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Healthcare Interview Prep

NHS INTERVIEW PREPARATION

Respiratory Medicine Interview Questions & Answers

40 NHS interview questions with model answers · 8 free to read

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About this NHS interview question bank

To prepare for a respiratory medicine NHS interview, expect questions on acute asthma and COPD exacerbations, oxygen prescribing, NIV decisions and ceilings of care, pneumonia, pleural procedure safety and breaking bad news in the lung cancer pathway, alongside safeguarding, GMC Good Medical Practice, audit and teaching. Build short spoken answers around real cases from your own practice, know the current BTS and NICE principles behind your decisions, and be ready to explain exactly when you would call your registrar, consultant or critical care.

This bank contains 40 original practice questions with first-person model answers written for doctors applying for respiratory medicine posts in the NHS, pitched mainly at Clinical Fellow and Specialty Doctor level with a selection for those stepping up towards consultant. It covers the acute take, the respiratory ward and NIV unit, pleural and bronchoscopy lists, lung cancer, TB, ILD, sleep and ventilation services and respiratory virtual wards, and each answer is built around a realistic, non-identifying scenario. 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 respiratory medicine
  • NHS values and GMC Good Medical Practice
  • Acute severe asthma
  • COPD exacerbations
  • Oxygen prescribing and target saturations
  • Acute NIV and ceilings of care
  • Community-acquired pneumonia
  • Pneumothorax and pleural disease
  • Pleural procedure safety and NatSSIPs
  • Lung cancer pathway and breaking bad news
  • TB and infection control
  • Interstitial lung disease
  • Sleep and ventilation services
  • Massive haemoptysis
  • Tobacco dependence treatment
  • Respiratory virtual wards
  • Safeguarding adults and children
  • Fitness to drive and confidentiality
  • Incidents, PSIRF and duty of candour
  • Audit, QI and teaching
  • Leadership and on-call
  • Wellbeing and career development

 

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 respiratory medicine?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a genuine, personal reason for choosing respiratory medicine rather than a general wish to do medicine. They are listening for an understanding of what the specialty really involves, from the acute take and NIV to chronic disease, lung cancer and palliative care, and for some realism about how demanding it is.

 

Model answer

I think it was the first patient I put on NIV who settled it for me. I was a junior on a medical take in winter, and a man in his seventies with COPD came in drowsy and acidotic. He'd had nebulisers, steroids and controlled oxygen, and an hour later his gas hadn't really moved. My registrar talked me through the decision: was NIV appropriate, what was his ceiling of care, what did he want? We started it on the respiratory unit, and I came back two hours later to find him awake, talking and asking for a cup of tea. I'd never seen physiology turn round that quickly in front of me.

What kept me interested afterwards was everything around that moment. The same patient needed a proper conversation about what he'd want next time, a pulmonary rehab referral, help to stop smoking and a plan with the COPD nurses so he could stay at home. Respiratory medicine gives you that whole arc. You can be doing a chest drain in the morning, sitting in a lung cancer clinic breaking difficult news in the afternoon and reviewing a sleep study the next day.

I'm also drawn to how much of the work is about people who often feel overlooked. A lot of our patients live in deprived areas, many smoke, and some feel judged before they've said a word. I like being the doctor who explains their inhaler properly and actually listens to how breathless they are at home.

I know it's a hard specialty. Winter pressures are relentless, and you look after a lot of patients at the end of life. That hasn't put me off. It's the reason I want to get really good at it.

 

Why this answer works

The answer opens with a specific clinical memory rather than a cliche, which makes it believable. It shows the candidate understands the breadth of respiratory work, from acute NIV to chronic disease and palliative care, and it ends with honest realism about the pressures of the specialty.

 

Key points to include

  • A specific moment or patient that drew you to the specialty
  • Understanding of both acute and chronic respiratory work
  • Awareness of ceilings of care and patient wishes, not just interventions
  • Recognition of health inequalities and the people the specialty serves
  • Realism about winter pressures and end of life care

 

Common mistakes to avoid

  • Saying you simply enjoy physiology or procedures
  • Giving an answer that could apply to any medical specialty
  • Ignoring palliative care and long-term condition management
  • Sounding as though you have not thought about the workload

 

NHS values and standards

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

 

Further reading

  • GMC Good Medical Practice
  • British Thoracic Society guidance on NIV in acute hypercapnic respiratory failure
  • NHS Constitution for England

 

 

Question 2: Which of the NHS values matters most to you as a respiratory doctor, and how have you shown it?

