Psychiatry - Liaison Interview Questions & Answers

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About this NHS interview question bank

To prepare for a liaison psychiatry NHS interview, expect questions on psychosocial assessment after self-harm, capacity to refuse medical treatment, patients who want to leave the emergency department, delirium, alcohol withdrawal, eating disorders on medical wards and how you work alongside acute hospital teams, security and police. Build short spoken answers around real cases from your own practice, and know the Mental Capacity Act 2005, the Mental Health Act 1983, GMC Good Medical Practice and the liaison service standards your target trust works to.

This bank contains 40 original practice questions with first-person model answers written for doctors applying for liaison psychiatry posts at Clinical Fellow and Specialty Doctor level, with a selection pitched at Specialist grade and those looking ahead to consultant work. It covers emergency department referrals, general ward consultations, older adults, perinatal and eating disorder presentations, frequent attenders and teaching acute hospital staff. Every question explains what the panel is really assessing, the points you must hit, the mistakes to avoid and the guidance worth reading, so you can practise answers that sound like you rather than a textbook.

 

What this question bank covers

• Motivation for liaison psychiatry
• NHS values and parity of esteem
• Psychosocial assessment after self-harm
• Mental Capacity Act and refusal of treatment
• Patients leaving against medical advice
• MCA versus MHA in the acute hospital
• Delirium
• Alcohol withdrawal and Wernicke's encephalopathy
• Eating disorders on medical wards
• Perinatal mental health
• Older adults
• Functional disorders and medically unexplained symptoms
• Frequent attenders
• Working with ED, security and police
• Teaching acute hospital staff
• Response time standards
• Safeguarding adults and children
• Confidentiality and documentation
• Incidents, PSIRF and learning
• GMC Good Medical Practice 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 liaison psychiatry rather than a community or inpatient post?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine reason for choosing the interface between physical and mental health, not just a wish for regular hours or a hospital base. They are listening for an understanding of what the job actually involves, including the pace of the emergency department, the medical complexity and the amount of teaching and negotiation with acute colleagues.

 

Model answer

What pulled me towards liaison was a night on call during my core training. I was asked to see a man on a medical ward who'd been labelled as having a depressive relapse because he'd stopped eating and wasn't talking to the nurses. When I sat with him, he was drowsy one minute and agitated the next, he didn't know what day it was and he was picking at the bed sheets. He had a hypoactive delirium from a urinary infection and constipation. Once that was treated he was back to himself within a few days. What stayed with me was how close he'd come to being moved onto a mental health pathway he didn't need.

That night showed me what liaison psychiatry is really for. It sits right at the point where physical and mental health overlap, and the questions are often genuinely hard. Is this delirium, depression or both? Does this person have capacity to refuse treatment? Is this pain functional, or is something being missed? I enjoy that diagnostic puzzle, and I like that you have to keep your medical knowledge sharp rather than letting it fade.

I also like the pace and the variety. In one shift I might assess a young person after an overdose in the emergency department, review an older woman with low mood on an orthopaedic ward and talk to a maternity team about a mother who's struggling to sleep. And a big part of the job is supporting the acute hospital staff, helping them feel more confident with patients they sometimes find frightening or frustrating.

I'm realistic about the hard parts. The emergency department can be noisy, crowded and tense, people sometimes wait far too long, and you see a lot of distress in a short space of time. But I'd rather be there, helping to get those decisions right, than hearing about them afterwards.

 

Why this answer works

The answer opens with a concrete clinical memory that shows a core liaison skill, recognising delirium, rather than a vague statement of interest. It shows a clear grasp of the interface role, the variety of referrals and the teaching function, and it is honest about the pressures without sounding put off.

 

Key points to include

• A specific moment or case that drew you to liaison work
• Interest in the overlap between physical and mental health
• The range of settings: ED, general wards, older adults, maternity
• Supporting and teaching acute hospital staff
• Realism about ED pressures and the emotional load

 

Common mistakes to avoid

• Saying you want liaison because it has no inpatient beds or fewer on-call duties
• Describing it as just a psychiatry clinic inside a general hospital
• Forgetting the medical knowledge the job demands
• Giving an answer that would fit any psychiatry post

 

NHS values and standards

Compassion; Improving lives; Working together for patients; GMC Good Medical Practice

 

Further reading

• GMC Good Medical Practice
• Royal College of Psychiatrists Psychiatric Liaison Accreditation Network (PLAN) standards
• NHS Constitution for England

 

 

Question 2: What does parity of esteem mean to you as a liaison psychiatrist, and how have you put it into practice?

