Locally Employed Doctor (Trust Grade) Interview Questions & Answers

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Last updated 24 October 2026 · Created by a practising NHS doctor · Independent of the NHS

Quick answer

What questions are asked in an NHS Locally Employed Doctor (Trust Grade) interview?

NHS Locally Employed Doctor (Trust Grade) interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for a non-training post, deteriorating patient and NEWS2, on call prioritisation, escalation with SBAR, handover and duty of candour. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

At a glance

• Role: Locally Employed Doctor (Trust Grade) (NHS Medical and Dental)

• Questions: 40 original practice questions, each with a full model answer

• Free to read: the first 8 questions and answers on this page

• Full bank: £4.99, 12 months of access, no subscription

• Independent: not affiliated with or endorsed by the NHS

 

Read 8 questions in full, free, and see exactly what you get before you pay. Unlock the other 32 for £4.99. One payment, 12 months of access, no subscription. Secure checkout through Stripe.

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 have you applied for this locally employed doctor post, and why do you want to work in our trust?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, specific reason for applying for this post and this trust, not a generic wish to work in the NHS. They are checking that you understand what a non-training post involves, that you have researched the department, and that your plans are realistic so you will settle and stay.

 

Model answer

I've been working towards this kind of post for a while, and I applied for a few clear reasons. The first is the work itself. I enjoy general medical ward work: clerking, reviewing patients who are deteriorating, making a plan with the nurses and seeing someone go home better. In my last post I was the first doctor on the ward most mornings, and I liked being the person who knew every patient well enough to spot that something had changed before the numbers did.

The second reason is this trust. I read your job description carefully and noticed that the post is split between a base ward and the medical on call rota, with a named clinical supervisor and protected time for teaching. I also spoke to one of the current doctors on the rota, who told me that locally employed doctors here are included in the departmental teaching programme and the junior doctors' forum rather than sitting outside it. That mattered to me, because I want to be part of the team, not just someone filling gaps on a rota.

The third reason is development. I know a non-training post is not a training programme, so I want somewhere that will help me keep a proper portfolio, get workplace based assessments done, and have regular meetings with a supervisor about a personal development plan. I'd like to use the next two years to build my acute medicine skills, complete an audit cycle, and become confident leading at night with good senior support.

I'm realistic about it. Your hospital has a busy front door and the on call shifts will be demanding. But I would rather work somewhere busy and well organised, where I'm supported and learning, than somewhere quiet where I stand still. I think I can give your wards a reliable, safe doctor who wants to be here, and I hope the post can give me the structure I need to progress.

 

Why this answer works

This answer works because it gives three concrete reasons, shows real research into the post (rota pattern, supervision, teaching, speaking to a current doctor) and shows realistic expectations of a non-training post. It also balances what the candidate offers with what they hope to gain. Replace the details with your own research, the specialty you are applying to and a real moment that drew you to this work.

 

Key points to include

• Give a specific reason for enjoying this kind of clinical work
• Show research into the trust, rota pattern and supervision arrangements
• Show you understand what a non-training post is and is not
• Link the post to a realistic development plan
• Balance what you will contribute with what you hope to gain

 

Common mistakes to avoid

• Saying you simply want NHS experience with nothing specific to this post
• Giving an answer that could fit any hospital in the country
• Talking only about what the job does for you
• Implying the post is a stopgap you will leave as soon as possible

 

NHS values and standards

Commitment to quality of care; Working together for patients; Improving lives. GMC Good Medical Practice: Knowledge, skills and development.

 

Further reading

• NHS Constitution for England
• GMC Good Medical Practice
• GMC Welcome to UK practice programme

 

 

Question 2: You are the on call doctor overnight and a nurse bleeps you about a patient whose NEWS2 score has risen. What would you do?

Scenario question  ·  Deteriorating patient

 

What the interview panel is assessing

The panel is assessing whether you can safely assess an acutely unwell adult using a structured approach, act on NEWS2 within your trust's escalation policy, recognise when to call a senior, and communicate clearly. They want to see safe judgement, not heroics.

