Specialist Grade Doctor Interview Questions & Answers

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

Quick answer

What questions are asked in an NHS Specialist Grade Doctor interview?

NHS Specialist Grade Doctor interviews usually mix values-based questions with scenarios specific to the role. Typical themes include autonomous practice, generic capabilities framework, clinical governance, patient safety and PSIRF, duty of candour and quality improvement. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

At a glance

• Role: Specialist Grade Doctor (NHS Medical and Dental)

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

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

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

• Independent: not affiliated with or endorsed by the NHS

 

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

These are original practice questions written to reflect how NHS interviews are run. They are not leaked or official questions, and Healthcare Interview Prep is independent of the NHS.

 

 

Free NHS interview questions and model answers

 

 

Question 1: Why are you applying for a specialist grade post, and why do you want to join this department?

Motivation question  ·  Motivation

 

What the interview panel is assessing

The panel wants a considered reason for moving to the specialist grade rather than simply a step up in seniority. They are checking that you understand what autonomous senior practice involves, that you have researched this department's service and case mix, and that you would stay and contribute over the long term.

 

Model answer

For the last several years I have been working as a specialty doctor in general adult psychiatry, and over that time the shape of my job has changed without the title changing with it. I run my own outpatient clinic, I take referrals directly from the community teams, and on call I am often the most senior doctor physically on site. I discuss complex cases with my consultant, but increasingly the conversations are about sense checking a plan I have already made rather than asking what to do. The specialist grade is the formal recognition of that level of practice, and I want the accountability that comes with it, not only the autonomy.

I have also looked carefully at the generic capabilities framework and mapped my portfolio against it. I can evidence most of the domains strongly, particularly dealing with complexity, safeguarding and education. The area I have worked hardest on in the last two years is quality improvement and governance, where I led a change to how we document capacity assessments on admission, and I see the specialist grade as the place to keep building that leadership side.

As for this department, I came on the informal visit and spoke to two of the SAS doctors already here. What stood out was that you have a genuine SAS tutor, protected supporting professional activity time in the job plan, and a history of SAS doctors leading services rather than just covering rotas. I also know you are expanding the early intervention pathway, which is an area where I have experience and a real interest.

I will be honest that I am not looking for the quickest route to a consultant post. I want a senior, stable role where I can be accountable for my own caseload, supervise trainees properly and contribute to how the service develops. From everything I have seen, this department values that kind of doctor, and that is why I have applied here rather than anywhere else.

 

Why this answer works

This answer works because it links the move to the specialist grade to real changes in the candidate's practice, shows familiarity with the generic capabilities framework, and gives specific, researched reasons for choosing this department. It ends with a clear commitment to stay. Replace the specialty, the service details and the improvement example with your own, and mention what you learned on your own visit.

 

Key points to include

• A genuine reason for wanting autonomous senior practice, not just a new title
• Evidence you already work at or near the level of the specialist grade
• Awareness of the generic capabilities framework and how you meet it
• Specific research into this department, its services and its SAS support
• A realistic, long-term commitment to the post

 

Common mistakes to avoid

• Describing the specialist grade as a stepping stone or a back-up plan
• Giving reasons that would fit any trust in the country
• Talking only about seniority or status rather than accountability and contribution
• Not mentioning what you would bring to the department

 

NHS values and standards

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

 

Further reading

• Specialist Grade Generic Capabilities Framework (Academy of Medical Royal Colleges)
• GMC Good Medical Practice
• Charter for SAS doctors (BMA and NHS Employers)

 

 

Question 2: What does autonomous practice mean to you, and how do you decide when to seek consultant input?

Professional question  ·  Autonomous practice

 

What the interview panel is assessing

The panel is assessing whether you understand that autonomy means accountability for your own decisions within agreed governance, not working without support. They want to hear how you recognise the limits of your competence, how you use senior colleagues appropriately, and how your trust's autonomous practice arrangements apply to you.

 

Model answer

To me, autonomous practice means being clinically accountable for the patients I see and the decisions I make, within the scope I have been signed off for and the governance structure of the department. It does not mean working in isolation. A specialist grade doctor still works within a team, still escalates, and still discusses difficult cases, in the same way a consultant would talk to a colleague about something unusual.

