Paediatric Emergency Medicine 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 Paediatric Emergency Medicine interview?

NHS Paediatric Emergency Medicine interviews usually mix values-based questions with scenarios specific to the role. Typical themes include sick child recognition, sepsis, safeguarding, non-accidental injury, mental health in young people and crowding and flow. 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: Paediatric Emergency Medicine (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 chosen paediatric emergency medicine, and why do you want to work in our department?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, specific reason for choosing paediatric emergency medicine and evidence that you understand this department, its case mix and its pressures. They are also judging whether your expectations are realistic and whether you will contribute beyond covering the rota.

 

Model answer

I think the moment I knew was during an emergency medicine rotation earlier in my training. A two-year-old came through triage looking, to most people, like a grizzly child with a cold. The paediatric emergency consultant on that night noticed that he wasn't interested in anything, not even the stickers, and that his peripheries were cool. Within the hour he was in resus being treated for meningococcal sepsis, and he went home a week later. What stayed with me wasn't the drama. It was how calm and deliberate she was, and how she brought his parents with her the whole way.

Since then I've deliberately built my experience around that kind of work. I've done adult and paediatric emergency posts and a period in neonates, I've completed APLS, and I'm now comfortable leading paediatric resuscitation calls. What I enjoy most is the breadth. In one shift I can be managing a fitting toddler, reassuring the parents of a feverish baby who is actually well, and sitting with a fifteen-year-old who has self-harmed. Each of those needs a different version of me, and I like that challenge.

As for this department, I've read your published information and I came to visit. You have a dedicated children's area, a mixed team of PEM consultants, emergency and paediatric trainees and advanced practitioners, and a strong in situ simulation programme. I was particularly interested in the work you've started on pathways for young people in mental health crisis, because that's an area I want to develop. I also know you're a busy unit with real flow pressures over winter, and I'd rather be honest that I'm coming in wanting to help with that, not expecting an easy ride.

So for me this post is about doing the work I find most meaningful, in a team that clearly invests in learning, and contributing to how the service runs rather than just filling shifts.

 

Why this answer works

This answer opens with a specific, believable clinical moment, links it to the kind of doctor the candidate wants to be, and then shows real research into the department, including its pressures. It ends with a clear statement of contribution. Replace the case and the departmental details with your own experience and what you learned on your visit.

 

Key points to include

• A specific, personal reason for choosing PEM, not a general wish to help children
• Evidence of relevant experience such as APLS, resus leadership or paediatric posts
• Research into this department: case mix, team structure, projects
• Honest recognition of the pressures of the job
• What you will contribute, not only what you will gain

 

Common mistakes to avoid

• Saying you 'love working with children' with nothing behind it
• An answer that could apply to any emergency department
• Ignoring the realities of crowding and winter pressure
• Focusing only on your own training needs

 

NHS values and standards

Commitment to quality of care; Compassion; Improving lives. GMC Good Medical Practice: Knowledge, skills and development.

 

Further reading

• NHS Constitution for England
• GMC Good Medical Practice
• Standards for Children and Young People in Emergency Care Settings (RCPCH)

 

 

Question 2: A four-year-old with a fever is brought to you because the triage nurse says he just 'doesn't look right'. How would you assess and manage him?

Clinical question  ·  Sick child recognition

 

What the interview panel is assessing

The panel is assessing whether you take clinical gestalt and parental or nursing concern seriously, use a structured ABCDE approach, recognise possible sepsis early, act within local sepsis pathways and escalate promptly. They also want to see good communication with the family and the team.

 

Model answer

The first thing I'd do is take that nurse's concern seriously, because experienced triage nurses are very often right, and 'doesn't look right' is a red flag in itself. I'd see the child straight away and move him into resus or a high-acuity cubicle rather than assess him in the waiting area.

I'd use a structured ABCDE approach while getting a history from the parents in parallel. I'd be looking at his airway and work of breathing, oxygen saturations, heart rate, capillary refill, colour, temperature of his peripheries, blood pressure, conscious level using AVPU, and his blood glucose. I'd also look carefully for a non-blanching rash and for signs of meningism, and I'd ask the parents what's different about him today, because parental concern is part of the risk assessment. I'd make sure PEWS observations are recorded and repeated.