 

Model answer

First I'd get a clear picture on the phone. I'd ask the nurse for the patient's name, location, why they were admitted, the current observations and how quickly the score has changed, and whether they look unwell to her. If the score had triggered an urgent response under local policy, or she was worried, I'd go straight away, and I'd ask her to repeat the observations, check a capillary glucose and get an ECG or blood gas equipment ready if relevant.

At the bedside I'd use an ABCDE approach. I'd check the airway, look at breathing, oxygen saturations against the patient's target range, and start oxygen if needed. For circulation I'd assess perfusion, look at the fluid balance chart, get IV access and send bloods including cultures and lactate if sepsis is possible. I'd check conscious level and glucose, then expose and examine for a source such as a chest, urine, abdominal or line infection. While doing this I'd quickly review the notes, the drug chart and any treatment escalation plan, because that changes what is appropriate.

I'd treat what I find in line with trust guidance, for example the sepsis pathway if the picture fits, and I'd make sure any time critical treatment like antibiotics is actually given, not just prescribed. If the patient wasn't improving, or I was worried about their airway, respiratory failure, shock or a falling conscious level, I'd escalate early to the medical registrar using SBAR, and put out a medical emergency call if the patient was peri arrest.

Finally, I'd agree a clear plan with the nurse, including how often observations should be done and what would make her call me back, and I'd document my assessment, the plan and the escalation status in the notes. I'd also flag the patient at the morning handover. On a night shift in my previous post, following exactly this approach meant a patient with early sepsis from a urinary source was treated within the hour and avoided a critical care admission.

 

Why this answer works

This answer works because it follows a recognisable structure: information on the phone, ABCDE at the bedside, treatment in line with trust pathways, clear escalation thresholds and documentation. It shows the candidate knows NEWS2 is a prompt for clinical judgement, not a replacement for it. Use your own on call example, and keep clinical detail at principle level rather than quoting numbers you are unsure of.

 

Key points to include

• Gather key information by phone and attend promptly
• Use a structured ABCDE assessment
• Check the treatment escalation plan and resuscitation status
• Follow the trust sepsis pathway where appropriate
• Escalate early using SBAR and know when to call a medical emergency
• Agree an observation plan and document clearly

 

Common mistakes to avoid

• Giving advice over the phone without seeing an unwell patient
• Ignoring the nurse's concern because the score is only moderately raised
• Waiting too long before involving the registrar
• Forgetting to document or hand over the plan

 

NHS values and standards

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

 

Further reading

• Royal College of Physicians National Early Warning Score (NEWS) 2
• NICE guideline: Suspected sepsis: recognition, diagnosis and early management
• Resuscitation Council UK guidelines

 

 

Question 3: What do the NHS values mean to you in your day to day work as a doctor?

Values question  ·  NHS values

 

What the interview panel is assessing

The panel wants to see that you know the NHS Constitution values and, more importantly, that you can link them to real behaviour on a ward. They are looking for authenticity, examples rather than definitions, and an understanding that values matter most when you are tired and busy.

 

Model answer

For me the NHS values are less about a poster on the wall and more about how I behave at three in the morning when I'm tired and I have ten jobs on my list. The six values in the NHS Constitution are working together for patients, respect and dignity, commitment to quality of care, compassion, improving lives, and everyone counts. I'll give a couple of examples of what they look like in practice.

Respect and dignity is often small things. On a ward round I always draw the curtains properly, introduce myself and ask the patient how they would like to be addressed. I remember an older gentleman with dementia who became very distressed during an examination. Instead of pushing on, I stopped, found his daughter's number in the notes, and she suggested we let him hold his own glasses case while we spoke. That calmed him enough for me to examine him safely, and it reminded me that dignity is about paying attention to the person.

Commitment to quality of care means doing the basics reliably: clear notes, checking results I've requested, and not leaving loose ends for the next doctor. Working together for patients means listening to nurses, physiotherapists and pharmacists, because they often notice things before I do. A ward pharmacist once caught an interaction I'd missed when I was prescribing quickly, and I thanked her rather than feeling defensive.

