of dental activity each year, and courses of treatment fall into bands. Broadly, an examination and simple preventive care sits in the lowest band, fillings, extractions and root canal treatment sit in the middle, and laboratory work like crowns and dentures sits in the highest. There's also an urgent treatment band. Each band carries a UDA value and a set patient charge, unless the patient is exempt, for example children, pregnant women and new mothers, and people on certain benefits.

As an associate, I'd usually be self-employed and contracted to deliver a share of the practice's UDAs, so I'd be paid on the activity I complete. I understand why the principal needs me to hit that number, because if the practice underdelivers there can be clawback, and that affects everyone.

The honest tension is that the UDA system doesn't always reward the work that takes the most time, like a high-needs patient who needs several fillings or a nervous patient who needs extra visits. My approach is to plan my book sensibly, keep a mix of patients, be efficient with my time and keep good records, but never let the band decide the treatment. If a patient clinically needs something, they get it, and I plan it properly.

I'm also aware this is England-specific. Wales has been moving away from UDAs towards measures focused on access and prevention, and Scotland and Northern Ireland use different payment models. There's been ongoing discussion about reform in England too, so I'd always check the current arrangements and the practice's own contract before starting.

 

Why this answer works

The answer shows working knowledge of bands, UDAs, patient charges and the associate's position without claiming false precision. It acknowledges the tension between targets and clinical need honestly, puts the patient first and notes variation across the four nations.

 

Key points to include

• Contracts are held by the practice with the commissioner, usually the ICB in England
• Courses of treatment fall into bands with UDA values and set patient charges
• Exemptions exist for certain patient groups
• Associates are usually self-employed and contracted for a share of UDAs
• Clinical need must drive treatment, never the band
• Arrangements differ in Wales, Scotland and Northern Ireland and may change

 

Common mistakes to avoid

• Quoting exact UDA figures or charges you are not sure are current
• Implying you would pick treatments to maximise UDAs
• Being openly hostile about the contract in a way that sounds unwilling to work in it
• Assuming the English system applies across the whole UK

 

NHS values and standards

Commitment to quality of care; Everyone counts; GDC Standards: put patients' interests first

 

Further reading

• NHS (General Dental Services Contracts) Regulations
• NHS England guidance on dental contract arrangements
• GDC Standards for the Dental Team
• Guidance on NHS dental charges and exemptions

 

 

Question 3: A patient needs a back tooth restoring and asks whether they should have the NHS option or a private one. How would you handle that conversation?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to see that you obtain valid consent by giving balanced, honest information about all reasonable options, including what is available on the NHS, with clear costs. They are looking for an ethical approach that never pressures patients towards private treatment or implies NHS care is substandard.

 

Model answer

The first thing I'd remember is that if someone is my NHS patient, they're entitled to all the treatment that's clinically necessary to get them dentally fit on the NHS. So the starting point is never whether they can pay more. It's what the tooth needs.

Say it's a lower molar with a large old amalgam that's cracked. I'd explain what I've found in plain words and show them on the intraoral camera or the radiograph if that helps. Then I'd go through the realistic options. On the NHS, that might be a new amalgam, or a composite if that's appropriate, or a crown if the tooth is badly weakened. Privately, I might be able to offer something like a different material or a different type of restoration, and I'd explain honestly what the difference would actually be for them, which is sometimes appearance or material choice rather than whether the tooth survives. I'd also always mention doing nothing and what the risks of that are.

I'd give them the costs clearly, in writing, on the treatment plan, and make sure it's obvious which items are NHS and which are private. If they choose to mix, that's allowed, but it has to be their informed choice and properly documented.

What I'd never do is say or hint that the NHS option is poor quality, or that they'd get a better job from me privately. That's not true and it undermines trust. Patients often feel awkward asking about money, so I'd make space for questions and say it's absolutely fine to go home and think about it.

I'd then record the options discussed, the risks and benefits, the costs, what the patient chose and why. If I ever felt pressure within a practice to steer patients privately, I'd raise it, because that's a professional standards issue, not just a business one.

