verbalreasoning 11 passages x 4 questions'eaittaitins
t i min reading
Definitivewords us mitigating words
eg never only impossible us sometimes could likely
for truefalse can'ttell questions definitiveinticates truefalse
and mitigating indicates can't tell
can't tell also indicated when mitigation contradiction are
present eg statement is contradicted later in passage
check sentences containing dispersed key words
faulty logic Xcan mean Y without Y meaning X
All humans are mammals not all mammals are human
correlation doesnot equal causation
Never use outside knowledge
yourown knowledge
Synonyms eg unique us never been replicated same meaning
Juxtaposition s question x said y s
passage reference to
X followed immediately by Y was said s unconfirmed if
X actually said Y therefore can I tell
Averages average class height 170em one or more student
are shorter taller than 170cm can t tell because unless
otherwise stated all students could be exactly 170cm
common tricks in true false can't tell
key word dispersion
contradiction
Mitigation
faulty logic
outside knowledge
Juxtaposition
synonyms
sounds like can t tell but is actually true false
Numbers and averages
Free text questions
Likely to be asked
correct ending to incomplete statement
Is statement true or false
conclusions definitions
frompassage
causes consequences of events
le t then he Y s ne
sI n
Mustpay to be higher level man is level 8 infer
that man has payed to be higher level therefore
answer man has payed moneyto organisation is true
Valid conclusions follow logically from the passage
exactly like a true answer in true false can't
tell questions
cause Cause directly leads to event
consequence event occurs as a consequence of
cause
Bridging phrases establishcausality because as a
result etc
Decision making 29questions 32mins I min reading
66sec
perquestion
Recognising assumptions
Interpretinginformation evaluating arguments lo 11 gust
Drawing conclusion
Logicpuzzles deductivereasoning 10 119ns
Syllogisms
Venndiagrams statistical figural reasoning
Probability statisticalreasoning 18 9 qus
aluating arguments arguments contain a peruse and a
conclusion
To form strong arguments premises should be
Directly connected to the subject matter
Objective
Evidence based
Mainfactors weakening premises
vague or with no link to conclusion
containing subjectiveopinions
Reliant on assumptions
Assumptions accepted as true certain to happen with
little no evidence to support it
Conclusion must logically follow
from the infogiven
Syllogisms form of reasoning where
a a conclusion is
reached
from 2 or more given premis
eg AU X is Y
AU Y is 2
Therefore x 2
Quantitative Reasoning 9senarios x 4questionseach 24 mins
40sec t 1min
p g ng
Tables
charts piecharts value for piecharts
2D 3DShapes
Diagrams
Agf x 100
Puretext no of data x total no
of data sets
Basic arithmetic
fractions decimals and ratios when asked to calculatethe
Averages ratio of one no to another
Percentages logical guess is usually
commonformulae sufficient
Geometrical formulae
When looking at a question ask
Are calculations needed
Do the numbers work
can answer options be eliminated
any
Percentages
calculating percentage EEEEEE x 100
Difference
calculating percentagechange Original X 100
make sure todivide by original not by final value
moon percentage conersions
12 0.5 507 If given totalandtoldthat
13 0.33 33 337 it is 15 higher thanbefore
1
4 0.25 25 tht x100 original
5 0.2 20
1
6 0.167 16.7
1
7 0 143 14 3
18 0 125 12 5
Yg O 11 11 11
1 0 I
10 10
Double check what infois given what the question is asking
don't overcomplicate
Abstract Reasoning 55 questions 13 mins I min reading
14sec perquestion
four question types
S
Sel n Sel B Lest shapes des ea h belong
to A or B Type il
Series of shapes which of 4 test shapes completes
the series IType 21
Statement where changes apply to shapeto create
a new one apply changes to test shapes to decide
which of 4 comes next Type 31
Set A t set B whichof 4 test shapesbelongs to
either A or B Type 4
Type I answers 70 sees per set
set A test shape matches pattern in all boxes
of set A
Set B test shape matches pattern in all boxes
of set B
Neither test shape does not completely match
set A or B
or test shape matches both A and B
cannotdiscriminate to which set it
belongs
Type I approach
Pick I set
Start with easiest box
identify pattern
Identify corresponding pattern in others
Match test shapes to their set 25see
Patterns can be conditional or non conditional