If he had features that put him at high risk of sepsis, I'd follow our local sepsis pathway, which is based on the NICE guideline. That means early intravenous or intraosseous access, blood cultures, blood gas with lactate, glucose and other bloods, and giving broad spectrum antibiotics promptly without waiting for results. I'd give fluid boluses in line with the guideline, reassessing after each one, because some children don't tolerate large volumes and I'd be listening for crackles and feeling for an enlarging liver. If he wasn't responding, I'd call the PEM consultant and anaesthetist early and contact the regional PICU retrieval service for advice.

Throughout, I'd keep one nurse with the family to explain what's happening, and I'd speak to the parents myself as soon as he was stable enough, in plain language. I'd also make sure the plan and timings were clearly documented.

I had a very similar case last winter where a child initially looked like a simple viral illness but was mottled on closer inspection. Acting on the nurse's instinct meant antibiotics were in quickly, and he was discussed with retrieval within the first hour. That case reinforced for me that sick children can compensate well until they suddenly can't.

 

Why this answer works

This answer shows respect for nursing and parental concern, a clear ABCDE structure, use of PEWS and the local sepsis pathway, cautious fluid management and early escalation. It stays at principle level without doses. Use your own case to show you have done this in practice, and mention your local pathway by name if you know it.

 

Key points to include

• Treat nursing and parental concern as clinically significant
• Structured ABCDE assessment including glucose and rash
• Follow the local sepsis pathway based on NICE guidance
• Reassess after every fluid bolus and escalate early
• Involve PICU retrieval services for advice when not improving
• Keep the family informed throughout

 

Common mistakes to avoid

• Dismissing triage concern because the observations look borderline
• Waiting for blood results before giving antibiotics in a high-risk child
• Giving repeated fluid without reassessment
• Forgetting to check glucose
• Leaving parents without information

 

NHS values and standards

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

 

Further reading

• NICE guideline NG51: Suspected sepsis: recognition, diagnosis and early management
• NICE guideline NG143: Fever in under 5s
• Spotting the Sick Child (Department of Health and Social Care)
• Resuscitation Council UK Paediatric Life Support guidelines

 

 

Question 3: A ten-month-old is brought in with a swollen thigh. The parents say she rolled off the sofa, and the X-ray shows a femoral fracture. What would you do?

Scenario question  ·  Non-accidental injury

 

What the interview panel is assessing

The panel wants to see that you recognise a high-risk presentation for non-accidental injury in a non-mobile infant, manage pain and clinical needs first, follow safeguarding procedures, involve the right people and communicate with the family openly and without accusation.

 

Model answer

My first priority would be the baby herself. I'd make sure she had adequate analgesia, that the leg was splinted appropriately and that orthopaedics were involved. A femoral fracture is painful and frightening, and good care at that stage matters regardless of the cause.

At the same time, I'd be very aware that a long bone fracture in a non-mobile infant is a recognised red flag for physical abuse, and that the mechanism described doesn't easily explain the injury. That doesn't mean I've decided anything has happened. It means I have a duty to consider it properly and not let it go unexplored. I'd take a careful, open history from both parents, documenting exactly what they say in their words, including timings and who was present. I'd do a full top-to-toe examination with her undressed, looking for bruising, especially in unusual sites, torn frenulum or other injuries, and I'd plot her growth.

I'd then discuss her with the paediatric consultant and the safeguarding team in line with our local child protection procedures, and check whether she or any siblings are already known using the Child Protection Information Sharing system. She would not be discharged. A referral to children's social care would be made, and the paediatric team would usually arrange further investigation, such as a skeletal survey and bloods to look for other causes. If there was any immediate risk to her or to other children at home, I'd make sure police and social care were aware urgently.

With the parents, I'd be honest and calm. I'd explain that when a baby this age has this kind of injury, we always involve specialist colleagues and children's social care, and that this is standard practice to make sure we understand what's happened. In a similar case during my paediatric post, keeping the conversation factual and non-judgemental meant the family stayed engaged, which made the assessment safer for the child.

Finally, I'd make sure my documentation was contemporaneous, factual and detailed, with body maps where appropriate.

 

Why this answer works

This answer prioritises the child's clinical needs, recognises the red flag without jumping to conclusions, and sets out clear safeguarding steps: history, examination, senior and safeguarding involvement, CP-IS check, referral and documentation. It also shows how to talk to parents honestly. Adapt it with your own safeguarding experience and your trust's procedures.