Everyone counts is particularly important to me. I try to make sure patients who struggle to communicate, whether because of language, learning disability or confusion, get the same quality of explanation and decision making as anyone else, using interpreters and accessible information when needed. And improving lives isn't only about cure. Sometimes it's controlling someone's pain and helping their family understand what's happening. That's how I try to live these values every shift.

 

Why this answer works

This answer works because it names the values accurately but quickly moves to concrete behaviour, including a believable patient moment and a teamwork example where the candidate accepted correction. It shows the values guide decisions under pressure. Swap in your own examples, ideally from a recent post, and choose two or three values to illustrate well rather than listing all six thinly.

 

Key points to include

• Know the six NHS Constitution values
• Link values to specific behaviour, not definitions
• Use at least one real patient example
• Show you value the wider multidisciplinary team
• Recognise values matter most under pressure

 

Common mistakes to avoid

• Reciting the values without any example
• Getting the values wrong or mixing them with another organisation's
• Giving examples that are vague or implausible
• Sounding rehearsed rather than personal

 

NHS values and standards

Respect and dignity; Compassion; Everyone counts; Working together for patients. GMC Good Medical Practice: Patients, partnership and communication.

 

Further reading

• NHS Constitution for England
• GMC Good Medical Practice

 

 

Question 4: You are the only junior doctor covering medical wards on a long day and you have several bleeps waiting at once. How would you prioritise?

Scenario question  ·  Prioritisation

 

What the interview panel is assessing

The panel is assessing whether you can triage clinical tasks safely under pressure, recognise which problems are time critical, delegate and escalate appropriately, and keep track of jobs. They want a structured, calm approach and an awareness of when workload itself becomes a safety issue.

 

Model answer

I'd start by getting a quick picture of everything that's waiting rather than reacting to whichever bleep rings loudest. I'd answer each call briefly, and for every task I'd ask what the problem is, the latest observations and NEWS2, and how worried the nurse is. Then I'd sort the jobs into three groups: patients who are unwell or deteriorating, time sensitive tasks such as a critical blood result or a drug that's due, and routine jobs like rewriting a drug chart or a fluid prescription for later.

Unwell patients always come first. If I had a patient with a rising score and another with chest pain, I'd go to whoever sounds sickest, while asking the nurse with the second patient to do an ECG and repeat observations so I have information ready. If two patients were genuinely unwell at the same time, that's the point to call the registrar, because one doctor can't be in two places safely.

For the routine jobs I'd keep a written or electronic list with ward, patient, task and time, and tick them off as I go. I'd tell nurses roughly when I'd get to their job so they're not left wondering, and ask them to call back if anything changes. Where I can, I'd use the team around me: a pharmacist can help with a drug chart query, a phlebotomist or trained nurse can take bloods, and the clinical site team or hospital at night coordinator can help redistribute work.

In my last post, a long day ended with a heavy list after two emergencies. I prioritised the unwell patient with hypotension, handed the stable jobs to the evening doctor with a clear list, and flagged to the registrar that the workload was unsafe. We agreed a plan and I reported it through the rota feedback process afterwards, so the staffing could be reviewed. Prioritising well is partly about clinical judgement and partly about being honest when you need help.

 

Why this answer works

This answer works because it shows a clear triage method, puts unwell patients first, uses the multidisciplinary team, and recognises that unsafe workload must be escalated and reported. The short real example makes it credible. Use your own on call experience, and mention your trust's hospital at night or task management system if you know how it works.

 

Key points to include

• Gather information on each call before acting
• Triage into unwell, time sensitive and routine
• See the sickest patient first
• Keep a written job list and communicate expected times
• Delegate within the team appropriately
• Escalate when workload becomes unsafe

 

Common mistakes to avoid

• Dealing with bleeps in the order they arrive
• Trying to do everything alone without escalating
• Not keeping track of jobs so tasks are missed
• Leaving nurses without any idea of when you will arrive

 

NHS values and standards

Commitment to quality of care; Working together for patients. GMC Good Medical Practice: Patient safety and quality improvement.