 

Why this answer works

This answer shows a clear grasp of valid consent, the patient's NHS entitlement and the GDC expectation of transparent costs. It is respectful about NHS care, gives the patient time and control, and closes with good documentation and a willingness to raise concerns.

 

Key points to include

• NHS patients are entitled to all clinically necessary treatment on the NHS
• Explain all reasonable options, including no treatment, with risks and benefits
• Give clear written costs that separate NHS and private items
• Never imply NHS care is inferior or apply pressure
• Give time to decide and record the discussion fully

 

Common mistakes to avoid

• Leading with the private option or framing NHS treatment as second-best
• Giving costs verbally only, or vaguely
• Forgetting to mention the option of no treatment
• Treating the conversation as a sale rather than consent

 

NHS values and standards

Respect and dignity; Everyone counts; Commitment to quality of care; GDC Standards: communicate effectively, obtain valid consent

 

Further reading

• GDC Standards for the Dental Team, principles 2 and 3
• NHS (General Dental Services Contracts) Regulations on mixing NHS and private treatment
• GDC guidance on consent
• Montgomery v Lanarkshire Health Board (2015) on informed consent

 

 

Question 4: A patient in your chair says they feel unwell, then becomes pale and unresponsive. Talk me through what you would do.

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is testing whether you can lead a calm, structured response to a medical emergency in the surgery, using an ABCDE approach, the practice's emergency drugs and equipment, and early escalation by calling 999. They want to hear team roles, recognition of the most likely causes and an understanding of regular practice-wide training.

 

Model answer

The first thing I'd do is stop treatment, take everything out of the mouth and call for help, asking my nurse to bring the emergency kit, the oxygen and the defibrillator. I'd say clearly what I need, because in that moment people want a calm instruction.

Then I'd assess using ABCDE. Is the airway clear? Are they breathing normally? I'd check for a pulse and responsiveness. If they're unresponsive and not breathing normally, that's a cardiac arrest. I'd get the chair flat, ask someone to call 999 and say it's a cardiac arrest, start chest compressions, and get the AED on as soon as it arrives, following its prompts. We'd swap compressions every couple of minutes to keep them effective.

If they're breathing and have a pulse, the commonest cause in the chair is a faint, often after local anaesthetic or just anxiety. I'd lie them flat with legs raised, give oxygen and monitor. Most people recover within a minute or so. If they don't, or something doesn't fit, I'd think about the other causes. Is there wheeze, swelling or a rash suggesting anaphylaxis? Do they have diabetes and could this be hypoglycaemia? Is it a seizure, a cardiac event, or a stroke? Each has its own management with the drugs in our kit, following Resuscitation Council UK guidance, and for anything that isn't a quickly resolving faint, I'd call 999 early rather than wait.

I'd want one person recording times, observations and anything given, and someone meeting the ambulance at the door. Afterwards, I'd hand over clearly, write it up in the notes, complete an incident report, debrief with the team and make sure anything used is restocked.

This is exactly why we train together as a whole team, ideally with scenario practice in our own surgery. I'd also check the emergency kit is checked regularly and that everyone knows where it is.

 

Why this answer works

The answer is structured, calm and safe, with immediate help, ABCDE assessment, early 999 calls and correct priority for CPR and the AED. It recognises that fainting is common but not to be assumed, references current resuscitation guidance without quoting doses, and covers team roles, documentation and learning.

 

Key points to include

• Stop treatment, clear the mouth and call for help and the emergency kit
• Structured ABCDE assessment
• Unresponsive and not breathing normally means CPR, 999 and AED
• Consider faint, anaphylaxis, hypoglycaemia, seizure, cardiac and stroke causes
• Allocate roles, record, hand over, debrief and restock
• Regular whole-team scenario training and kit checks

 

Common mistakes to avoid

• Assuming it is a faint without assessing
• Delaying the 999 call
• Reciting drug doses inaccurately instead of describing principles
• Forgetting the team, documentation and post-event learning

 

NHS values and standards

Commitment to quality of care; Working together for patients; GDC Standards: maintain your professional knowledge and skills

 

Further reading

• Resuscitation Council UK: Quality standards for cardiopulmonary resuscitation practice and training in primary dental care
• GDC Standards for the Dental Team, standard on medical emergencies
• BNF guidance on medical emergencies in dental practice
• SDCEP Drug Prescribing for Dentistry

 

 

Question 5: A six-year-old attends with extensive untreated decay and has missed several previous appointments. What would you do?