 

Key points to include

• Analgesia and clinical care come first
• Fractures in non-mobile infants are a recognised red flag
• Detailed, verbatim history and full skin examination
• Discuss with paediatric consultant and safeguarding team; check CP-IS
• Refer to children's social care; consider siblings
• Honest, non-accusatory communication and careful documentation

 

Common mistakes to avoid

• Accepting the explanation without considering abuse
• Confronting or accusing the parents
• Discharging before a safeguarding plan is in place
• Poor or vague documentation
• Forgetting other children in the household

 

NHS values and standards

Respect and dignity; Compassion; Commitment to quality of care. GMC 0 to 18 years: guidance for all doctors.

 

Further reading

• Working Together to Safeguard Children (HM Government)
• NICE clinical guideline CG89: Child maltreatment: when to suspect maltreatment in under 18s
• Safeguarding Children and Young People: Roles and Competences for Healthcare Staff (Intercollegiate Document)
• RCPCH Child Protection Companion

 

 

Question 4: What does compassionate care look like to you in a busy paediatric emergency department?

Values question  ·  Compassion

 

What the interview panel is assessing

The panel wants to hear a practical, grounded understanding of compassion in a pressured setting: how it shows up for children, parents and colleagues. They are checking that compassion is part of how you work every shift, not just an abstract value.

 

Model answer

For me, compassion in a paediatric emergency department is mostly about small, deliberate things done under pressure. It's easy to be kind when it's quiet. The real test is whether a frightened family still feels looked after at three in the morning when the waiting room is full.

With children, it starts with how I approach them. I'll get down to their level, talk to them before I talk about them, and use play or distraction rather than rushing straight in. I'll ask the play specialist to help with cannulas or wound care whenever possible, and I make sure we use topical anaesthetic and proper analgesia early. A child's experience of pain in the department can shape how they feel about hospitals for years.

With parents, compassion means recognising that they know their child best and that they're often exhausted and scared. I try to explain what I'm thinking and what happens next, even when the answer is 'we're waiting for a test'. Uncertainty is often harder for families than bad news. I also try to notice the parent who has been sitting quietly for hours with a sleeping child and check they've had a drink and know what's happening.

I think compassion also applies to the team. I remember a night when a junior colleague had just finished a long resus that didn't go well, and the department was still busy. I covered her cubicles for twenty minutes so she could step out, and we talked properly at the end of the shift. That's part of keeping a team able to care for others.

Finally, I see compassion and good clinical care as linked. Being compassionate includes making sure the child gets the right treatment promptly, being honest when things go wrong and not letting crowding become normal for children. That's why I'm interested in flow as well as bedside care.

 

Why this answer works

This answer gives concrete examples of compassion for children, parents and colleagues, and links compassion to safety and timeliness. It avoids abstract statements. Replace the examples with moments from your own practice, ideally including one where you showed compassion under real pressure, and keep the focus on what you actually did rather than what you believe.

 

Key points to include

• Compassion is tested most when the department is under pressure
• Child-centred approach: play, distraction, early analgesia
• Parents as partners who need information about uncertainty
• Compassion for colleagues sustains the team
• Link compassion to timely, safe care

 

Common mistakes to avoid

• Generic statements about being caring with no examples
• Talking only about children and forgetting parents and staff
• Implying compassion is only possible when the department is quiet
• Separating compassion from clinical quality

 

NHS values and standards

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

 

Further reading

• NHS Constitution for England
• GMC Good Medical Practice
• NHS People Promise

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: Tell us about a time you led a paediatric resuscitation. What went well, and what would you do differently?

Competency question  ·  Leading resuscitation

 

What the interview panel is assessing

The panel is assessing your ability to lead a resuscitation team: preparation, role allocation, situational awareness, communication, human factors, family support and debriefing. They also want honest, specific reflection on what you would improve next time.

 

Model answer

Situation: a few months ago I was the senior doctor in the paediatric ED when we had a pre-alert for a six-month-old in respiratory arrest following a period of increasing breathlessness at home. The ambulance was about eight minutes away.

Task: I needed to prepare the team, lead the resuscitation and make sure the right specialist help was there early.