 

Further reading

• Royal College of Physicians National Early Warning Score (NEWS) 2
• GMC Good Medical Practice
• Royal College of Physicians Acute care toolkits

Found these useful? The other 32 questions cover the rest of the role, each with a full model answer. Unlock all 40 for £4.99.

 

 

Question 5: Can you tell us about a time you worked closely with a nurse or another professional who disagreed with your plan?

Competency question  ·  Teamwork

 

What the interview panel is assessing

The panel wants to see how you handle professional disagreement: whether you listen, keep the patient at the centre, stay respectful and reach a safe shared plan. They are also checking that you value the multidisciplinary team and know when and how to involve a senior.

 

Model answer

In my previous post on an elderly care ward, I was asked to review an 86 year old lady who had been admitted with a urinary infection and was now medically ready for discharge. On the ward round we'd agreed she could go home the next day with her existing care package. In the afternoon her occupational therapist came to find me and said she didn't think the discharge was safe. She had watched the patient attempt a kitchen assessment and felt she was more unsteady and confused than on admission.

My first instinct was that the patient was medically well, her bloods were improving and the bed was badly needed. But I stopped and asked the therapist to talk me through exactly what she'd seen. She described the patient forgetting the kettle was on and nearly falling while reaching for a cupboard. That was information I simply didn't have from a medical review, so I went and saw the patient again myself. I found she was more drowsy than in the morning and had not opened her bowels for several days.

I explained to the therapist that I agreed we shouldn't send her home yet, and that I wanted to rule out a medical cause such as delirium from constipation or a new problem. We agreed a joint plan: I'd examine her, review her medication and request bloods, and the therapist would repeat her assessment once any treatable cause was addressed. I updated the consultant, who supported the plan, and I phoned the patient's son to explain the delay honestly.

The patient improved over the next few days and went home with an increased care package and a falls follow up. What I took from it is that disagreement from colleagues is often valuable information. Now, when someone questions my plan, I ask them to tell me what they've seen before I respond, and I try to reach a plan we can all stand behind.

 

Why this answer works

This answer works because it follows a clear STAR structure, is honest about the candidate's initial reaction, shows active listening, and ends with a shared plan and a lasting change in behaviour. It also shows the candidate keeping the consultant and family informed. Replace the example with a real disagreement of your own where listening changed the outcome.

 

Key points to include

• Use a specific, real disagreement with a named professional role
• Show you listened and sought the other person's information
• Keep the patient's safety at the centre
• Reach a shared plan and involve seniors appropriately
• Reflect on what you now do differently

 

Common mistakes to avoid

• Choosing an example where you were simply right and the other person wrong
• Criticising or blaming the colleague
• Describing a conflict that stayed unresolved with no learning
• Forgetting to mention the patient outcome

 

NHS values and standards

Working together for patients; Respect and dignity; Commitment to quality of care. GMC Good Medical Practice: Colleagues, culture and safety.

 

Further reading

• GMC Good Medical Practice
• NHS Constitution for England
• NICE guideline: Delirium: prevention, diagnosis and management in hospital and long-term care

 

 

Question 6: Can you tell us about a time you raised a concern about patient safety?

Competency question  ·  Raising concerns

 

What the interview panel is assessing

The panel is checking that you recognise safety concerns, act on them promptly through appropriate routes, and do so professionally. They want to know you understand your duty to raise concerns, local reporting systems and Freedom to Speak Up, and that you follow concerns through.

 

Model answer

On a surgical ward in my last post, I noticed that patients being transferred in from the emergency department overnight often had no venous thromboembolism risk assessment completed, and in a couple of cases no thromboprophylaxis prescribed when it was clearly indicated. It wasn't one person's fault. Patients were moving quickly between departments and everyone assumed someone else had done it.