In my current role in acute medicine, I run my own ambulatory clinic and my name goes on the letters and the plans. I agreed the scope of that clinic in writing with the clinical lead: which conditions I take on independently, which referrals need a consultant review, and how cases are discussed at the weekly meeting. That written agreement matters, because it makes it clear to the team, to patients and to me where my responsibility starts and stops.

When I decide whether to seek input, I ask myself a few honest questions. Is this outside my usual case mix? Is the risk high and the evidence uncertain? Am I considering something irreversible, such as a major change in treatment or a decision about ceilings of care? Is the family in conflict with the plan? If the answer to any of those is yes, I speak to a consultant or a colleague with the right expertise. I also seek a second view when I notice I am tired or the case is affecting me emotionally, because that is when judgement can drift.

A recent example was a young woman with recurrent pulmonary emboli and a possible underlying inherited condition. I was confident with the acute management, but the long term anticoagulation decision had implications I had not managed before, so I discussed it with haematology and documented that discussion. I then took the plan back to the patient myself. For me, that is what autonomy looks like: owning the decision, knowing when to widen the conversation, and keeping clear records of both.

 

Why this answer works

The answer defines autonomy as accountability within governance rather than independence, refers to a written scope of practice, and gives practical tests for escalation. The clinical example shows good judgement about seeking specialist advice while keeping ownership. Use an example from your own specialty and describe your own trust's sign-off process for autonomous working.

 

Key points to include

• Autonomy means accountability, not isolation
• Work within an agreed, documented scope of practice
• Clear personal triggers for seeking senior or specialist input
• Keep ownership of the patient while widening the discussion
• Document discussions and decisions

 

Common mistakes to avoid

• Implying you never need to ask anyone for advice
• Suggesting you would ask the consultant about everything
• Not knowing how autonomous practice is agreed and recorded in your trust
• Giving no concrete example

 

NHS values and standards

Commitment to quality of care; Working together for patients; Respect and dignity. GMC Good Medical Practice: Recognise and work within the limits of your competence.

 

Further reading

• GMC Good Medical Practice
• Specialist Grade Generic Capabilities Framework (Academy of Medical Royal Colleges)
• Charter for SAS doctors (BMA and NHS Employers)

 

 

Question 3: You review a patient in your clinic and realise that a significant diagnosis was missed at an earlier appointment run by a colleague. What would you do?

Scenario question  ·  Patient safety

 

What the interview panel is assessing

The panel is looking at your priorities: the patient's immediate safety first, then honesty with the patient under the professional duty of candour, then reporting and learning without blame. They want to see that you handle a colleague's error professionally and know how incidents are managed under the Patient Safety Incident Response Framework.

 

Model answer

My first priority would be the patient in front of me. I would make sure the diagnosis is confirmed as far as I can, arrange whatever urgent investigations or treatment are needed, and involve the right team if the delay has changed the urgency. For example, if I were in a gastroenterology clinic and found that iron deficiency anaemia had been noted but not investigated six months earlier, I would arrange the endoscopy on the urgent pathway that day rather than leave it in the routine system.

Then I would be honest with the patient. I would explain, in plain language, what I had found, that this should have been acted on sooner, and what we are now doing about it. I would apologise, which is not an admission of legal liability, and I would avoid speculating about why it happened or criticising my colleague, because I would not yet know the full picture. I would tell the patient how they would hear about any review and give them a named contact. If the harm reaches the threshold for the statutory duty of candour, I would make sure that process is followed and recorded properly.

I would document the consultation factually, including what I told the patient. I would then report it through the trust incident reporting system so that it can be looked at under the Patient Safety Incident Response Framework. The aim is learning, and often the cause is a system issue, such as results not being routed back to the right clinician.

I would also speak to my colleague directly and privately, ideally before they hear about it from anyone else. I would be supportive, because being involved in an incident is distressing, and I would point them to the support available. If I had wider concerns about their practice, I would raise those through the clinical lead, but one missed diagnosis on its own usually tells you more about systems than about an individual.

 

Why this answer works

This answer puts the patient's safety first, applies the professional and statutory duty of candour correctly, and treats the incident as a learning opportunity under PSIRF. It also handles the colleague with fairness and kindness. Adapt the clinical example to your own specialty and mention any incident or results process you know well from your own trust.