NHS Values question  ·  NHS Values

 

What the interview panel is assessing

The panel is checking that you know the NHS values and can link one of them to real behaviour in respiratory practice. They want an example from your own work, not a definition, and a sense of why that value matters for respiratory patients in particular.

 

Model answer

The six 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 think about most in respiratory medicine is everyone counts.

The reason is that many of our patients have conditions closely linked to smoking, deprivation, damp housing or the jobs they did, and it's easy for that to colour how they're treated. I looked after a woman in her fifties who'd been admitted with her fourth COPD exacerbation in a year. On the board round someone called her a frequent flyer, and I could see how that label had shaped her care. Nobody had checked her inhaler technique in months, she'd never been offered pulmonary rehab, and she was still smoking twenty a day without any treatment for her tobacco dependence.

I took the time to sit with her. It turned out she couldn't coordinate her metered dose inhaler at all, she was sleeping in a cold, damp flat, and she'd stopped going to the GP because she felt told off every time. I switched her to a device she could actually use, referred her to our inpatient tobacco dependence team, asked the COPD specialist nurses to see her before discharge and made a pulmonary rehab referral. I also wrote a clear discharge summary so her GP practice knew what had changed.

She did come back that winter, but she stayed out of hospital longer, and when I saw her in clinic she said it was the first time someone had explained things without making her feel stupid. For me, everyone counts means giving the patient with their fourth admission the same curiosity and effort as someone we're meeting for the first time.

 

Why this answer works

The candidate names all six values correctly, then picks one and grounds it in a realistic respiratory case. The answer shows the value turning into concrete actions, such as checking inhaler technique and treating tobacco dependence, and it gently challenges stigmatising language without lecturing.

 

Key points to include

  • Name the NHS values accurately
  • Choose one and explain why it matters in respiratory medicine
  • Give a real example with specific actions
  • Show awareness of stigma and health inequalities
  • Describe the outcome honestly

 

Common mistakes to avoid

  • Listing the values with no example
  • Choosing a value but describing a generic medical case
  • Using stigmatising language about patients yourself
  • Claiming a dramatic outcome that sounds invented

 

NHS values and standards

Everyone counts; Respect and dignity; Compassion; GMC Good Medical Practice: patients, partnership and communication

 

Further reading

  • NHS Constitution for England
  • GMC Good Medical Practice
  • NICE guidance on COPD in over 16s: diagnosis and management

 

 

Question 3: You need to tell a patient that their CT and biopsy results show lung cancer. How would you approach that conversation?

Communication question  ·  Communication

 

What the interview panel is assessing

The panel wants to see that you can break bad news in a structured, honest and compassionate way, and that you understand where this sits in the lung cancer pathway. They are listening for preparation, finding out what the patient already knows, pacing information, checking understanding and making sure the patient leaves with support and a clear next step.

 

Model answer

I'd start well before I walked into the room. I'd make sure I had all the results, that the case had been through the lung cancer MDT so I knew the likely stage and the treatment options being considered, and that a lung cancer clinical nurse specialist could join me. I'd book a quiet room, hand my bleep to a colleague and check whether the patient wanted someone with them. If they needed an interpreter, I'd arrange a professional one rather than relying on family.

In the room I'd introduce everyone and start by asking what they understood so far and how they'd been feeling since the scan. Often people already suspect something serious, and their answer tells me where to begin. I'd give a warning shot, something like, 'I'm afraid the results aren't what we'd hoped for,' and then pause. Then I'd say it clearly: 'The biopsy has shown that this is a lung cancer.' I wouldn't hide behind words like 'shadow' or 'lesion', because those leave people confused.

After that I'd mostly be quiet. People react in very different ways. Some cry, some go silent, some immediately ask whether they're going to die. I'd follow their lead and answer honestly, without giving a precise timeframe I can't stand behind. I'd explain in plain language what the MDT has recommended and what happens next, whether that's further staging, a PET scan or a surgical or oncology appointment.

Before they leave, I'd check what they've taken in, because very little sticks after news like this. I'd make sure they have the specialist nurse's contact number, written information and a date for the next step. I'd document the conversation carefully, including the words I used and who was present, and write to the GP the same day so the practice can support them too.