The immediate priority was the patients on my ward. I went through the current patients that morning, completed the missing assessments and prescribed prophylaxis where appropriate, checking for contraindications and discussing one patient with recent bleeding with my registrar. Then I raised it with the ward consultant and the nurse in charge, explaining what I'd found factually, without blaming any team.

I also submitted an incident report through the trust reporting system, because I'd been taught that the purpose isn't to get people into trouble but to let the organisation see patterns. The consultant suggested I bring it to the next clinical governance meeting. With a nurse colleague I did a quick snapshot audit over two weeks, which confirmed the problem, and the department added the VTE assessment as a mandatory field on the admission checklist and put a reminder in the morning board round.

When we re audited, completion had improved considerably. What I learned is that raising a concern works best when it's prompt, factual and focused on patients, and when you follow it through rather than mentioning it once. I also know that if I raised something and felt it wasn't being acted on, I could go to my clinical or educational supervisor, the clinical director, or the trust's Freedom to Speak Up Guardian, and that the GMC expects doctors to act when patients may be at risk.

 

Why this answer works

This answer works because the candidate deals with the immediate risk first, raises the concern factually through the right people and systems, follows it through with data, and shows awareness of further routes such as Freedom to Speak Up. Use your own example, and if yours is smaller, still show the same steps: act, report, follow through, learn.

 

Key points to include

• Deal with the immediate risk to patients first
• Raise concerns factually with the right people
• Use the incident reporting system and governance processes
• Follow the concern through to a change
• Know escalation routes including Freedom to Speak Up

 

Common mistakes to avoid

• Choosing an example where you only complained informally
• Blaming individuals or another department
• Not knowing how incident reporting works
• Stopping once you have mentioned it, with no follow through

 

NHS values and standards

Commitment to quality of care; Working together for patients. GMC Good Medical Practice: Colleagues, culture and safety. GMC guidance on raising and acting on concerns about patient safety.

 

Further reading

• GMC Raising and acting on concerns about patient safety
• National Guardian's Office: Freedom to Speak Up
• NHS England Patient Safety Incident Response Framework (PSIRF)
• NICE guideline: Venous thromboembolism in over 16s

 

 

Question 7: During a ward round you realise you prescribed a medication incorrectly the day before and the patient has received a dose. What would you do?

Scenario question  ·  Duty of candour

 

What the interview panel is assessing

The panel wants to see honesty, patient safety first, and knowledge of the professional duty of candour, incident reporting and reflective learning. They are checking you would not hide or minimise an error, and that you understand the processes for supporting staff and learning after an incident.

 

Model answer

The first thing is the patient's safety. I would go and see them straight away, check their observations and how they are feeling, and look at what the error could mean clinically. I'd stop or correct the prescription immediately, check with the pharmacist about the likely effects and any monitoring needed, and if there was any possibility of harm I'd discuss it with my registrar or consultant without delay, so we could agree a management plan.

Then I'd be open with the patient. Doctors have a professional duty of candour, and I'd explain in plain language, at an appropriate time and with the nurse looking after them present if possible, that a mistake had been made with their medication, what it meant for them, what we were doing about it, and I would apologise. Saying sorry isn't an admission of legal liability, and patients usually value honesty far more than anything else. If the patient wanted family involved, I'd include them.

Next I'd document clearly in the notes what happened, what the patient was told and the plan, and I'd complete an incident report on the trust system. If the incident met the threshold for the statutory duty of candour, I'd make sure my consultant was aware so the trust process could be followed, including the written follow up.

Finally I'd reflect. I'd want to understand why it happened. Was I interrupted? Was there a system issue, such as similar looking drug names on the electronic prescribing system? I'd discuss it with my clinical supervisor and write a reflection for my portfolio and appraisal. I made a smaller prescribing error in a previous post when I was interrupted mid prescription, and since then I always re check the chart once I've finished any interrupted task. Being open about mistakes is how we make care safer.

 

Why this answer works

This answer works because it puts the patient's immediate safety first, then shows openness, apology, documentation and incident reporting, and ends with genuine reflection and a change in practice. It distinguishes the professional duty of candour from the organisational process. Use your own reflective example if you have one, and keep the clinical response at principle level.