Action: I called a paediatric arrest call so the anaesthetist and paediatric registrar would be in the room when the baby arrived. While we waited, I did a quick team brief. I introduced myself as team leader, allocated airway, breathing, circulation and a scribe, and asked a nurse to be with the family. We worked out the estimated weight and wrote the WETFLAG values on the whiteboard so drug and equipment calculations were visible and checked. When the baby arrived, I stood back from the bed so I could see everything. I used closed-loop communication, said my thinking out loud, and summarised every couple of minutes. The baby had a pulse but poor respiratory effort, so we provided bag-valve-mask ventilation, then the anaesthetist intubated after a pre-intubation checklist. We gained intraosseous access when intravenous attempts failed and I contacted the retrieval service early.

Result: the baby stabilised and was transferred to PICU with a diagnosis of severe bronchiolitis with apnoea. The parents told the nurse afterwards that they always knew what was happening. I led a short hot debrief using a structured format before the team went back to work.

What I'd do differently: I let two people make repeated attempts at intravenous access before calling for intraosseous, which cost us a couple of minutes. I now set a clear limit on attempts at the brief and say it out loud. I also realised I hadn't explicitly asked the team to speak up if they saw anything I'd missed, so I now include that in every brief. It makes a real difference to how safe people feel raising concerns in the moment.

 

Why this answer works

This answer follows STAR clearly, shows real leadership behaviours such as pre-briefing, role allocation, standing back, closed-loop communication and early retrieval contact, and ends with genuine, specific reflection. Swap in your own resus case, keep the clinical detail brief, and make sure your reflection describes a concrete change in your practice rather than a general intention.

 

Key points to include

• Use the pre-alert to brief the team and allocate roles
• Visible, checked calculations such as WETFLAG
• Stand back, think aloud and summarise regularly
• Call for airway and retrieval support early
• Allocate someone to support the family
• Hot debrief and specific personal learning

 

Common mistakes to avoid

• Describing yourself doing every task rather than leading
• No mention of team communication or human factors
• Ignoring the family
• Reflection that is vague or claims nothing could be improved

 

NHS values and standards

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

 

Further reading

• Resuscitation Council UK Paediatric Life Support guidelines
• Advanced Paediatric Life Support (ALSG)
• NHS England Patient Safety Syllabus

 

 

Question 6: A fifteen-year-old has taken an overdose. She is currently medically stable but says she wants to leave before the mental health assessment. What would you do?

Scenario question  ·  Mental health

 

What the interview panel is assessing

The panel wants to see that you balance medical risk, mental health risk, competence and capacity, parental responsibility and safeguarding, using the least restrictive approach. They are looking for calm communication, appropriate senior and specialist involvement and clear documentation.

 

Model answer

My priority would be keeping her safe while treating her with respect. Young people who want to leave are often frightened, embarrassed or feel they're wasting our time, so I'd start by sitting down with her somewhere quieter and trying to understand why she wants to go.

Medically, I'd need to be sure what she's taken, when, and whether there are any staggered or mixed ingestions. Even if she feels fine, some overdoses have delayed effects, so I'd explain clearly that she may still need treatment or monitoring based on blood results and the time of ingestion, following our toxicology guidance and TOXBASE. That's often the most persuasive point, because it's about her physical safety rather than her mental health.

I'd then think about decision-making. At fifteen, I'd assess whether she's competent to make this particular decision, which means understanding the risks, weighing them and communicating a choice. I'd involve her parents or whoever has parental responsibility, with her knowledge, because they're key to her safety. If she's at serious risk and lacks competence, or if leaving would put her in immediate danger, I'd discuss with my consultant straight away. We'd act in her best interests to prevent serious harm, using the least restrictive option and following trust policy, seeking legal or safeguarding advice where needed. In practice, we'd ask security or staff to stay with her rather than use physical restraint unless absolutely necessary.

I'd also make sure the environment is safe, with ligature and object risks considered, and agree a level of observation with the nurse in charge. I'd contact the CAMHS liaison team to expedite the psychosocial assessment, and consider safeguarding: whether anything at home, online or at school has contributed.

When I've managed this before, being honest with the young person about why we were worried, and giving her some control over small things such as who sat with her, made a big difference. She stayed, and the assessment happened that evening.

I'd document her competence assessment, the conversations and the rationale for every decision.

 

Why this answer works

This answer starts with engagement rather than control, addresses ongoing medical risk, considers competence, parental involvement and least restrictive practice, and involves seniors, CAMHS and safeguarding. It stays appropriately at principle level about the law. Use your own experience and reference your trust's policy on young people leaving before assessment.