 

Key points to include

• Act first on the patient's immediate clinical needs
• Be open and apologise without speculating or blaming
• Follow the statutory duty of candour where the threshold is met
• Document clearly and report through the incident system
• Talk to the colleague supportively and escalate only if wider concerns exist

 

Common mistakes to avoid

• Hiding the error or delaying telling the patient
• Blaming the colleague in front of the patient
• Treating apology as an admission of liability and avoiding it
• Forgetting to report the incident so the system can learn

 

NHS values and standards

Commitment to quality of care; Respect and dignity; Everyone counts. GMC Good Medical Practice: Be open and honest with patients if things go wrong.

 

Further reading

• Openness and honesty when things go wrong: the professional duty of candour (GMC and NMC)
• Patient Safety Incident Response Framework (NHS England)
• GMC Good Medical Practice

 

 

Question 4: Can you tell us about a time you managed a clinically complex case where the right course of action was not clear?

Competency question  ·  Dealing with complexity

 

What the interview panel is assessing

This question tests the dealing with complexity and uncertainty capability. The panel wants to see structured reasoning, safe management of risk, use of colleagues and the multidisciplinary team, shared decision making with the patient, and reflection on the outcome. A clear STAR structure helps them follow your thinking.

 

Model answer

The case that comes to mind is a man in his seventies I looked after in the medical day unit. He had moderate chronic kidney disease, heart failure and a new diagnosis of atrial fibrillation, and he had also had a significant gastrointestinal bleed two years earlier. The question was whether to anticoagulate him, and there was no answer that was clearly right. His stroke risk was high, his bleeding risk was high, and each of his conditions pulled the treatment in a different direction.

My task was to reach a decision that was safe, that he understood, and that he actually agreed with. I started by gathering the facts properly rather than relying on the referral: his previous endoscopy report, his recent renal function trend, his falls history and his medication list. I used the recognised stroke and bleeding risk scores as a structure, but I was clear with myself that they inform the decision rather than make it.

I then discussed him with the cardiology registrar and with the pharmacist, who pointed out an interaction with one of his existing drugs that I had not weighted enough. With that information I sat down with him and his daughter. I explained the trade off using simple numbers and pictures, and I asked what mattered most to him. He was clear that a stroke leaving him dependent was his biggest fear, and he was willing to accept some bleeding risk to avoid it.

We agreed to start anticoagulation, with his gastroprotection reviewed, the interacting drug changed, and a planned follow up of his blood count and renal function in the clinic. He has done well since. What I took away was the value of slowing down when the evidence does not settle the question, and of making the patient's own priorities explicit. I now use that same structure, facts, expert input, then the patient's values, for most uncertain decisions.

 

Why this answer works

The answer uses a clear STAR structure, shows systematic thinking, uses decision tools appropriately without hiding behind them, involves colleagues and keeps the patient's values central. The closing reflection shows learning that transfers to other cases. Swap in a genuinely complex case of your own, ideally one where several reasonable options existed and you led the decision.

 

Key points to include

• Choose a case where the answer genuinely was not obvious
• Show how you gathered information and structured your reasoning
• Use colleagues and the multidisciplinary team well
• Make shared decision making visible
• Finish with a reflection that has changed your practice

 

Common mistakes to avoid

• Choosing a case that was difficult only because it was busy
• Describing what the team did without your own role
• Skipping the patient's views and preferences
• No outcome or reflection

 

NHS values and standards

Commitment to quality of care; Respect and dignity; Working together for patients. GMC Good Medical Practice: Work in partnership with patients.

 

Further reading

• Specialist Grade Generic Capabilities Framework (Academy of Medical Royal Colleges)
• GMC Decision making and consent
• NICE guideline on shared decision making

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

 

 

Question 5: A trainee you are supervising rings you overnight about an unwell patient but seems reluctant to ask for help. How would you handle the call?

Scenario question  ·  Supervision

 

What the interview panel is assessing

The panel wants to see that you are an approachable, safe clinical supervisor. They are assessing how you take a structured handover, judge whether to attend in person, support a trainee without undermining them, and create a culture where junior doctors feel able to escalate early.

 

Model answer

The first thing I would do is make the call feel safe. A trainee who is reluctant to ask for help at three in the morning is often worried about being judged, so I would thank them for ringing and say something like, I am glad you called, talk me through it. That small thing changes the quality of the information I get.