NHS Values question  ·  NHS Values

 

What the interview panel is assessing

The panel is checking that you understand parity of esteem as more than a slogan, and that you can link it to everyday behaviour in an acute hospital. They want to see you speak up for patients whose mental health needs, or physical health needs, are being overlooked.

 

Model answer

For me, parity of esteem means two things in the acute hospital. A person in mental distress deserves the same timely, respectful and skilled care as someone with chest pain. And a person with a mental illness deserves the same thorough physical care as anyone else, without their symptoms being written off as psychiatric. Both sides matter in liaison.

I'll give an example of the second one, because it's easy to forget. I was asked to see a woman in her forties with schizophrenia who'd come into the emergency department with abdominal pain and was described as agitated and bizarre. The referral asked whether she could go back to her community team. When I spoke to her, her mental state was actually close to her usual baseline according to her care coordinator. What was different was that she was in pain, frightened and very constipated, and she'd been on clozapine for years. I was worried about clozapine-induced bowel problems, which can be serious. I spoke directly to the ED registrar, explained my concern clearly and politely, and asked whether a surgical review and imaging could be considered. She did need admission under the surgeons.

Afterwards, I didn't want it to feel like I'd caught someone out. The registrar was busy and had made a reasonable first assumption based on what was in front of them. So at the next teaching session for the ED juniors I offered a short slot on physical health risks with antipsychotics, and diagnostic overshadowing more generally.

The other side of parity is the person waiting hours in a busy corridor after self-harm. I can't fix every system pressure, but I can make sure they're seen within our standards, that they're not left without anyone checking on them, and that they're spoken to with the same respect as any other patient. That's what the value of everyone counts looks like in my day-to-day work.

 

Why this answer works

The answer defines parity in a way that fits liaison work and gives a realistic, safe example of diagnostic overshadowing involving a well-known antipsychotic risk. It shows escalation through the right person, a non-blaming attitude and a practical teaching response, then ties it back to NHS values.

 

Key points to include

• Parity works both ways: mental health care and physical care for people with mental illness
• A concrete example, ideally diagnostic overshadowing
• Clear, respectful escalation to the acute team
• Learning shared without blame
• Link to NHS values such as everyone counts

 

Common mistakes to avoid

• Defining parity in abstract policy language with no example
• Only talking about funding or waiting times
• Criticising ED colleagues rather than working with them
• Ignoring the physical health needs of people with severe mental illness

 

NHS values and standards

Everyone counts; Respect and dignity; Commitment to quality of care; GMC Good Medical Practice

 

Further reading

• NHS Constitution for England
• NHS Long Term Plan commitments on mental health
• GMC Good Medical Practice
• Royal College of Psychiatrists guidance on physical health in severe mental illness

 

 

Question 3: How would you explain a diagnosis of functional neurological disorder to a patient who has been told all their tests are normal?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to see whether you can explain a functional diagnosis in a way that feels credible and validating rather than dismissive. They are listening for a positive explanation of what is happening, not just what has been ruled out, and for joint working with neurology.

 

Model answer

I'd start by finding out what the person already understands and how they're feeling about it, because often by the time I'm involved they've heard the words all your tests are normal and taken that to mean nobody believes them. So I might say something like, I can see you've been through a lot of tests. How have you found it, hearing that they've come back clear?

Then I'd want to make sure the diagnosis has been made positively by the neurology team, based on clinical signs, rather than just because nothing else turned up. If I'm unsure, I'll talk to the neurologist before I say anything, so the patient doesn't get mixed messages.