conditional one theme depends on another
eg if triangle in Set A points up no of squares in
box is odd if triangle points down no of squares
in box is even
Non conditional themes are independent
intrinsically linkedbetween set A and set B
Try and identify ignore distractors
If pattern is not obvious in set A look at B
conditional
Patterns are linked and dependent on each other
Non conditional
Position
R Wh
y
Shading bigpicture patterns easier to see
Number from furtheraway
n a size
Direction
Sides
Angles small picture patterns easier to see
Intersections from up close
Touching sides
consider
Absolutenumbers what is the absolute number of a
particular item theme in each set
odd even is there an odd number theme in one set
and an even number theme in the other
Greater lesser is the pattern that there are more
less than aspecific no of items themes
perset
first impressions
Everything looks the same
Look for position shading or conditional patterns
Differentshapes
numberof items
typeof item
position
common
shading
sides
angles most e mmonly rightangles
lines of symmetry rare
Arrows by themselves
number
direction
position
touching sides
Letters and words
right angles
sides lines
very common
position common
numberofitems
straight us curved letters rare
Familiar objects
assess by physical properties not percievedfamiliarity
Abstractpatterns
numberof items
intersections
touching sides
angles
areas
something's changing s
usually conditional
number of items
position
shading
Size of items
direction
for letters words do not consider upper us lowercase
Crowd us consonant or meaning ofwords as the pattern
Special circumstances offer clues as to what pattern is
Items touching side
whichside is being touched
number of sides beingtouched
Items overlapping
itemstouchingsides are not counted as overlapping
Arrows pointing to from items
almostalways indicates a conditional pattern
Type 2 questionstrategy 14 15 secs
per question
Break items in each box into individual categories
focus on one component at a time
Howdoes it change
positioning
shading
direction rotation
size
Eliminate answers based on which don't fit the
anticipated change
Type 3 strategy 14 15 secs per question
focus onindividual components
Identify which components changed and which stayed
the same
The non changing components must also notchange
in the test box
identifychanges and apply to test box
Type 4 questions
Same approach as type I
To which set doesthe test shape belong
Situational Judgement Test 69 questions 26 mins
23se perquestion t 1minreading
22 scenarios between 2 and 6 questions per scenario
approx 23 secs per question
Two typesof question
Rating the appropriateness of a response
Rating the importance of a response
General strategy
Remember it is an assessmentof choiceof actions not
the scenario
D not make assumptions
No specific medical knowledge needed
you to do not
Consider what the examiner would want
what youwould actually do
No limit on no oftimes you can use an answer
per
scenario
Each question in a scenario is independent of the others
Never judgethe response as if it is the only action
taken
Appropriateness questions
A very appropriatething to do
It will address at least one aspect of the situation
Appropriate but not ideal
It could bedone but is notnecessarily a very good
thing to do
Inappropriate but not awful
It shouldn't really be done but would not be terrib
A veryinappropriatething to do
It should definitely not be done andwould make
the situation worse
Veryappropriate overall the
Appropriate butnotideal mixed we
and ve
Inappropriate but notawful overall ve
Very inappropriate
Action
Positive Negative
All the
Mixed
we
but
Mixedebut
Tu ve
t t t t
V appropriate not ideal notawful v inappropriate
Importance questions
veryimportant you must take this into account
item is crucialto undertake or consider
Important youshould take this into account
item is not essentialbut is important to consider
of minorimportance you could take this into account
can take item into account but canalso ignore
Notimportant at all youshouldnot take this into
account
item is negativeand shouldn't betaken into
account or enacted
Appropriateness questions
Pay attention to vocab
osite gative
truthful propose threaten abuse
honest encourage shout refuse
open explore intimidate hide
calm listen avoid blame
support suggest confront shun
recommend boost impatient accuse
Importance questions
urgent non urgent
important category category
notimportant category'll category N
