Paediatric Surgery Interview Questions & Answers

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About this NHS interview question bank

To prepare for a paediatric surgery NHS interview, expect questions on the acute abdomen in children, the bilious-vomiting neonate, testicular torsion, safe fluids and analgesia, consent with parents and Gillick competence, safeguarding, and how you work with neonatal, paediatric and anaesthetic colleagues across a regional network. Build short spoken answers around real cases you have managed, and know GMC Good Medical Practice, the GMC 0-18 guidance and how children's surgery is organised in the region you are applying to.

This bank contains 40 original practice questions with first-person model answers written for doctors applying for Clinical Fellow and Specialty Doctor posts in paediatric surgery, with a selection pitched at consultant level. It covers the on-call acute abdomen, neonatal surgery and NICU liaison, the scrotum, day case surgery, transfers into a regional centre, consent and parental responsibility, safeguarding and non-accidental injury, and the professional side of the job from incidents and duty of candour to teaching and quality improvement. Every question explains what the panel is really assessing, the points you must hit, the mistakes to avoid and the frameworks worth reading, so you can practise answers that sound like a safe, kind surgeon rather than a textbook.

 

What this question bank covers

• Motivation for paediatric surgery
• NHS values in children's surgery
• Talking to anxious parents
• Consent, parental responsibility and Gillick competence
• Safeguarding and non-accidental injury
• Paediatric IV fluids and hyponatraemia
• Testicular torsion
• Bilious vomiting and malrotation
• Intussusception
• Appendicitis in young children
• Neonatal surgery and NICU liaison
• Paediatric pain management
• Day case surgery
• Regional networks and transfers
• Teamwork with paediatrics and anaesthesia
• Incidents, PSIRF and duty of candour
• Quality improvement and teaching
• Career development, Portfolio Pathway 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 in paediatric surgery?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, specific reason for choosing children's surgery rather than adult general surgery or urology. They are listening for an understanding of what makes the specialty different, including families, neonates and safeguarding, and some realism about the emotional weight of the work.

 

Model answer

The honest answer is that one night changed the direction of my career. I was a junior surgical trainee covering a district general hospital, and a seven-year-old boy came in with abdominal pain that everyone had labelled as constipation. When I examined him properly, he had a tender right iliac fossa and he was guarding. He went to theatre that night with a perforated appendix. What stayed with me wasn't the operation. It was his dad at the bedside the next morning, saying nobody had really looked at his son until then.

That made me realise how different children are. They can't always tell you where it hurts, they compensate well and then deteriorate quickly, and a four-year-old with appendicitis looks nothing like a forty-year-old. I found that the diagnostic challenge suited me. You have to examine slowly, watch how a child moves and plays, and listen carefully to parents who know their child better than anyone.

I also love the breadth. In one week you might see a neonate with bilious vomiting, a toddler with intussusception, a teenage boy with a painful testis and a list of day case hernias and orchidopexies. The operations are often precise and delicate, and the outcomes matter for a whole lifetime, which I find very motivating.

I'm realistic about the hard side. Some babies on the neonatal unit don't survive, safeguarding is part of everyday practice, and talking to frightened parents takes time and care. I've been in those conversations and they haven't put me off. They've made me want to be the calm, careful surgeon a family trusts, and that's why I'm applying for this post.

 

Why this answer works

The answer opens with a concrete clinical moment rather than a cliche about loving children, which makes it believable. It shows a clear grasp of what is distinctive about paediatric surgery, from diagnostic difficulty to the range of conditions, and balances enthusiasm with honest awareness of the harder parts of the job.

 

Key points to include

• A specific case or moment that drew you to the specialty
• What makes children different as surgical patients
• The breadth of the work, from neonates to adolescents
• Partnership with parents and carers
• Realism about neonatal loss, safeguarding and difficult conversations

 

Common mistakes to avoid

• Saying you simply like children or find them easier than adults
• Giving a generic surgical answer that could apply to any specialty
• Focusing only on operating and ignoring families and the wider team
• Sounding unprepared for the emotional side of the work

 

NHS values and standards

Compassion; Improving lives; Working together for patients; GMC Good Medical Practice: knowledge, skills and development

 

Further reading

• GMC Good Medical Practice
• GMC 0-18 years: guidance for all doctors
• Royal College of Surgeons Standards for Children's Surgery
• NHS Constitution for England

 

 

Question 2: Which NHS value matters most to you as a paediatric surgeon, and how have you shown it?