When I explain it, I try to say what's happening rather than what isn't. I'd say something like, Your symptoms are real and they're not something you're making up. In functional neurological disorder the structure of the nervous system is healthy, but the way it's working, the software if you like, has gone wrong. It's a bit like a computer that has no broken parts but keeps freezing. The good news is that this kind of problem can improve, because the system can be retrained. I often use the patient's own examples, like noticing the weakness eases when they're distracted, because that's actually a sign the pathways are still there.

I'm careful about how I bring in psychology. I wouldn't say it's all stress, because that can feel like blame. I'd say that for many people things like stress, pain, poor sleep or past difficult experiences can make the system more likely to go wrong, and that we look at all of that because it helps recovery, not because we think it's in their head.

I'd give them written information or a reputable patient website, talk about the next steps such as physiotherapy or psychological therapy depending on what's available locally, and check what they've taken from the conversation before I leave.

 

Why this answer works

The answer shows a patient-centred, validating explanation that matches current thinking on functional disorders. It emphasises a positive diagnosis, consistency with the neurology team and careful language about psychological factors, which is exactly where these conversations often go wrong.

 

Key points to include

• Ask what the patient understands and how they feel first
• Confirm a positive diagnosis with neurology so messages are consistent
• Say the symptoms are real and explain the mechanism simply
• Introduce psychological factors without blame
• Offer written information and a clear treatment plan

 

Common mistakes to avoid

• Saying there is nothing wrong or that it is all in the mind
• Implying the patient is putting it on
• Contradicting the neurology team
• Offering no next steps, leaving the patient feeling dismissed

 

NHS values and standards

Compassion; Respect and dignity; Improving lives; GMC Good Medical Practice: communication and partnership

 

Further reading

• GMC Good Medical Practice
• NICE guidance relevant to functional and persistent physical symptoms
• Royal College of Psychiatrists guidance on medically unexplained symptoms
• GMC guidance on decision making and consent

 

 

Question 4: A woman you assess in ED after an overdose tells you her partner hurts her, but begs you not to tell anyone. What would you do?

Safeguarding question  ·  Safeguarding

 

What the interview panel is assessing

The panel is testing your understanding of adult safeguarding, capacity and consent, and when it is justified to share information without consent. They want a calm, person-centred answer that keeps her safety and choice at the centre while recognising any risk to children or others.

 

Model answer

First I'd thank her for telling me. It takes a lot of courage, and how I respond in that moment might decide whether she ever tells anyone again. I'd want her to feel believed and not judged.

I'd be honest with her straight away about confidentiality. I'd say something like, What you tell me is private, and I'll always try to work with you. The only time I'd need to share something without your agreement is if I was worried that you or someone else, especially a child, was at serious risk. If that happened, I'd talk to you about it first wherever I could.

Then I'd gently find out more. Is she safe to go home today? Are there children in the house, or is she pregnant? Has the violence got worse recently, has he strangled her or threatened to kill her, does he have access to weapons? I'd use the domestic abuse risk tool my trust uses, such as a DASH checklist, because those questions help identify people at high risk of serious harm. I'd also link this to the overdose. Was it connected to what's happening at home, and what does she need to feel safer?

As an adult with capacity, her wishes really matter, and in most situations I'd respect them while giving her options: the hospital's domestic abuse advocate if there is one, a referral to an independent domestic violence adviser with her agreement, the national helpline, and a safety plan. If she's assessed as high risk, MARAC referral can be made without consent where it's necessary and proportionate, and if there are children involved I'd have to make a children's safeguarding referral. In either case I'd explain why, and I'd discuss it with the trust safeguarding team or my consultant before acting.

I'd document carefully, including her words, the risk assessment, what I shared and why. I'd also think about where that note can be seen, because I don't want her partner finding information in a discharge letter or on an app.

 

Why this answer works

The answer balances respect for an adult's autonomy with the legal and ethical duties to share information when risk is high or children are involved. It shows practical knowledge of domestic abuse risk assessment, MARAC and IDVA support, and pays attention to safe documentation, which is often forgotten.