Safeguarding question  ·  Safeguarding

 

What the interview panel is assessing

The panel wants to see that you recognise dental neglect as a possible safeguarding concern, while understanding that most situations call for support first. They are looking for a staged, proportionate response, good use of the wider team, clear documentation and readiness to refer to children's social care if concerns persist or a child is at risk of harm.

 

Model answer

I'd start with the child in front of me. Is she in pain, is there any swelling or infection, and is she sleeping and eating? If she needs urgent care, she gets it that day, or a referral if it's beyond what I can safely do.

Then I'd think about the bigger picture without jumping to conclusions. Extensive decay and missed appointments can be dental neglect, which is about a persistent failure to meet a child's basic oral health needs that's likely to cause harm. But it can also be a parent struggling with money, work, transport, their own dental anxiety or a lack of understanding. So I'd talk with mum or dad openly and kindly. I'd explain what I've seen, why it matters for her pain, sleep and schooling, and ask what's been getting in the way.

For most families, the first step is preventive and supportive. A clear, achievable plan: fluoride varnish, diet advice, how to brush with the right toothpaste, and appointments at times that work for them. I'd make sure the practice treats missed visits as the child not being brought, not the child not attending, and follows up rather than just discharging her.

If things don't improve, or the parent disengages, I'd step it up. With the parent's knowledge where possible, I'd speak to the health visitor, school nurse or GP to see if there are wider concerns. I'd discuss it with the practice safeguarding lead. And if at any stage I think she's suffering, or at risk of significant harm, for example a child in obvious pain whose parent refuses any treatment, or other worrying signs like injuries, I'd refer to children's social care straight away, following our local safeguarding procedures.

Throughout, I'd record exactly what I found, what was said, the plan and every missed appointment. Those records often matter later.

 

Why this answer works

The answer balances child-centred clinical care with a non-judgemental, staged approach that reflects how dental neglect is best handled. It shows knowledge of the was not brought principle, the wider team and the point at which a direct referral to children's social care is needed.

 

Key points to include

• Assess and treat pain or infection first
• Recognise possible dental neglect without assuming it
• Supportive, preventive first steps with the family
• Was not brought approach and active follow-up
• Escalate to health visitor, school nurse, GP, safeguarding lead and children's social care as needed
• Detailed, factual records

 

Common mistakes to avoid

• Simply discharging a child for missed appointments
• Accusing the parent at the first visit
• Waiting too long to refer when harm is evident
• Not knowing who the safeguarding lead or local contacts are

 

NHS values and standards

Compassion; Everyone counts; Working together for patients; GDC Standards: raise concerns if patients are at risk

 

Further reading

• Child Protection and the Dental Team
• British Society of Paediatric Dentistry policy on dental neglect
• Working Together to Safeguard Children
• Children Act 1989 and 2004
• GDC guidance on safeguarding

 

 

Question 6: How do you decide whether a radiograph is justified for a patient?

Technical question  ·  Technical

 

What the interview panel is assessing

The panel wants to hear that you understand IR(ME)R and your responsibilities as a practitioner and referrer, that every exposure must be justified on an individual basis and that you record justification, grading and clinical evaluation. They also want to see awareness of selection criteria guidance and of the employer's written procedures.

 

Model answer

The principle I work to is that every radiograph has to be justified for that patient, at that time. There's no routine set of X-rays. Under IR(ME)R, as the dentist I'm usually acting as the referrer and the practitioner, so I'm responsible for deciding that the benefit to the patient outweighs the radiation risk, even though the dose from intraoral films is low.