I've done this as a junior with a consultant beside me, and what stayed with me was how much the specialist nurse's follow-up call mattered to that family a few days later.

 

Why this answer works

The answer follows a recognised structure for breaking bad news without sounding mechanical. It shows preparation through the MDT, involves the lung cancer nurse specialist, uses clear language, leaves space for emotion and finishes with documentation and communication with primary care.

 

Key points to include

  • Prepare: results, MDT outcome, quiet room, specialist nurse, interpreter if needed
  • Find out what the patient already knows and wants to know
  • Warning shot, then clear language that names the diagnosis
  • Silence and space for emotion; honest answers without false precision
  • Clear next steps, contact details, documentation and GP letter

 

Common mistakes to avoid

  • Breaking the news before the MDT has discussed the case
  • Using vague terms such as 'shadow' that leave the patient unsure
  • Overloading the patient with staging detail in one go
  • Giving a precise prognosis you cannot justify

 

NHS values and standards

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

 

Further reading

  • GMC guidance: Decision making and consent
  • NICE guideline on lung cancer: diagnosis and management
  • National Optimal Lung Cancer Pathway
  • GMC Good Medical Practice

 

 

Question 4: A 24-year-old woman is admitted with acute asthma. She can't complete sentences, her peak flow is very low and her saturations are 91% on air. Talk us through your management.

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel wants to see that you can recognise life-threatening asthma quickly, start treatment without delay and escalate early to critical care. They are listening for a structured ABCDE approach, knowledge of the features of severity, a safe treatment sequence and an awareness that a normal or rising carbon dioxide level is a danger sign.

 

Model answer

Saturations of 91% on air in asthma put her in the life-threatening category straight away, so I'd treat this as an emergency. I'd go to the bedside, call for help, and ask the nurse to put out a call to my registrar and alert critical care early, because these patients can tire quickly.

I'd assess her using ABCDE while treatment starts. I'd give oxygen to keep her saturations in the target range of 94 to 98%, start back-to-back oxygen-driven nebulised salbutamol with ipratropium, and give steroids promptly, either oral prednisolone if she can swallow or IV hydrocortisone if she can't. I'd get IV access, bloods and an arterial blood gas. I'd be looking closely at the gas, because a normal or raised carbon dioxide in someone this breathless means she's tiring, and that's a sign of a near-fatal attack. I'd listen for a silent chest, look for exhaustion, confusion or hypotension, and get a chest X-ray to look for a pneumothorax or consolidation, without letting it delay treatment.

If she isn't improving after the first nebulisers, I'd discuss IV magnesium sulfate with my senior and make sure critical care had come to see her. I wouldn't start aminophylline or anything else unfamiliar without senior advice. I'd be cautious about sedation of any kind.

Once she's stabilised, I'd want to understand why this happened. Was she on preventer therapy, was she taking it, had she had previous ITU admissions, and is there anything like a recent infection or a trigger at work? Before discharge I'd make sure she has a written asthma action plan, her inhaler technique has been checked, she's on appropriate anti-inflammatory treatment, and she has follow-up arranged with her GP practice within a few days and with the asthma nurse.

I'd document peak flows, gases and every escalation decision clearly. Young people do die of asthma, often after warning signs were missed, so I'd rather call critical care early and be told she's improving than call too late.

 

Why this answer works

This answer recognises life-threatening features immediately, follows a clear and safe treatment sequence, and flags the significance of a normal or rising carbon dioxide level. It shows early escalation to seniors and critical care and closes with the discharge bundle, which is often where preventable asthma deaths begin.

 

Key points to include

  • Recognise life-threatening features, including saturations below 92%
  • Oxygen to 94 to 98%, nebulised salbutamol and ipratropium, prompt steroids
  • Arterial blood gas: normal or raised carbon dioxide is a danger sign
  • Early senior and critical care involvement; IV magnesium after senior discussion
  • Discharge bundle: action plan, inhaler technique, preventer, early follow-up

 

Common mistakes to avoid

  • Delaying treatment to wait for a chest X-ray or results
  • Being reassured by a normal carbon dioxide level
  • Escalating to critical care late
  • Forgetting the discharge bundle and asthma action plan

 

NHS values and standards

Commitment to quality of care; Working together for patients; GMC Good Medical Practice: knowledge, skills and development

 

Further reading

  • BTS/SIGN British guideline on the management of asthma (acute asthma)
  • BTS, NICE and SIGN joint guideline on asthma: diagnosis, monitoring and chronic asthma management
  • National Review of Asthma Deaths (Royal College of Physicians)

 

 

Question 5: A patient with known COPD arrives from the ambulance on 15 litres of oxygen through a non-rebreathe mask. They're drowsy. What would you do?