 

Key points to include

• Respond with belief and without judgement
• Explain confidentiality and its limits honestly
• Assess risk properly, including children, pregnancy and high-risk factors
• Respect the wishes of an adult with capacity while offering support
• Know when sharing without consent is justified, and seek safeguarding advice
• Document carefully and think about who can see the record

 

Common mistakes to avoid

• Promising complete confidentiality
• Referring without consent when there is no high risk and no child involved, without discussion
• Ignoring the link between the abuse and the overdose
• Forgetting to ask about children in the household

 

NHS values and standards

Compassion; Respect and dignity; Everyone counts; GMC Good Medical Practice; GMC Confidentiality guidance

 

Further reading

• Care Act 2014: adult safeguarding duties
• Domestic Abuse Act 2021
• GMC guidance: Confidentiality: good practice in handling patient information
• NICE guidance on domestic violence and abuse
• Your trust's adult safeguarding and domestic abuse policies

 

 

Question 5: Tell us about a time something went wrong with a patient's care and what you learned from it.

Patient Safety question  ·  Patient Safety

 

What the interview panel is assessing

The panel wants honesty, insight and a mature response to error, not a perfect record. They are looking for openness, Duty of Candour where relevant, reporting through the incident system and real changes to your practice.

 

Model answer

One that I still think about happened during a busy evening in the emergency department as a junior liaison doctor. I'd assessed a man in his fifties who'd come in intoxicated, saying he wanted to die. My plan was to reassess him once he'd sobered up, because I couldn't get a reliable picture while he was so drunk. I wrote that clearly in the notes. What I didn't do was speak directly to the nurse in charge about the plan, or check that he understood he needed to stay. I was called away to another referral.

About two hours later he'd walked out. The nurse caring for him had changed at handover and the new nurse hadn't realised he was waiting for a mental health review. Thankfully the police found him at home and he came back that night unharmed. But it could have ended very differently.

I spoke to my consultant that evening and was honest that I hadn't handed over the plan in person. I completed an incident report, and when he came back I apologised to him for the fact that he'd left without the review he needed and explained what we'd do next. Under our trust's approach to PSIRF, the team looked at it as a learning response rather than a search for blame. We found the problem wasn't one person. The ED had no clear way of flagging patients waiting for a liaison review, so they could get lost after a handover.

The changes that came out of it were practical. We agreed a flag on the ED tracking system for patients awaiting liaison reassessment, and we started a habit of a quick face-to-face word with the nurse in charge for anyone we considered at higher risk. Personally, I've never since left a plan only in the notes when someone's safety depends on it. I say it out loud to the person who'll be watching the patient, and I check they've heard it.

 

Why this answer works

The answer is honest about a realistic error, shows the right immediate actions including escalation, incident reporting and an apology, and shows understanding of PSIRF as a systems approach. It finishes with specific changes in both the system and the candidate's own habits.

 

Key points to include

• Choose a real, proportionate example that shows responsibility
• Escalation and honesty at the time
• Incident reporting and Duty of Candour or openness with the patient
• Systems learning under PSIRF, not blame
• Specific changes you made to your own practice

 

Common mistakes to avoid

• Choosing an example where someone else was at fault
• Describing a mistake so serious that it raises concerns about judgement without showing insight
• Leaving out what you changed afterwards
• Not mentioning the patient at all

 

NHS values and standards

Commitment to quality of care; Working together for patients; GMC Good Medical Practice: openness and honesty

 

Further reading

• Patient Safety Incident Response Framework (PSIRF)
• GMC and NMC joint guidance: Openness and honesty when things go wrong: the professional duty of candour
• Health and Social Care Act 2008 (Regulated Activities) Regulations 2014: Duty of Candour
• GMC Good Medical Practice

 

 

Question 6: Talk us through how you would carry out a psychosocial assessment for someone who has self-harmed and is in the emergency department.

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is assessing whether your practice reflects current guidance on self-harm, including a compassionate, needs-focused psychosocial assessment rather than a checklist risk score. They also want to see medical safety, a sensible environment, collaborative safety planning and good communication with the person and services.

 

Model answer

Before I even see the person, I check that the physical side is being looked after. Has the ED team assessed the injury or overdose, are bloods like paracetamol and salicylate levels back where relevant, and are they medically safe to have a conversation? I wouldn't hold the assessment back until they're declared medically fit if they're able to talk, but I'd never let it delay medical treatment either.