So I ask myself what I expect to find and whether it will change what I do. For example, a new adult patient with heavy restorations and signs of active decay would usually justify bitewings to check for interproximal caries. Someone with low caries risk who had bitewings recently probably doesn't need them yet, and I'd use selection criteria guidance on intervals according to risk. If someone has a tender tooth and I'm planning a root canal or an extraction, a periapical is justified because it guides treatment. What isn't justified is taking a film just because it's the patient's annual check, or because a previous dentist's images aren't to hand when I could request them.

I'd also think about the patient in front of me. With children, I'm more cautious and use the guidance for their age and risk. I'd follow the practice's employer's procedures, including any questions about pregnancy that our procedures require, and use the right technique and settings so we don't need repeats.

Then I record it all: the justification, what was taken, the quality grade, and my clinical evaluation, which means actually writing down what I saw, even if it's no new findings. An image that's taken and not reported is a wasted dose.

Finally, I'd take part in the practice's quality assurance, like regular audits of image quality, because a high reject rate tells you something needs fixing.

 

Why this answer works

The answer shows a clear understanding of justification as an individual decision, the duty holder roles under IR(ME)R and the need to record justification, grading and evaluation. It gives concrete, sensible examples and links to quality assurance and audit.

 

Key points to include

• Every exposure justified individually, never routine
• Understand IR(ME)R duty holder roles and employer's procedures
• Use selection criteria based on risk and clinical need
• Take extra care with children and follow procedures for pregnancy questions
• Record justification, grading and clinical evaluation
• Take part in image quality audit

 

Common mistakes to avoid

• Describing routine radiographs at every recall
• Forgetting to mention recording the clinical evaluation
• Confusing IR(ME)R with IRR17 or not knowing either
• Ignoring previous images that could be requested

 

NHS values and standards

Commitment to quality of care; Respect and dignity; GDC Standards: maintain your professional knowledge and skills

 

Further reading

• Ionising Radiation (Medical Exposure) Regulations 2017
• Ionising Radiations Regulations 2017
• FGDP(UK) Selection Criteria for Dental Radiography
• Guidance Notes for Dental Practitioners on the Safe Use of X-ray Equipment

 

 

Question 7: How would you care for an adult patient who is very anxious about dental treatment?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to see empathy, patience and practical techniques for managing dental anxiety, balanced with safe clinical decision-making. They are looking for a candidate who gives the patient control, adapts the plan and knows when sedation or referral to a specialist service is appropriate.

 

Model answer

I think it starts before they even sit in the chair. If I know someone's anxious, from the medical history or because reception has flagged it, I'll try to meet them in the surgery with the chair upright and the instruments out of sight, and just talk first.

I remember a woman in her thirties who came in with toothache after avoiding the dentist for years. She was shaking, and told me straight away she'd had a bad experience as a child where she felt held down. So the first thing I said was that she was in charge. We agreed a stop signal, her raising her left hand, and I promised I'd stop every time. I also asked what specifically frightened her. For her it was the injection and not knowing what was happening.

So I explained every step before I did it, used topical anaesthetic, gave the injection slowly and told her how long each part would take. On that first visit I only did what was needed to get her out of pain, a dressing, and then we booked a longer appointment rather than trying to do everything. By the third visit she was chatting to my nurse about her holiday.

Not everyone will manage with those techniques, and that's fine. Some patients benefit from tell-show-do, distraction, music or just shorter, more frequent visits. If someone has severe anxiety or phobia, I'd talk about sedation options and, if it's outside what our practice offers, refer to a service that provides it, such as the local community dental service, following local criteria.

What I always try to avoid is making someone feel judged for the state of their mouth or for being scared. And I document what helps them, so the next clinician doesn't start from scratch.

 

Why this answer works

The answer uses a real-feeling story to show specific, practical anxiety management: control, stop signals, explanation and pacing. It acknowledges that some patients need sedation or referral, and it shows warmth without losing clinical judgement.