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel is testing your understanding of oxygen-induced hypercapnia and safe oxygen prescribing. They want to see that you would act quickly but safely, never simply remove oxygen from a hypoxic patient, use target saturations and arterial gases, and recognise when NIV and senior review are needed.

 

Model answer

My first thought would be that this patient may be developing hypercapnic respiratory failure, possibly made worse by too much oxygen. But I wouldn't just whip the mask off. Stopping oxygen suddenly in someone who's hypoxic can be dangerous, so I'd step it down in a controlled way.

I'd assess them using ABCDE, check their airway and conscious level, and take an arterial blood gas as soon as possible. While I'm doing that, I'd switch to a Venturi mask, usually 28% to start, and aim for target saturations of 88 to 92%, which is what the BTS emergency oxygen guidance recommends for people at risk of hypercapnic failure, unless the gas or the history tells me otherwise. I'd look for an oxygen alert card or a previous gas in their notes, because some patients have a personalised target.

Then I'd treat the exacerbation itself: nebulised bronchodilators driven by air rather than oxygen, with supplemental oxygen through nasal cannulae if needed, oral steroids, and antibiotics if there are signs of infection. I'd get a chest X-ray to look for pneumothorax or pneumonia.

If the gas shows a respiratory acidosis, I'd discuss NIV with my registrar or the respiratory team straight away, and before starting I'd want a clear plan for what we'd do if NIV fails. If the patient is very drowsy and protecting their airway poorly, I'd call critical care and my senior immediately.

Finally, I'd make sure the oxygen is prescribed properly on the chart with the target range written down, and that the nurses know why. In my experience, a lot of oxygen harm happens because nobody wrote the target down. I'd also make sure the ambulance crew's handover is passed on so we can feed back if there's learning about prehospital oxygen.

 

Why this answer works

The answer shows a clear grasp of the risk of hypercapnia without the unsafe instinct to remove oxygen altogether. It uses target saturations, controlled oxygen and early arterial gases, links acidosis to an NIV decision with a ceiling of care, and highlights prescribing as a patient safety issue.

 

Key points to include

  • Do not remove oxygen abruptly; step down to controlled oxygen
  • Target 88 to 92% in patients at risk of hypercapnia unless a personalised target exists
  • Early arterial blood gas and repeat after changes
  • Air-driven nebulisers; treat the exacerbation
  • Escalate for NIV or critical care; prescribe oxygen with a written target

 

Common mistakes to avoid

  • Taking the oxygen off completely
  • Not checking a blood gas before deciding
  • Driving nebulisers with high-flow oxygen
  • Forgetting to prescribe oxygen with a target range

 

NHS values and standards

Commitment to quality of care; Working together for patients; GMC Good Medical Practice: knowledge, skills and development

 

Further reading

  • BTS guideline for oxygen use in adults in healthcare and emergency settings
  • BTS/ICS guideline for the ventilatory management of acute hypercapnic respiratory failure in adults
  • NICE guidance on COPD in over 16s: diagnosis and management

 

 

Question 6: You're reviewing a patient with severe COPD on home oxygen. They live alone, still smoke, and you notice burn marks on their clothes and nasal cannulae. They say they're fine and want to go home. What would you do?

Safeguarding question  ·  Safeguarding

 

What the interview panel is assessing

The panel wants to see that you can balance a person's right to make their own choices with your duty to keep them and others safe. They are looking for knowledge of the Mental Capacity Act, the Care Act and self-neglect, and an understanding of the practical fire risk of smoking with home oxygen.

 

Model answer

The burn marks worry me a lot. Smoking near oxygen can cause serious burns and house fires, which put neighbours and firefighters at risk too. But my starting point would be that this is an adult who's entitled to make choices, including ones I wouldn't make, so I'd want to understand the situation properly rather than jump to a decision.