I'd look at the records, speak to the nurse caring for them and find a private room. A curtain in a busy bay isn't good enough for this conversation if there's any alternative.

When I meet them, I introduce myself, explain why I'm there and how long it might take, and I start by asking how they're doing. Then I let them tell me what happened in their own words. I want to understand the self-harm itself: what led up to it, what they hoped would happen, whether it was planned, whether they told anyone and how they feel now that they're still here. Then the wider picture: relationships, work or study, money, housing, alcohol and drugs, physical health, past self-harm, contact with services and any safeguarding concerns, including children and caring responsibilities. I'd also do a full mental state examination.

Current NICE guidance on self-harm is clear that we shouldn't use risk tools or scales to predict suicide or decide who gets treatment, so I don't score the person and send them home. I think about their needs and the things that make them safer or less safe, and I'm honest that we can't predict the future perfectly.

Then we plan together. That might be a safety plan in their own words, with warning signs, coping strategies, people they can call and crisis numbers. It might be referral to the home treatment team, the community team, or, if risk is high and they need it, admission. With their consent, I'd involve family or friends. I'd write a clear note, tell the GP and make sure the ED team knows the plan before I leave.

 

Why this answer works

The answer reflects current NICE guidance on self-harm, especially the move away from using risk scores to determine care, and keeps medical safety and dignity in view. It covers the content of the assessment, collaborative safety planning and handover, which are the areas panels probe.

 

Key points to include

• Check medical safety without needlessly delaying assessment
• Private space and a compassionate opening
• Understand the act, its context and the person's wider life
• Do not use risk scales to predict suicide or decide care
• Collaborative safety plan and appropriate follow-up
• Clear documentation and handover to ED and GP

 

Common mistakes to avoid

• Describing a tick-box risk score as the main outcome
• Waiting for the person to be fully medically cleared before engaging at all
• Forgetting safeguarding, children or carers
• Not involving the person in the plan

 

NHS values and standards

Compassion; Respect and dignity; Improving lives; GMC Good Medical Practice

 

Further reading

• NICE guideline on self-harm: assessment, management and preventing recurrence
• Royal College of Psychiatrists PLAN standards
• Mental Capacity Act 2005 Code of Practice
• Your trust's self-harm and ED liaison policies

 

 

Question 7: A patient who came in after an overdose says they want to leave ED before their treatment is finished. How do you decide between the Mental Capacity Act and the Mental Health Act?

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

This tests one of the most important legal areas in liaison psychiatry. The panel wants to hear that you can separate capacity to refuse treatment from the presence of a mental disorder, know what each Act can and cannot do in ED, and act quickly and safely while getting senior help.

 

Model answer

The first thing is to treat it as urgent and not to leave the ED staff alone with it. I'd go straight to the person, ask the nurse to keep them company while I come, and make sure security are aware but not crowding them.

Then I'd try to understand why they want to go. Often it's something practical, like a pet at home, or feeling ignored after hours of waiting. Sometimes a calm conversation solves it.

If they're still determined to leave, I'm really asking two separate questions. First, do they have capacity to refuse the treatment being offered, for example acetylcysteine after a paracetamol overdose? I'd assess that properly under the Mental Capacity Act: do they have an impairment or disturbance of mind, and because of it can they understand, retain, weigh up the information and communicate a decision? If they lack capacity, the medical team can give treatment in their best interests, and the Act allows proportionate restraint where it's necessary to prevent harm. That decision belongs to the treating medical team, with me supporting the capacity assessment.

Second, do they have a mental disorder that needs assessment or treatment in hospital, and would they be at serious risk if they left? That's the Mental Health Act question. But the Mental Health Act is for treating the mental disorder, not generally for forcing physical treatment of an overdose. And in ED there's an important trap: section 5(2) only applies to people already admitted as inpatients, so it can't be used on someone who's still in the emergency department. If they need detention, that means arranging a Mental Health Act assessment with an AMHP. While that's being arranged, if the person lacks capacity, the MCA may be used to keep them safe in the short term. If they have capacity and there's high risk, I'd discuss with my consultant and, where appropriate, the police may need to be involved.