NHS Values question  ·  NHS Values

 

What the interview panel is assessing

The panel checks that you know the NHS values and can link one to real behaviour in children's surgery. They want an example rather than a definition, and some sense of why that value is particularly important when your patients are children.

 

Model answer

The NHS values are working together for patients, respect and dignity, commitment to quality of care, compassion, improving lives, and everyone counts. They all matter, but the one I keep coming back to is respect and dignity, because children are so easily talked over, and in surgery that can happen in the busiest moments.

A good example was a ward round on a Monday morning. We were reviewing a twelve-year-old girl who was day two after a laparoscopic appendicectomy. The round was large, it was running late, and the conversation about her drain and her bowels started happening across the bed between the doctors and her mum. I noticed she'd pulled the sheet up to her chin and gone completely quiet.

I stopped, crouched down to her level and asked whether it was OK for us to talk about her tummy and her wound with everyone there, or whether she'd rather some of us stepped out. She asked for the medical students to leave. I then explained, in plain words, what we were seeing and asked her how she felt about eating. She told us she was still feeling sick, which mum hadn't known, and that changed our plan for the day.

Afterwards I mentioned to the registrar that I thought we could keep rounds smaller for older children, and we agreed to draw the curtains properly and ask permission before examining. It's a small thing, but children remember how they were treated in hospital.

For me, respect and dignity in children's surgery means remembering that the child is the patient, even when parents are rightly central. It means asking consent to examine, protecting privacy, especially for adolescents and for genital or groin examinations, and giving children a voice in their own care at a level that suits their age.

 

Why this answer works

The answer names the values accurately and then moves quickly to a believable example on a surgical ward. It shows practical behaviour, such as protecting privacy and speaking directly to the child, and it links the value to a clinical benefit because the child shared information that changed the plan.

 

Key points to include

• Name the NHS values accurately
• Choose one and explain why it matters in children's surgery
• A concrete example with what you did and what changed
• Giving the child a voice at a level that suits their age
• Privacy for adolescents and intimate examinations

 

Common mistakes to avoid

• Listing all six values without any example
• Choosing a value but describing a generic adult scenario
• Treating parents as the only people who matter in the conversation
• Claiming you always get it right, with no reflection

 

NHS values and standards

Respect and dignity; Compassion; Everyone counts; GMC Good Medical Practice: treat patients with kindness, courtesy and respect

 

Further reading

• NHS Constitution for England
• GMC Good Medical Practice
• GMC 0-18 years: guidance for all doctors
• United Nations Convention on the Rights of the Child

 

 

Question 3: A mother is very anxious and tearful when you go to consent her six-year-old for an appendicectomy late at night. How would you approach this?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to see that you can take valid consent while managing emotion with patience and honesty. They are looking for structure, plain language, involving the child, accurate discussion of risks and alternatives, and recognising when to bring in senior or nursing support.

 

Model answer

I'd start by slowing everything down, even though it's late and theatre is waiting. I'd find a quiet space, ideally with the child's nurse there, sit down and introduce myself properly. Then I'd ask mum what she already understands and what's worrying her most. Very often the fear is about something specific, like the anaesthetic, or whether this is her fault for not bringing him in sooner.

I remember a similar night as a registrar. The mum kept apologising for waiting a day before coming to hospital. Before I said anything about the operation, I told her that appendicitis in young children is genuinely hard to spot and that bringing him in was exactly the right thing. You could see her shoulders drop, and after that she could actually listen.

For the consent itself, I'd explain in plain words what appendicitis is, why we're recommending an operation and what we'd do, usually keyhole surgery, with the possibility of converting to an open operation. I'd talk through the risks that matter, including bleeding, wound infection, collection or abscess afterwards, and injury to nearby structures, and I'd be honest that if the appendix has burst, recovery can take longer and he might need a drain or antibiotics for longer. I'd also mention the alternatives, including antibiotic treatment in selected cases, and why we're not recommending that tonight, if that's the case.