 

Key points to include

• Engage and understand why she wants to leave
• Ongoing medical risk based on substance and timing
• Assess competence for the specific decision; involve parental responsibility
• Least restrictive approach with senior and legal advice where needed
• Safe environment, observation level and CAMHS liaison
• Consider safeguarding and document thoroughly

 

Common mistakes to avoid

• Letting her leave without assessing risk
• Moving straight to restraint or detention
• Ignoring the role of parents
• Treating the medical and mental health aspects separately
• Poor documentation of decisions

 

NHS values and standards

Respect and dignity; Compassion; Everyone counts. GMC 0 to 18 years: guidance for all doctors.

 

Further reading

• NICE guideline NG225: Self-harm: assessment, management and preventing recurrence
• GMC 0 to 18 years: guidance for all doctors
• Mental Capacity Act 2005 Code of Practice
• TOXBASE (UK National Poisons Information Service)

 

 

Question 7: Tell us about a time you disagreed with a colleague from another specialty about a child's care. How did you handle it?

Competency question  ·  Teamwork

 

What the interview panel is assessing

The panel is assessing your ability to manage professional disagreement constructively, keep the child's interests central, communicate clearly using structured tools and escalate appropriately through the right channels without damaging working relationships or the wider team culture.

 

Model answer

Situation: during a busy evening shift, I saw an eleven-year-old boy with abdominal pain that had started around his umbilicus and moved. He had a low-grade temperature and was guarding in the right iliac fossa. His blood results were only mildly raised. I referred him to the surgical registrar, who was in theatre and suggested over the phone that he be discharged with review in the morning because the bloods weren't convincing.

Task: I wasn't comfortable with that plan. I needed to advocate for the child without turning it into a confrontation, and make sure he got the right assessment.

Action: I rang back and used SBAR to give a structured summary, focusing on the clinical findings rather than the bloods, and said clearly that I was worried about appendicitis and didn't think discharge was safe. I acknowledged that she was busy and asked whether she could review him after her case or whether someone else on the team could come. She agreed to see him later, but two hours passed and his pain was worsening. At that point I discussed him with my consultant, who spoke to the surgical consultant directly. In the meantime, I made sure he had good analgesia, was kept nil by mouth and that the family understood why we were waiting.

Result: he was reviewed, went to theatre that night and had a perforated appendix. Afterwards I found the surgical registrar and we talked it through. There was no blame. She explained how stretched she'd been, and I explained what had worried me. We agreed that a direct conversation earlier between seniors would have helped.

Reflection: I learned that it's important to separate the disagreement from the person. Stating my concern clearly, offering options and escalating calmly through the right channel is more effective than repeating the same request. I also now escalate sooner when a referral is delayed and the child is changing.

 

Why this answer works

This answer shows clear advocacy for the child, structured communication with SBAR, respect for the colleague's workload, appropriate escalation consultant to consultant and a constructive follow-up conversation. Use your own example, ideally one where the relationship stayed positive afterwards and where you can describe exactly how you escalated and what you changed as a result.

 

Key points to include

• Keep the child's safety at the centre
• Use structured communication such as SBAR
• Acknowledge the other person's pressures and offer options
• Escalate through the right channels when concerns persist
• Follow up afterwards to maintain the relationship
• Reflect on what you would do sooner next time

 

Common mistakes to avoid

• Criticising the other colleague in the interview
• Backing down despite clinical concern
• Escalating aggressively or publicly
• No reflection or learning

 

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
• NHS England Patient Safety Syllabus

 

 

Question 8: Describe a time you raised a concern about patient safety. What did you do and what happened?

Competency question  ·  Raising concerns

 

What the interview panel is assessing

The panel wants to see that you notice risks, act promptly to protect children, raise concerns through appropriate routes, follow through and contribute to learning. They also want to see an open, constructive approach rather than blame.

 

Model answer

Situation: during a run of very busy winter shifts, I noticed that children waiting in our paediatric waiting room were often going several hours without repeat observations after triage. On one shift, a toddler who had been triaged as a lower priority was found to be significantly more unwell when he was finally called, with a much higher PEWS score than at triage. He was fine in the end, but it was clearly a near miss.

Task: I felt I had a responsibility to make sure this wasn't just treated as an unlucky shift, and to help find a practical solution.