Throughout, I'd involve my consultant early, record exactly what I assessed and why, and be honest with the person about what's happening. Local policies differ, so I'd check how my trust handles this.

 

Why this answer works

The answer separates the two legal questions cleanly, gives an accurate MCA capacity test, correctly notes that section 5(2) cannot be used in ED, and recognises that the MHA is not normally the vehicle for treating the physical effects of an overdose. It is practical, de-escalating and safe, with early senior involvement.

 

Key points to include

• De-escalate and find out why the person wants to leave
• Capacity to refuse the specific treatment is assessed under the MCA
• Lack of capacity allows best interests treatment and proportionate restraint
• The MHA addresses mental disorder, not usually physical treatment
• Section 5(2) does not apply in ED; an AMHP-led assessment is needed
• Senior involvement, documentation and local policy

 

Common mistakes to avoid

• Saying you would use section 5(2) in ED
• Using the MHA to force treatment for the physical overdose
• Treating capacity as global rather than decision specific
• Leaving ED staff to handle it alone or delaying until the patient has gone

 

NHS values and standards

Respect and dignity; Commitment to quality of care; Everyone counts; GMC Good Medical Practice

 

Further reading

• Mental Capacity Act 2005 and Code of Practice
• Mental Health Act 1983 and Code of Practice
• GMC guidance on decision making and consent
• Royal College of Psychiatrists and Royal College of Emergency Medicine guidance on mental health in ED
• Your trust's policy on patients leaving against medical advice

 

 

Question 8: Liaison work involves a lot of distress and some very sad outcomes. How do you look after your own wellbeing?

Professional Development question  ·  Professional Development

 

What the interview panel is assessing

The panel wants to know you have realistic, healthy ways of coping with emotionally heavy work and that you use supervision and support. They are also checking you would recognise when you or a colleague is struggling and seek help, as Good Medical Practice expects.

 

Model answer

I'll be honest, there have been shifts in liaison that have stayed with me. One was a young man I'd assessed in ED, who I later learned had died by suicide a few weeks after discharge from a community service. Logically I knew I'd done a careful assessment and that the plan had been reasonable at the time. But I still went over it in my head for days.

What helped most was talking about it. I raised it in supervision with my consultant, and we went through the assessment together. She didn't just reassure me. She helped me see what I'd done well and what, if anything, I might do differently, and she reminded me that our trust has a process for supporting staff after a patient death. That made a difference, because it turned the feeling of guilt into something I could actually learn from.

Day to day, I've learned a few things that keep me well. I try to take my break, even a short one, because in a busy ED it's easy to go eight hours without eating and that's when my judgement and patience suffer. I use the end of the drive home as a deliberate switch off point. Outside work, I protect time with family and I try to keep up exercise, which is the thing that resets me most.

I also think it's part of my job to notice when others are struggling. Liaison colleagues, ED nurses and junior doctors carry a lot too. If someone's had a difficult case, I'll ask how they're doing, and I'm comfortable suggesting a debrief or pointing them towards occupational health or the staff support service.

And if I ever felt that my own health was affecting my work, I know Good Medical Practice expects me to seek help and not to carry on regardless. I'd go to my GP and talk to my supervisor early, rather than wait until it became a problem.

 

Why this answer works

The answer is honest and specific, showing the emotional reality of liaison work without self-pity. It shows active use of supervision, practical coping strategies, concern for colleagues and awareness of professional duties about personal health.

 

Key points to include

• Honest example of an emotionally difficult case
• Use of supervision and formal staff support
• Practical, everyday habits that protect wellbeing
• Looking out for colleagues, including ED staff
• Awareness of GMC duties if health affects practice

 

Common mistakes to avoid

• Claiming nothing affects you
• Listing generic self-care with no link to the job
• Not mentioning supervision or seeking help
• Describing coping strategies that are unhealthy or isolating

 

NHS values and standards

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

 

Further reading

• GMC Good Medical Practice
• Royal College of Psychiatrists guidance on supporting psychiatrists after a patient suicide
• NHS People Plan and NHS health and wellbeing framework
• Your trust's staff support and occupational health services

 

 

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