I'd start with a calm, non-judgemental conversation. I'd ask how they're managing at home, whether they smoke while the oxygen is running, and whether they've had any near misses. I'd explain the risk clearly and check that they understand it. If I had any reason to doubt their capacity to make decisions about their oxygen and their discharge, I'd assess it formally under the Mental Capacity Act, decision by decision, and document it. Capacity is presumed, and an unwise decision doesn't mean someone lacks it.

Assuming they have capacity, I'd work with them on reducing the risk rather than lecturing. I'd offer treatment for tobacco dependence through our inpatient team, including nicotine replacement. I'd involve the home oxygen service, because they'll want to do a risk assessment, and the outcome might mean changes to the oxygen prescription. With the patient's consent, I'd arrange a home fire safety visit from the local fire and rescue service, which can include fire-retardant bedding and smoke alarms.

I'd also think about self-neglect, which is recognised under the Care Act. If they're struggling to look after themselves, I'd involve the ward social worker and ask about care needs, and I'd talk to our adult safeguarding team for advice. If there's a significant risk to others, such as a shared building, that can justify sharing information even without consent, but I'd seek advice and record my reasoning.

Throughout, I'd involve my consultant, document carefully and make sure the GP and community respiratory team know the plan. I can't remove every risk, but I can make sure the patient's choice is an informed one and that we've done everything reasonable to keep them and others safe.

 

Why this answer works

The answer balances autonomy with safety, applies the Mental Capacity Act correctly, and recognises self-neglect under the Care Act. It is practical about home oxygen fire risk, involving the home oxygen service and fire and rescue service, and it shows appropriate escalation and documentation.

 

Key points to include

  • Recognise the fire risk to the patient and others
  • Presume capacity; assess formally if in doubt, decision-specific
  • Offer tobacco dependence treatment rather than lecturing
  • Involve the home oxygen service and offer a fire safety visit
  • Consider self-neglect under the Care Act and seek safeguarding advice

 

Common mistakes to avoid

  • Simply withdrawing oxygen without assessment or discussion
  • Assuming an unwise decision means lack of capacity
  • Ignoring the risk to neighbours and others
  • Not documenting the discussion and capacity assessment

 

NHS values and standards

Respect and dignity; Compassion; Everyone counts; GMC Good Medical Practice: patients, partnership and communication

 

Further reading

  • Mental Capacity Act 2005 and Code of Practice
  • Care Act 2014 and statutory guidance on self-neglect
  • BTS guideline for home oxygen use in adults
  • GMC guidance: Decision making and consent

 

 

Question 7: A patient with a COPD exacerbation still has a pH of 7.28 and a raised carbon dioxide after an hour of optimal medical treatment. How do you decide whether to start NIV?

Clinical Scenario question  ·  Clinical Scenario

 

What the interview panel is assessing

The panel wants to see a safe, structured approach to acute NIV, including when it is indicated, where it should happen and why a ceiling of care must be agreed before it starts. They are listening for close monitoring with repeat gases, knowing when NIV is failing and involving the patient and family in decisions.

 

Model answer

A persistent respiratory acidosis after an hour of optimal medical treatment is exactly the situation where acute NIV can make a real difference, so I'd be moving quickly. But before the mask goes on, I'd want three things clear.

First, I'd check the treatment really has been optimal: controlled oxygen to target saturations, nebulised bronchodilators, steroids and antibiotics if indicated. I'd look at the chest X-ray for a pneumothorax, which would need a drain before NIV, and for other causes of the acidosis.

Second, I'd agree the ceiling of care. With my registrar or consultant, and ideally with the patient, I'd decide whether they'd be for intubation if NIV failed, or whether NIV is the ceiling. That depends on their baseline function, previous admissions, other illnesses and, most importantly, what they want. If they're too drowsy to discuss it, I'd talk to their family about what the patient would have wanted, while making clear the decision is a medical one made in the patient's best interests. I'd record the plan clearly, including resuscitation status.

Third, I'd make sure NIV happens in the right place, which is usually the respiratory support unit or a ward with staff trained in NIV and the right nurse-to-patient ratio, not a general ward bay where nobody can watch closely.

Once it's started, I'd prescribe the settings on a dedicated NIV chart, check mask fit and synchrony myself, and repeat the gas at around one to two hours. If the pH and carbon dioxide are improving, we keep going. If they're getting worse despite good settings and fit, NIV is failing, and we act on the plan we've already agreed, whether that's calling critical care or moving towards comfort-focused care.