Then I would take a structured handover, prompting with SBAR if they were struggling to organise it. I would want the patient's background, what has changed, their observations and NEWS2 score, an ABCDE assessment, what they have already done, and what they are worried about. I would ask directly what they think is going on and what they would like me to do, because a vague sense that something is not right is important information in itself.

My decision to attend would depend on the patient, not on how confident the trainee sounded. If there is any sign of physiological deterioration, uncertainty about the diagnosis, a need for a decision about escalation or ceilings of care, or the trainee is stretched with other sick patients, I would come in or come to the ward. In the meantime I would give clear, specific instructions, agree what they should do in the next fifteen minutes and when they should call me back, and make sure they knew the outreach team was available. If the patient was peri arrest I would tell them to put out the emergency call without waiting for me.

Afterwards, when things had settled, I would have a short conversation with the trainee. I would give them honest feedback on what they did well and what they might do differently, and I would tell them plainly that ringing early is never wrong. If I sensed they were struggling more generally, with confidence or wellbeing, I would make time to follow that up and let their educational supervisor know in a supportive way. I would also document my advice in the notes so the plan is clear for the next team.

 

Why this answer works

This answer combines safety and supervision: it uses SBAR, NEWS2 and ABCDE to structure the call, bases the decision to attend on the patient, and gives the trainee clear instructions and timescales. It also closes the loop with feedback and pastoral support. Adapt the clinical setting to your own specialty and on call arrangements.

 

Key points to include

• Make it psychologically safe for the trainee to escalate
• Use a structured handover such as SBAR, with NEWS2 and ABCDE
• Decide whether to attend based on the patient, not the trainee's confidence
• Give specific instructions, timescales and safety netting
• Debrief, give feedback and follow up on wellbeing
• Document the advice given

 

Common mistakes to avoid

• Showing irritation or making the trainee feel foolish for calling
• Giving telephone advice when the patient clearly needs a senior review
• Taking over completely so the trainee learns nothing
• Forgetting to follow up afterwards

 

NHS values and standards

Working together for patients; Compassion; Commitment to quality of care. GMC Good Medical Practice: Supervise and support colleagues.

 

Further reading

• GMC Promoting excellence: standards for medical education and training
• National Early Warning Score (NEWS2) (Royal College of Physicians)
• GMC Good Medical Practice

 

 

Question 6: Which of the NHS values matters most to you as a senior doctor, and how does it show in your everyday practice?

Values question  ·  Values

 

What the interview panel is assessing

The panel wants evidence that you understand the NHS Constitution values and live them, not just recite them. They are looking for one value explained with real examples, an understanding of how seniority changes the way you model values for others, and honesty about the challenges of sustaining them under pressure.

 

Model answer

All six values matter, but the one I come back to most is respect and dignity. As I have become more senior, I have realised that the way I treat people sets the tone for everyone around me, so the value is as much about my influence on the team as about my own consultations.

With patients, it shows in small, concrete habits. In my clinic I read the referral and the last letter before the patient comes in, so they do not have to repeat their story. I introduce myself and ask how they would like to be addressed. When I am delivering difficult news, I sit down, check what they already know and give them time. I also try to make sure a patient's dignity is protected when they are at their most vulnerable. Last year on the ward I noticed a confused older woman being examined with the curtains half open during a busy ward round, and I stopped the round for a minute to sort it out. It was a small thing, but the juniors noticed it.

With colleagues, respect means listening to the person who knows the patient best, which is often the nurse or the healthcare assistant rather than the doctor. It also means not tolerating disrespect. I once had to speak privately with a visiting doctor who was dismissive to a junior nurse in front of a family. I did it calmly, but I did it.

The honest challenge is sustaining this when clinics overrun and the department is short. Respect can slip into rushing. What helps me is preparation, being realistic about how many patients I can see well, and being willing to apologise when I have kept someone waiting. I think patients forgive delay much more easily than they forgive feeling dismissed.

 

Why this answer works

The answer chooses one value, explains why it matters more at senior level, and backs it up with specific behaviours with patients and colleagues. The honest reflection about pressure makes it credible. Choose the value that genuinely matters most to you and illustrate it with your own examples rather than these ones.