I'd involve her son as much as he's able. At six, he won't be giving consent, but I'd tell him simply that we're going to make his tummy better while he's asleep, and that mum can be there until he falls asleep, if the anaesthetist agrees.

I'd check her understanding by asking her to tell me back the main points, give her the chance to ask questions and write down what we discussed. If she was too distressed to take it in, or wasn't sure she had parental responsibility, I'd pause and get help, either from my consultant or the nurse in charge. I'd document the discussion clearly, including the specific risks mentioned and the leaflet I gave.

 

Why this answer works

The answer balances emotional support with the legal and professional requirements of consent. It shows practical techniques such as asking what the parent understands, addressing guilt, using plain language and checking understanding, and it includes the child appropriately and knows when to escalate.

 

Key points to include

• Time, privacy and a nurse present where possible
• Address the parent's specific fears and any guilt
• Clear explanation of procedure, material risks and alternatives
• Involve the child at an age-appropriate level
• Check understanding, confirm parental responsibility and document thoroughly

 

Common mistakes to avoid

• Rushing consent because theatre is waiting
• Reeling off a list of risks without checking understanding
• Ignoring the child entirely
• Not confirming who has parental responsibility

 

NHS values and standards

Compassion; Respect and dignity; Working together for patients; GMC Decision making and consent

 

Further reading

• GMC Decision making and consent
• GMC 0-18 years: guidance for all doctors
• Montgomery v Lanarkshire Health Board (2015) principles of material risk
• Children Act 1989 (parental responsibility)

 

 

Question 4: You're asked to review a 14-month-old with a scald to both feet. The history doesn't seem to fit the injury. What would you do?

Safeguarding question  ·  Safeguarding

 

What the interview panel is assessing

The panel is testing whether you can treat the injury properly while recognising and acting on possible non-accidental injury. They want to hear that you know the warning signs, follow local child protection procedures, document carefully and avoid either ignoring concerns or confronting the family.

 

Model answer

My first job is the child. I'd assess the burn properly, including the area and depth, make sure he has good analgesia, check for other injuries and think about fluids if the burn is large enough. I'd involve my senior early and follow our burns referral pathway, because some children will need transfer to a specialist burns service.

At the same time, I'd be listening carefully to the story. A scald to both feet in a toddler, especially with sharp, even tide lines and sparing of the soles or skin creases, can suggest the child was held in hot water rather than an accidental spill. I'd also think about developmental stage. A fourteen-month-old may be just starting to walk, so I'd ask how the injury happened, who was there, when it happened and when help was sought. A delay in presentation or a story that changes would worry me further.

I'd examine the whole child with a nurse present, looking for bruising, especially on the ears, neck, torso or in a non-mobile child, and other injuries. I'd document exactly what I saw with a body map and record what the parents said in their own words, with the time and who was present. I'd only take clinical photographs in line with the trust's policy.

I wouldn't accuse or interrogate the parents. I'd be honest and calm, explaining that with injuries like this, we always involve the paediatric team to make sure we've looked after everything. I'd discuss the case with my consultant and refer to the paediatric child protection team, who would usually lead the assessment, which may include a skeletal survey and other tests. I'd check whether there's a child protection plan or social care involvement and make a referral to children's social care, following local procedures, without delay. If there was any immediate risk, for example a plan to take the child home against advice, I'd escalate urgently.

Afterwards, I'd make sure the safeguarding concerns are in the handover and the discharge plan, and I'd speak to the named doctor for safeguarding if I needed advice. My job isn't to decide whether abuse happened, but it's absolutely my job to raise the concern.

 

Why this answer works

The answer puts the child's clinical care first and then shows a clear understanding of the features that raise concern in scald injuries. It follows the right steps, from documentation to paediatric and social care referral, while staying non-judgemental with the family and clear about the surgeon's role.

 

Key points to include

• Treat the injury and pain first, with senior and burns service input
• Recognise warning features: pattern, history, development, delay
• Examine the whole child and document precisely, including the parents' account in their own words
• Refer to the paediatric child protection team and children's social care per local policy
• Stay calm and honest with parents rather than accusing

 

Common mistakes to avoid

• Accepting the history without question because the parents seem pleasant
• Confronting or accusing the family
• Delaying referral until you are certain
• Poor or vague documentation

 

NHS values and standards

Everyone counts; Compassion; Commitment to quality of care; GMC Protecting children and young people

 

Further reading

• Working Together to Safeguard Children 2023 (England)
• GMC Protecting children and young people
• Children Act 1989 and Children Act 2004
• NICE guideline on child maltreatment: when to suspect maltreatment in under 18s
• Local safeguarding children partnership procedures (practice differs across the UK nations)

 

 

Question 5: How do you make intravenous fluid prescribing safe for children after surgery?