I think the biggest lesson I've learned is that the conversation about what happens if NIV doesn't work is far easier and kinder at the start than at three in the morning.

 

Why this answer works

The answer covers indication, optimisation, ceiling of care, location and monitoring, which are the main elements of the BTS/ICS guidance on acute NIV. It shows a strong understanding of shared decision-making and practical safety, and it reflects common themes in national reviews of NIV care.

 

Key points to include

  • Confirm optimal medical treatment and exclude pneumothorax
  • Agree and document a ceiling of care before starting
  • Involve the patient, or family when the patient lacks capacity
  • Deliver NIV in an appropriate, adequately staffed area
  • Prescribe settings, repeat gases at one to two hours and act on failure

 

Common mistakes to avoid

  • Starting NIV without an escalation plan
  • Placing the patient somewhere staff cannot monitor them
  • Not repeating the blood gas or acting on deterioration
  • Treating families as decision-makers rather than people informing a best interests decision

 

NHS values and standards

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

 

Further reading

  • BTS/ICS guideline for the ventilatory management of acute hypercapnic respiratory failure in adults
  • BTS quality standards for acute NIV in adults
  • NCEPOD report on acute non-invasive ventilation
  • Mental Capacity Act 2005

 

 

Question 8: How do you keep your respiratory knowledge up to date, and where do you see your career in the next few years?

Professional Development question  ·  Professional Development

 

What the interview panel is assessing

The panel wants to see that you take responsibility for your own learning in a structured way and that your career plans fit the post. For Clinical Fellow and Specialty Doctor applicants they are often listening for realistic goals, such as gaining procedural competence, specialty exams or a route to the Specialist Register.

 

Model answer

I try to keep it structured, because otherwise the busy weeks win. I keep an eye on new and updated BTS and NICE guidance, and I'm a member of the British Thoracic Society, so I see the summer and winter meeting content. I also learn a lot from our own departmental meetings. Radiology and ILD MDT meetings have probably taught me more about reading a CT chest than any textbook.

I keep a portfolio, and I reflect on cases that challenged me, not just the ones that went well. After a difficult NIV case last winter I wrote a reflection, read the acute NIV guidance again and asked our respiratory physiotherapist to go through mask fitting with me. That's the kind of learning that changes what I do on the next shift.

Procedurally, I'm logging my pleural work, including thoracic ultrasound, aspirations and Seldinger drains, and I'd like to build towards independent competence with proper supervision. I'm also interested in sleep and ventilation and would value time in that service if the rota allows.

In terms of where I'm going, my aim over the next few years is to build the experience and evidence I need to apply for entry onto the Specialist Register through the portfolio pathway, so I'm gathering evidence against the respiratory curriculum as I go. I've also started preparing for the Specialty Certificate Examination. I want to be a doctor this department can rely on: confident on the acute take, safe with procedures, good at teaching juniors and comfortable in clinic.

I appraise annually and use my personal development plan to keep me honest about whether I'm actually making progress.

 

Why this answer works

The answer gives concrete methods for staying current, shows reflective practice that changed behaviour, and links career goals to the post and to a realistic route such as the portfolio pathway. It sounds ambitious but grounded, which is what panels want from Clinical Fellow and Specialty Doctor candidates.

 

Key points to include

  • Specific sources: BTS, NICE, MDTs and departmental teaching
  • Reflection that changed your practice
  • Procedural logbook and supervised progression
  • Realistic career plan, for example the portfolio pathway or specialty exams
  • Appraisal and a personal development plan

 

Common mistakes to avoid

  • Saying only that you read journals
  • Career goals that suggest you will leave the post immediately
  • No mention of reflection or appraisal
  • Overclaiming procedural independence

 

NHS values and standards

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

 

Further reading

  • GMC Good Medical Practice
  • GMC guidance on the portfolio pathway to the Specialist Register
  • JRCPTB respiratory medicine curriculum
  • BTS training standards for pleural procedures

 

 

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To prepare for a respiratory medicine NHS interview, expect questions on acute asthma and COPD exacerbations, oxygen prescribing, NIV decisions and ceilings of care, pneumonia, pleural procedure safety and breaking bad news in the lung cancer pathway, alongside safeguarding, GMC Good Medical Practice, audit and teaching. Build short spoken answers around real cases from your own practice, know the current BTS and NICE principles behind your decisions, and be ready to explain exactly when you would call your registrar, consultant or critical care.

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