 

Key points to include

• Pick one value and explain why it matters to you personally
• Give concrete everyday behaviours, not abstract statements
• Show how seniority amplifies the example you set
• Include respect for colleagues as well as patients
• Be honest about how you sustain it under pressure

 

Common mistakes to avoid

• Listing all six values without depth
• Generic statements such as I always treat everyone with respect
• Examples that are only about patients and never about the team
• Claiming it is never difficult

 

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
• NHS People Promise (NHS England)

 

 

Question 7: Can you tell us about a time you resolved a disagreement with a colleague about a patient's management?

Competency question  ·  Teamwork

 

What the interview panel is assessing

The panel is assessing professional communication, teamwork and conflict resolution. They want to see that you put the patient first, listen to the other view, use evidence and escalation proportionately, and preserve the working relationship. The ability to disagree well is an essential capability for an autonomous senior doctor.

 

Model answer

In my last post in obstetrics and gynaecology, I disagreed with a senior midwife about the management of a woman in early labour who had a history of a previous caesarean section. She was progressing slowly, and I wanted to review her and consider augmentation sooner. The midwife felt strongly that the woman was coping well and that intervening early would be unnecessary and would undermine her birth plan, which was for as little intervention as possible.

My task was to agree a safe plan without the disagreement spilling over into the room or delaying care. I suggested we step out and talk at the desk. I started by asking her to explain her reasoning fully, and I genuinely listened. She knew the woman well, she had been with her for hours, and she pointed out that the observations and the fetal monitoring were reassuring. That was important information I had not fully weighted.

I then explained my concern, which was about the specific risks in a trial of labour after caesarean and the local guideline on progress. We looked at the guideline together, which took the personal element out of it. We agreed a middle path: a clear time for reassessment, continuous monitoring as per the guideline, and a joint conversation with the woman so she could make an informed choice. I said that if either of us became concerned before then, we would involve the consultant on call straight away.

The woman progressed and had a vaginal birth. Afterwards I thanked the midwife and said her knowledge of the woman had changed my plan for the better. Our working relationship was stronger after that. The lesson I took was that most clinical disagreements are about different information rather than different values, so the first step is always to understand what the other person sees.

 

Why this answer works

This answer uses a clear STAR structure, shows genuine listening, uses the guideline to depersonalise the disagreement, involves the patient in the decision and has a safe escalation plan. The reflection is mature and transferable. Replace the scenario with a real disagreement of your own, ideally with a colleague from another profession, and keep the focus on how you resolved it.

 

Key points to include

• Move the discussion away from the patient
• Listen first and understand the other person's information
• Use guidelines and evidence to depersonalise the issue
• Involve the patient in decisions where appropriate
• Agree a clear plan with escalation if needed
• Repair and strengthen the relationship afterwards

 

Common mistakes to avoid

• Telling a story where you were simply right and the colleague was wrong
• Pulling rank instead of discussing
• Arguing in front of the patient
• Leaving the disagreement unresolved or escalating it unnecessarily

 

NHS values and standards

Working together for patients; Respect and dignity; Commitment to quality of care. GMC Good Medical Practice: Work collaboratively with colleagues.

 

Further reading

• GMC Good Medical Practice
• GMC Leadership and management for all doctors
• GMC Decision making and consent

 

 

Question 8: You become concerned that a consultant colleague's clinical practice may be putting patients at risk. What would you do?

Scenario question  ·  Raising concerns

 

What the interview panel is assessing

The panel is checking that you understand your professional duty to raise concerns, that you would act proportionately and promptly, and that you know the routes available: speaking to the colleague, the clinical lead or medical director, Freedom to Speak Up guardians and, if necessary, the GMC. They also want to see fairness and confidentiality.

 

Model answer

My duty is to patients first, and the GMC is clear that raising a concern about patient safety is a professional obligation, whatever the seniority of the colleague. But I would also want to be fair, because concerns can be based on incomplete information.

First, I would make sure any patient at immediate risk was safe. If, for example, I had seen a consultant plan a procedure that I believed was contraindicated, I would raise it there and then and, if needed, ask a colleague to review the patient before it went ahead. Patient safety cannot wait for a process.

If the concern was about a pattern rather than one immediate risk, I would gather facts. I would note specific cases, dates and what happened, keeping it factual rather than opinion. Depending on the situation, I might speak to the consultant directly, as a colleague, asking about the decision. Sometimes there is a reasonable explanation. If I remained concerned, or if speaking directly was not appropriate, I would take it to the clinical lead or clinical director. If I felt it was not being dealt with, or the concern involved the clinical director, I would go to the medical director, and I know that the Freedom to Speak Up guardian is also there for advice and support.