 

Key points to include

• Assess and protect the patient immediately
• Correct the prescription and seek pharmacist and senior advice
• Be open and apologise to the patient
• Document and complete an incident report
• Reflect, discuss with your supervisor and change practice

 

Common mistakes to avoid

• Correcting the chart quietly without telling the patient
• Blaming the nurse who gave the dose
• Thinking an apology is an admission of liability
• Forgetting the incident report or reflection

 

NHS values and standards

Commitment to quality of care; Respect and dignity; Compassion. GMC Good Medical Practice: Trust and professionalism. Professional duty of candour.

 

Further reading

• GMC and NMC Openness and honesty when things go wrong: the professional duty of candour
• GMC Good practice in prescribing and managing medicines and devices
• NHS England Patient Safety Incident Response Framework (PSIRF)

 

 

Question 8: How would you refer an acutely unwell patient to the medical registrar or another specialty, and how do you make sure your referral is acted on?

Scenario question  ·  Escalation

 

What the interview panel is assessing

The panel is assessing your communication when escalating, especially use of a structured tool such as SBAR, your preparation before calling, and your persistence when you remain worried. Clear referrals are a core skill for doctors new to the NHS and for anyone working out of hours.

 

Model answer

Before I pick up the phone, I make sure I've seen the patient and have the information ready: the latest observations and NEWS2, relevant results, the drug chart, the treatment escalation plan and the background from the notes. A good referral is short, and that only works if I'm prepared.

I use SBAR. For example: Situation, I'm the medical on call doctor and I'm calling about a 72 year old man on ward 9 who is becoming more breathless and hypoxic despite oxygen. Background, he was admitted two days ago with a community acquired pneumonia and has COPD. Assessment, his respiratory rate and NEWS2 are rising, his gas shows worsening type 2 respiratory failure, and I think he's tiring. Recommendation, I'd like you to review him now with a view to non invasive ventilation, and I'll stay with him in the meantime. Being explicit about what I'm asking for, and how urgent it is, makes a big difference.

I then repeat back what we've agreed and check the timescale, for example the registrar coming within fifteen minutes and me starting specific treatment until then. I document the time of the call, who I spoke to and the advice given. If I'm referring to another specialty, I follow the local referral pathway, which might be a phone call plus an electronic referral, and I make sure the ward team and the nurse know what to expect.

If the patient deteriorates further, or the review doesn't happen in the agreed time, I call back. If I still feel the response isn't safe, I'd escalate further, to the consultant on call if necessary. I learned this when I was new to the NHS: I'd been hesitant to call a busy registrar a second time, and my supervisor told me that a second call about a deteriorating patient is never a nuisance. Since then I've been confident to persist politely and keep the patient at the centre.

 

Why this answer works

This answer works because it demonstrates SBAR with a worked example, shows preparation, closed loop communication and documentation, and makes clear the candidate will escalate further if worried. The reflection about calling back is honest and relatable for doctors new to the NHS. Practise saying your own SBAR referral aloud until it takes under a minute.

 

Key points to include

• See the patient and prepare information before calling
• Use SBAR with a clear, explicit request
• Confirm the plan and timescale with closed loop communication
• Document who you spoke to, when and what was advised
• Call back and escalate further if still concerned

 

Common mistakes to avoid

• Calling without having seen the patient or checked results
• Giving a long history with no clear question
• Not stating how urgent the review is
• Accepting an unsafe response without escalating further

 

NHS values and standards

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

 

Further reading

• NHS Institute for Innovation and Improvement SBAR tool
• Royal College of Physicians National Early Warning Score (NEWS) 2
• GMC Good Medical Practice

 

 

Ready for the other 32?

You have seen how the model answers work. Unlock the full Locally Employed Doctor (Trust Grade) bank to practise every theme the panel might ask about, with the mistakes to avoid spelled out for each one.