 

Key points to include

• Prepare the environment and talk before treating
• Give the patient control with an agreed stop signal
• Find out what specifically frightens them
• Pace treatment and do what is needed first
• Know when to offer sedation or refer, following local criteria
• Record what works for future visits

 

Common mistakes to avoid

• Telling the patient there is nothing to worry about
• Pushing through a full treatment plan on the first visit
• Ignoring the possibility of past trauma
• Not knowing local referral routes for sedation

 

NHS values and standards

Compassion; Respect and dignity; Improving lives; GDC Standards: communicate effectively with patients

 

Further reading

• GDC Standards for the Dental Team, principle 2
• NICE guidance on dental recall and patient-centred care
• SDCEP Conscious Sedation in Dentistry
• Standards for Conscious Sedation in the Provision of Dental Care (Intercollegiate Advisory Committee for Sedation in Dentistry)

 

 

Question 8: Tell me what you would do if you realised you had extracted the wrong tooth.

Patient Safety question  ·  Patient Safety

 

What the interview panel is assessing

The panel is testing your honesty and understanding of the professional duty of candour, your immediate clinical priorities and how you would report and learn from a serious incident. They want to see that you would protect the patient first and not hide or minimise the error.

 

Model answer

It's a horrible thing to imagine, but I'd want to be honest with myself and the patient straight away.

Clinically, the first question is whether anything can be done there and then. If I've just extracted a sound tooth and realised immediately, replanting it promptly may be possible and I'd consider that, with advice from a senior colleague or the local oral surgery team if I wasn't sure. I'd also make sure the original problem tooth, which is still causing pain, gets managed.

Then I'd tell the patient, in the chair, calmly and clearly. I'd say what happened, that I'm very sorry, what it means for them and what we can do about it. Under the professional duty of candour, being open isn't optional, and saying sorry isn't an admission of legal liability. I'd give them time, answer their questions and offer them a follow-up conversation, with the practice principal or manager if they'd like.

After that, I'd inform the practice principal and complete an incident report through the practice's system. Wrong-site surgery, including wrong tooth extraction, is treated as one of the most serious types of patient safety incident, and the practice may have formal reporting duties, including the statutory duty of candour for CQC-registered providers in England, which includes written follow-up. I'd also contact my indemnity provider early for advice.

I'd write a full, factual and contemporaneous record of what happened and what was discussed. No changes to earlier notes.

Then the learning. Why did it happen? Was it a charting error, a rushed session, a misread radiograph, mixed-up notation? I'd want to be part of the review and introduce safeguards like a pause before every extraction where the nurse and I check the tooth against the plan and the radiograph, and confirm with the patient. I'd also look after myself, because these events affect clinicians too, and I'd talk it through with a mentor.

 

Why this answer works

The answer puts the patient's immediate care first, then demonstrates genuine openness and a clear understanding of duty of candour. It covers incident reporting, indemnity advice, accurate records and practical system changes such as a pre-extraction check, which is what panels want to hear.

 

Key points to include

• Immediate clinical management, including considering replantation
• Tell the patient promptly, apologise and explain next steps
• Professional and statutory duty of candour
• Inform the principal, report the incident and contact indemnity provider
• Factual contemporaneous records, never altered
• Learning and safeguards such as a pre-extraction safety check

 

Common mistakes to avoid

• Delaying telling the patient or hoping they will not notice
• Blaming the nurse or the referral
• Forgetting to contact the indemnity provider
• Not offering any learning or system change

 

NHS values and standards

Commitment to quality of care; Respect and dignity; GDC Standards: put patients' interests first, raise concerns

 

Further reading

• GDC Standards for the Dental Team
• Joint statement on the professional duty of candour (GDC and other regulators)
• Health and Social Care Act 2008 (Regulated Activities) Regulations 2014, Regulation 20: duty of candour
• Patient Safety Incident Response Framework
• Local Safety Standards for Invasive Procedures (LocSSIPs) principles

 

 

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