Patient Safety question  ·  Patient Safety

 

What the interview panel is assessing

This question checks that you understand why fluids in children are high risk, especially post-operative hyponatraemia, and that you prescribe in a careful, monitored way. The panel wants principles, awareness of national guidance, and an emphasis on checking local policy and monitoring.

 

Model answer

I treat fluid prescribing in children with the same care as any high-risk drug, because that's what it is. Children have small margins, and after surgery they often have raised ADH from pain, nausea, opioids and the stress response, which means they hold onto water. If you give hypotonic fluids in that setting, you can cause hyponatraemia, and in children that can lead to cerebral oedema quickly. There have been tragic cases in the UK, and they've shaped how we practise.

So my approach starts with an accurate weight. I want a measured weight, not a guessed one, and I check it's in kilograms. Then I'm clear about what I'm prescribing for: resuscitation, replacement of losses, or maintenance. For maintenance, I follow NICE guidance and our trust guideline, which means isotonic fluids, usually with glucose, and in surgical children I think carefully about whether the volume should be restricted because of that ADH risk. If a child has ongoing losses, like a high nasogastric output, I replace those separately and measure them.

Monitoring is the bit people forget. I make sure there's a baseline sodium, potassium and glucose, and that they're repeated at least daily while the child is on IV fluids, and more often if they're unwell or the numbers are changing. I want accurate fluid balance charts, and I want nurses to feel able to call me if the urine output drops or the child becomes drowsy, has a headache or is vomiting more. Those can be early signs of hyponatraemia.

I also review fluids actively on the ward round rather than letting them run on. As soon as a child can drink, we step them down. And if I'm ever unsure, for example in a child with complex needs or renal problems, I'll speak to my senior, the paediatric team or the pharmacist.

On a previous job, I noticed a post-operative child still running on a hypotonic bag that had been left over from an old protocol. I stopped it, rechecked the sodium, which was slightly low, discussed it with my registrar and reported it through the incident system so the stock could be reviewed.

 

Why this answer works

The answer explains the physiological reason fluids are risky in post-operative children, rather than reciting a formula. It covers weight, purpose of fluids, choice of fluid in line with national and local guidance, monitoring and escalation, and ends with a realistic example of acting on a safety issue.

 

Key points to include

• Accurate measured weight in kilograms
• Why post-operative children are at risk of hyponatraemia
• Isotonic fluids for maintenance and careful volume in line with NICE and local guidance
• Baseline and regular electrolytes and glucose, strict fluid balance
• Daily review, step down early, escalate concerns and report incidents

 

Common mistakes to avoid

• Reciting a formula without explaining the risks
• Prescribing hypotonic fluids for maintenance after surgery
• Not checking electrolytes or forgetting glucose
• Leaving fluids running without daily review

 

NHS values and standards

Commitment to quality of care; Everyone counts; GMC Good Medical Practice: patients, partnership and communication; safety and quality

 

Further reading

• NICE guideline on intravenous fluid therapy in children and young people in hospital
• Local trust paediatric IV fluid guideline
• GMC Good Prescribing Practice guidance
• Patient Safety Incident Response Framework (PSIRF)

 

 

Question 6: A 13-year-old boy presents with sudden onset left testicular pain two hours ago. Talk me through your management.

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is checking that you treat suspected testicular torsion as a time-critical surgical emergency. They want a focused assessment, an understanding that imaging should not delay exploration, appropriate consent and clear escalation.

 

Model answer

This is testicular torsion until proven otherwise, and the clock is running. The chance of saving the testis falls with every hour, so my aim is to get him to theatre as quickly as possible.