 

 

 

About this NHS interview question bank

To prepare for a locally employed doctor interview in the NHS, practise talking through real ward and on call situations out loud: a patient whose NEWS2 is rising overnight, juggling several bleeps at once, referring to the registrar with SBAR, a prescribing error and the duty of candour, self discharge and capacity, delirium, falls on anticoagulants and critical blood results. Panels for trust grade and clinical fellow posts will also explore why you want a non-training post, how you will use supervision and your portfolio, NHS values, safeguarding and confidentiality, so prepare honest examples that show safe escalation and judgement.

This bank is for locally employed doctors, trust grade doctors and junior clinical fellows applying to NHS trusts at FY2 to registrar equivalent level, including doctors who are new to working in the NHS. Each of the 40 original practice questions includes a first-person model answer, what the panel is assessing, key points to cover, common mistakes, the NHS values it links to and further reading from GMC, NICE and Royal College sources. Themes include the deteriorating patient, on call prioritisation, escalation and handover, capacity and consent, safeguarding, end of life conversations, discharge planning, antimicrobial stewardship, raising concerns, quality improvement, teaching, appraisal, revalidation, portfolio building and your personal development plan.

 

What this question bank covers

• Motivation for a non-training post
• Deteriorating patient and NEWS2
• On call prioritisation
• Escalation with SBAR
• Handover
• Duty of candour
• Raising concerns
• Capacity and self discharge
• Breaking bad news
• Treatment escalation and DNACPR
• Safeguarding adults
• Confidentiality
• Delirium and falls
• Acting on critical results
• Discharge planning
• Antimicrobial stewardship
• Supervision, portfolio and appraisal
• Wellbeing

 

 

Locally Employed Doctor (Trust Grade) NHS interview: frequently asked questions

 

What questions are asked in an NHS Locally Employed Doctor (Trust Grade) interview?

NHS Locally Employed Doctor (Trust Grade) interviews usually mix values-based questions with scenarios specific to the role. Typical themes include motivation for a non-training post, deteriorating patient and NEWS2, on call prioritisation, escalation with SBAR, handover and duty of candour. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

What band is an NHS Locally Employed Doctor (Trust Grade) job?

The questions on this page are pitched mainly at FY2 equivalent to registrar equivalent (trust grade and clinical fellow posts) posts. The band for any job depends on the trust and the responsibilities of the post, so always check the advert and job description. Higher bands bring more questions on leadership, supervising others and improving the service.

 

How should I prepare for an NHS Locally Employed Doctor (Trust Grade) interview?

Read the job description and person specification closely, then prepare five or six real examples you can tell using the STAR method (situation, task, action, result). Revise GMC Good Medical Practice (or the GDC Standards for dental roles), consent and capacity, safeguarding, the duty of candour and patient safety. Research the trust's own values and the service you would join, and practise your answers out loud before the day.

 

Which NHS values and standards should I mention in a Locally Employed Doctor (Trust Grade) interview?

Link your examples to the NHS values from the NHS Constitution, such as compassion, respect and dignity, and working together for patients. For this role, panels will also expect you to understand GMC Good Medical Practice (or the GDC Standards for dental roles), consent and capacity, safeguarding, the duty of candour and patient safety. Show these through what you actually did rather than reciting lists.

 

Are these real NHS Locally Employed Doctor (Trust Grade) interview questions?

No. They are original practice questions written to reflect how NHS Locally Employed Doctor (Trust Grade) interviews are typically run. Healthcare Interview Prep is independent and not affiliated with the NHS, and nobody can promise which questions you will be asked. Use the model answers to learn structure and content, then build answers from your own experience.

 

What do I get if I unlock the full Locally Employed Doctor (Trust Grade) question bank?

You get all 40 Locally Employed Doctor (Trust Grade) practice questions. Each one has what the panel is assessing, a model answer, why the answer works, key points to include, common mistakes and the NHS values it links to. It is a one-off payment of £4.99 for 12 months' access, with no subscription.

Read the full NHS Medical and Dental interview guide →