Action: on the day, I made sure that child was managed in resus and that his parents had an honest explanation of what had happened. I raised it with the nurse in charge straight away, and we agreed to do a rapid sweep of the waiting room together. I then completed an incident report so it would be properly reviewed, and I emailed the clinical lead with a short summary of the risk, framed around the system rather than any individual. I offered to help look at the problem. With a senior nurse, I audited two weeks of waiting room observation times, which confirmed the gap during peak hours.

Result: we introduced a waiting room safety check at set intervals during busy periods, with a named nurse responsible and a simple escalation process to the senior doctor when PEWS rose. We also put up clear information for parents asking them to tell staff if they felt their child was getting worse. A re-audit showed much more consistent observations, and the change was adopted into the department's escalation plan.

Reflection: I learned that raising a concern works best when you act on the immediate risk, use the formal reporting system, and then bring some data and a possible solution. I also learned that families are part of the safety system, which links closely to the thinking behind Martha's Rule.

 

Why this answer works

This answer shows immediate action to protect the child, use of formal reporting, escalation to the right people, and practical follow-through with audit and improvement. It is system focused rather than blaming. Replace it with your own concern and make sure you show the outcome, the evidence of change and what you personally learned.

 

Key points to include

• Act on the immediate risk to the child first
• Raise concerns promptly with the nurse in charge and through incident reporting
• Frame concerns around systems, not individuals
• Bring data and a possible solution
• Follow through and evaluate the change
• Involve families in safety

 

Common mistakes to avoid

• Choosing a trivial example
• Describing a concern you noticed but never escalated
• Blaming colleagues
• No outcome or follow-up

 

NHS values and standards

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

 

Further reading

• GMC Raising and acting on concerns about patient safety
• NHS England Patient Safety Incident Response Framework (PSIRF)
• National Paediatric Early Warning System (PEWS) programme, NHS England
• Martha's Rule (NHS England)

 

 

Ready for the other 32?

You have seen how the model answers work. Unlock the full Paediatric Emergency Medicine 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 paediatric emergency medicine interview in the NHS, practise talking through real department situations out loud: the febrile child who 'doesn't look right', sepsis, status epilepticus, DKA, head injury and major trauma, leading a resuscitation, a suspected non-accidental injury, a young person in mental health crisis and a full department on a winter evening. Panels for registrar, specialty doctor and consultant posts will also explore your motivation, safeguarding, consent and confidentiality for young people, duty of candour and how you support your team, so prepare honest examples that show calm leadership and safe escalation.

This bank is for doctors applying for paediatric emergency medicine posts in the NHS, including ST4+ registrars, specialty doctors and consultants working in children's emergency departments or mixed units. It contains 40 original practice questions written by a practising NHS doctor. Each question includes a first-person model answer, what the panel is assessing, key points, common mistakes, the NHS values it links to and further reading. Themes include recognising the sick child, sepsis, safeguarding and non-accidental injury, mental health presentations in young people, crowding and flow, leading resuscitation, major trauma, retrieval, consent and confidentiality, duty of candour, supervision, quality improvement and revalidation. The first 8 questions are free.

 

What this question bank covers

• Sick child recognition
• Sepsis
• Safeguarding
• Non-accidental injury
• Mental health in young people
• Crowding and flow
• Leading resuscitation
• Status epilepticus
• DKA
• Head injury
• Major trauma
• PICU retrieval
• Consent and confidentiality
• Duty of candour
• Supervision and teaching
• Quality improvement
• Revalidation

 

 

Paediatric Emergency Medicine NHS interview: frequently asked questions

 

What questions are asked in an NHS Paediatric Emergency Medicine interview?

NHS Paediatric Emergency Medicine interviews usually mix values-based questions with scenarios specific to the role. Typical themes include sick child recognition, sepsis, safeguarding, non-accidental injury, mental health in young people and crowding and flow. 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 Paediatric Emergency Medicine job?

The questions on this page are pitched mainly at ST4+ registrar, specialty doctor and consultant 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 Paediatric Emergency Medicine 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 Paediatric Emergency Medicine 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 Paediatric Emergency Medicine interview questions?

No. They are original practice questions written to reflect how NHS Paediatric Emergency Medicine 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 Paediatric Emergency Medicine question bank?

You get all 40 Paediatric Emergency Medicine 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.

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