I'd see him straight away. I'd take a brief history: when the pain started, whether it woke him, any previous episodes that settled, nausea or vomiting, trauma, and any urinary symptoms. Boys and teenagers sometimes present with lower abdominal pain because they're embarrassed, so I'd always examine the scrotum, with a chaperone, explaining why and asking his permission. I'd look for a high-riding or horizontal testis, tenderness of the whole testis, and an absent cremasteric reflex, while remembering no single sign rules torsion in or out.

If the clinical picture fits, I wouldn't send him for an ultrasound and wait. A scan can be falsely reassuring and it can cost time. I'd contact my consultant immediately, call theatre and the anaesthetist, and make sure he's nil by mouth with good analgesia.

For consent, I'd speak to him and his parents together. At thirteen, he may well be Gillick competent, so I'd involve him fully and seek his agreement as well as theirs. I'd explain that we'll explore the scrotum, untwist the testis if it's twisted and fix it, and that we usually fix the other side as well, because the anatomy that allows torsion is often on both sides. I'd be honest that if the testis isn't viable, we may need to remove it, and I'd explain that one healthy testis usually allows normal hormones and fertility. Other risks include bleeding, infection and the testis shrinking later even if we save it.

If it turns out to be a torted appendix testis or epididymitis, that's fine. A negative exploration is far better than a missed torsion. Afterwards I'd make sure there's clear follow-up and safety-netting advice, including what to do if he ever has similar pain on either side again.

I'd also be aware that in some district general hospitals, adult urologists or general surgeons operate on older boys and the arrangements depend on age. If transfer is the local pathway, I'd still treat it as time critical and escalate immediately.

 

Why this answer works

The answer establishes urgency from the first sentence, gives a focused history and examination, and correctly states that imaging should not delay exploration. It covers consent with a probably Gillick competent adolescent, bilateral fixation, the possibility of orchidectomy and local service variation.

 

Key points to include

• Treat as torsion until proven otherwise: time critical
• Always examine the scrotum with consent and a chaperone, including in boys with abdominal pain
• Do not delay exploration for ultrasound
• Immediate senior, theatre and anaesthetic escalation
• Consent covers fixation, contralateral fixation and possible orchidectomy; involve the boy himself

 

Common mistakes to avoid

• Ordering an ultrasound and waiting for the result
• Not examining the scrotum in a boy with lower abdominal pain
• Forgetting to mention contralateral fixation
• Excluding the teenager from the consent discussion

 

NHS values and standards

Commitment to quality of care; Respect and dignity; Working together for patients; GMC Good Medical Practice

 

Further reading

• GMC Decision making and consent
• GMC 0-18 years: guidance for all doctors
• GMC Intimate examinations and chaperones
• Local paediatric surgery and urology pathway for the acute scrotum

 

 

Question 7: You're called to the neonatal unit about a five-day-old baby with bilious vomiting. What do you do?

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel wants to know that you recognise bilious vomiting in a neonate as a surgical emergency, with malrotation and volvulus the diagnosis that must not be missed. They are looking for prompt resuscitation, appropriate investigation, rapid senior escalation and good liaison with the neonatal team.

 

Model answer

Green vomiting in a newborn is malrotation with volvulus until proven otherwise. If the bowel twists, it can lose its blood supply within hours, so I'd go and see the baby immediately rather than giving advice over the phone.

On arrival, I'd speak to the neonatal team and the baby's nurse and get the story: gestation, birth weight, when feeds started, whether the baby has passed meconium, the colour and frequency of vomits, and any blood in the stool. I'd do an A to E assessment. A baby who is pale, mottled, tachycardic, with a distended or tender abdomen, or blood per rectum, worries me a lot because that suggests compromised bowel.

The immediate steps are to stop feeds, pass a nasogastric tube on free drainage with regular aspiration, get IV access and start fluids in line with the neonatal team's prescribing, and send bloods including a gas, electrolytes, glucose and a group and save. I'd make sure the neonatologists are leading on resuscitation if the baby is sick, and I'd tell my registrar or consultant straight away.

For investigation, the key test in a stable baby is an urgent upper GI contrast study to look at the position of the duodenojejunal flexure, so I'd speak to the radiologist directly to arrange it. If the baby is unstable or has signs of peritonitis or ischaemia, my consultant may decide to go straight to theatre without imaging, and that's a senior decision.