Throughout, I would keep the matter confidential and not discuss it in the coffee room. I would record what I raised, with whom and when. If the trust did not act and I still believed patients were at risk, I would contact the GMC for advice. I would also be aware that the consultant might be unwell or under pressure, and that support for them may be part of the solution.

I have not had to go all the way through that process, but I have raised a concern about a locum's prescribing with my clinical lead. It was handled quickly and fairly, and it reassured me that speaking up early usually leads to the best outcome for everyone.

 

Why this answer works

The answer balances the duty to act with fairness to the colleague. It covers immediate safety, gathering facts, the escalation route through the trust and Freedom to Speak Up, confidentiality, documentation and the GMC as a last step. Mention the specific raising concerns policy in your own trust and, if you can, a real but anonymised example.

 

Key points to include

• Act immediately if a patient is at risk
• Gather factual, specific information
• Use the escalation route: colleague, clinical lead, medical director
• Know about Freedom to Speak Up guardians
• Keep it confidential and document what you raised
• Consider that the colleague may need support

 

Common mistakes to avoid

• Saying you would ignore it because the colleague is more senior
• Going straight to the GMC or the media without using local routes
• Gossiping or discussing the concern informally
• Making accusations without facts

 

NHS values and standards

Commitment to quality of care; Everyone counts; Working together for patients. GMC Good Medical Practice: Act on concerns about patient safety.

 

Further reading

• GMC Raising and acting on concerns about patient safety
• Freedom to Speak Up guidance (National Guardian's Office)
• GMC Good Medical Practice

 

 

Ready for the other 32?

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

 

 

 

About this NHS interview question bank

To prepare for a specialist grade interview in the NHS, practise talking through the real situations that test autonomous senior practice: knowing when to seek consultant input, supervising a trainee overnight, capacity and consent decisions, ceilings of care conversations, safeguarding disclosures, waiting list risk and unsafe discharge pressure. Panels will also explore the generic capabilities framework, so prepare honest examples of quality improvement, incident learning, teaching, governance, leadership and handling complaints, and be ready to discuss your job plan, appraisal and how you would support other SAS doctors.

This bank is for experienced specialty doctors and other SAS doctors applying for a specialist grade post in any specialty. It contains 40 original practice questions written by a practising NHS doctor, each with a first-person model answer, an explanation of what the panel is assessing, why the answer works, key points, common mistakes, the NHS values it reflects and further reading. Themes include autonomous practice and its limits, the specialist grade generic capabilities framework, clinical governance and PSIRF, quality improvement, research, teaching and supervision, leadership and change, safeguarding, mental capacity, consent, end of life decisions, job planning, appraisal and revalidation, and developing the SAS workforce.

 

What this question bank covers

• Autonomous practice
• Generic capabilities framework
• Clinical governance
• Patient safety and PSIRF
• Duty of candour
• Quality improvement
• Research and scholarship
• Teaching and supervision
• Leadership and change
• Raising concerns
• Safeguarding
• Mental capacity and consent
• End of life care
• Shared decision making
• Prioritisation and waiting lists
• Job planning
• Appraisal and revalidation
• SAS development

 

 

Specialist Grade Doctor NHS interview: frequently asked questions

 

What questions are asked in an NHS Specialist Grade Doctor interview?

NHS Specialist Grade Doctor interviews usually mix values-based questions with scenarios specific to the role. Typical themes include autonomous practice, generic capabilities framework, clinical governance, patient safety and PSIRF, duty of candour and quality improvement. Every interview panel writes its own questions, so practise the themes rather than memorising answers. The 8 free questions on this page cover a spread of them.

 

What band is an NHS Specialist Grade Doctor job?

The questions on this page are pitched mainly at Specialist grade (2021 SAS contract) posts. The band for any job depends on the trust and the responsibilities of the post, so always check the advert and job description. Higher bands bring more questions on leadership, supervising others and improving the service.

 

How should I prepare for an NHS Specialist Grade Doctor interview?

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

 

Which NHS values and standards should I mention in a Specialist Grade Doctor interview?

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

 

Are these real NHS Specialist Grade Doctor interview questions?

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

 

What do I get if I unlock the full Specialist Grade Doctor question bank?

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

Read the full NHS Medical and Dental interview guide →