I'd also talk to the parents early. They're often frightened and confused about why a surgeon is suddenly involved. I'd explain honestly that green vomit can mean a blockage or twist in the bowel, that we're doing tests urgently, and that the baby may need an operation the same day. I'd make sure they have someone with them and that the nurse knows what I've said.

Throughout, I'd document clearly and keep a close loop with the neonatal team. They know the baby best, and joint decisions work far better than a surgeon arriving, making a plan and leaving.

 

Why this answer works

The answer shows immediate recognition of the emergency and a clear, safe plan: resuscitation, decompression, investigation with an upper GI contrast study and early senior escalation. It respects the neonatal team's role and includes early, honest communication with parents.

 

Key points to include

• Bilious vomiting in a neonate is malrotation with volvulus until proven otherwise
• Attend in person and assess A to E with the neonatal team
• Stop feeds, NG tube on free drainage, IV access, fluids and bloods
• Urgent upper GI contrast study if stable; unstable baby may go straight to theatre on senior decision
• Early honest communication with parents and joint working with neonatologists

 

Common mistakes to avoid

• Suggesting the baby be reviewed in the morning or after a feed trial
• Requesting a plain X-ray alone and being falsely reassured
• Not escalating to a senior quickly
• Leaving the neonatal team or parents out of the plan

 

NHS values and standards

Commitment to quality of care; Working together for patients; Compassion; GMC Good Medical Practice

 

Further reading

• GMC Good Medical Practice
• British Association of Paediatric Surgeons resources on neonatal surgical emergencies
• Local neonatal surgical referral and transfer guidelines
• GMC 0-18 years: guidance for all doctors

 

 

Question 8: How do you look after yourself after a difficult case, such as the death of a child?

Professional Development question  ·  Professional Development

 

What the interview panel is assessing

The panel is checking self-awareness and resilience. They want to hear that you recognise the emotional impact of paediatric surgery, use healthy coping strategies and support colleagues, and know when and where to seek help without it affecting patient care.

 

Model answer

I think anyone who says these cases don't affect them probably isn't being honest. The hardest one for me was a premature baby on the neonatal unit who had necrotising enterocolitis. We took her to theatre and found most of the small bowel was dead. My consultant and I sat with the parents afterwards and the neonatal team moved towards comfort care. She died the next evening.

I went home and couldn't sleep. I kept replaying the operation and wondering whether we'd been too late, even though I knew the decisions had been made carefully. The next morning I was back on the ward, and I noticed I was being short with a nurse over something small, which isn't like me.

What helped was talking. My consultant found me at the end of the day and we had an honest conversation about the case. That debrief mattered, because it let me see that the outcome wasn't down to a single mistake. The neonatal unit also held a team debrief a few days later, which helped me understand how the nurses and parents had experienced it. I also spoke to my partner, without any identifying details, and I went for a long run, which is how I tend to clear my head.

Since then, I've been more deliberate. I try to have a proper break during long on-calls, I make sure I eat, and I'm honest with myself if I'm carrying something. I know about our occupational health service and the staff support and psychology offers, and I'd use them if I needed to. I'd also go to my educational supervisor if something was affecting my work.

I try to do the same for others. After a hard case, I'll check in with the junior doctor or the theatre team, because they often take it home too. Looking after ourselves isn't a luxury in this specialty. It's part of staying safe for the next child.

 

Why this answer works

The answer uses a realistic and moving example without dramatising it, and it shows insight into how stress showed up in behaviour. It names concrete coping strategies, formal and informal support, and extends care to colleagues, which demonstrates maturity.

 

Key points to include

• Honest acknowledgement of the emotional impact
• Recognising your own warning signs
• Debriefs, supervision and talking to trusted people
• Knowing formal support routes such as occupational health and staff support
• Supporting colleagues and linking wellbeing to patient safety

 

Common mistakes to avoid

• Claiming nothing affects you
• Describing unhealthy coping without reflection
• Sharing identifiable patient details when talking about the case
• Giving a vague answer with no example

 

NHS values and standards

Compassion; Working together for patients; GMC Good Medical Practice: your health and wellbeing

 

Further reading

• GMC Good Medical Practice
• NHS Health and Wellbeing Framework
• GMC guidance on reflective practice (with the Academy of Medical Royal Colleges)
• Local occupational health and staff support services

 

 

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