Category urgent and important very appropriate very
important
category11 important but not urgent require regular
time devotion
category'll urgent but notimportant quickinterruptions
category N non urgentandunimportant lowest priority
Patients best interest always actin the best interest of
the patient even if a young patientdoesnot want the
procedure inappropriate but not awful
GMC medicalschoolsdo not necessarily need to be told
about minor council fines
Lateness informing authority figure and trying
not
to make it ASAP is appropriate but not ideal
reorganising placements due to lateness is v inappropriate
because it is inconvenient
There is a
duty I
to report cheating plagarism to the medical
school
Responses which respect patient autonomy but do not
address patient concerns are not awful but are not
entirely appropriate
upontreatment without addressing patient
insisting
concerns is very inappropriate
Questions concerning confidentiality
confidentiality must be maintained even after patient
death
4 common scenarios
social media publications
Loud discussions n public places
Taking confidential info home
Being asked for info
Priorities when dealing with a confidentiality breach
stop the breach ASAP
Do not draw attention to breach deal with it in
a discrete manner
Prevent future breaches
Most appropriate responses will include all 3
very appropriate responses
Asking the personcausing the breach to stop
finding a private place to tell them what they
did wrong
Explaining the importance of confidentiality
returning notes ASAP
informing the patient
Apologising
reporting mistakes withnotes to relevant authorities
resolving logically without escalation
suggesting talking to academic advisors about
confidentiality
Asking if the patient minds discussing info with
others
Appropriate but not ideal responses
Distract peoples attention to change subject watch
out because may be v appropriate under some
circumstances
confront breach causer
return notes later
Careful with any action which stops breach but
be considered aggressive may attract unwanted
may
attention or does not explain problem
Inappropriate responses
Ignoring the problem
wait to see if it happens again either inapp or
very inapp
Expecting someoneelse to fix it
Disposing of notes yourself
Blaming someone else
Avoiding the patient
Worrying what patient will think of you
Assuming permission sharing info without
permission
Importance
Most important patient's right to confidentiality
and patient welfare also university hospLal policy
Notimportant rank or intentions of person
committing breach
Minor importance usefulness to others ofdivulged
information
Professional Behaviour
Honest
Attends all required teaching
Treats people
fairly
Showsdesireto improve
Maintains good reputation
Unprofessional behaviours
Lack of commitment engagement or attendance
at classes
unreceptivity to advice feedback
Administrative neglect
poor time management
rudeness disruptive behaviour
Harassment
Aggression
Appropriate responses
Discretion
Apologise
Clear explanation
De escalation
Encouraging support seeking
Reporting bad behaviour
communicate timetable dashes
Attend classes when possible
Make alternative arrangements whenneeded
Refuse todo anything you deemoffensive
inappropriate responses
Be rude even in retaliation
Create a scene
Embarrass undermine
ignore offensive comments
Wait to see if repeated
Procrastinate
Non attendance
Lack of consideration
Expect unreasonable accommodations
Important factors
Patient presence
patient safety
Patient trust
Policy
Need for professionalism
Unimportant factors
Personal reputation
Prior history of behaviour
Whether faulted party is afriend
If someone else could resolve it
lack of culpability
Teamwork
Work collaboratively
Treat colleaguesfairly and with respect
Be aware how your behaviouraffectsothers in and
out of the team
Commonquestiontopics
Someone
feeling left out
someone being overbearing
someone slacking
someone being overburdened
Interpersonal disagreements
inter team conflict
H to espond
facilitate equal discussion
Evenly distribute work
Avoid de escalate conflict
Groupdiscussions
Ensure work done on time
Appropriate
Polite
Diplomatic
Shaving of opinions
Discrete problemsolving
Accommodate where possible
Compromise
Inappropriate
Ignore concerns
Taking sides taking one opinion over another
Uncooperative
Slacking
Unilaterally reassigning tasks
Assigning unequal workloads
Escalation
Peer pressure
Excluding
Dealing withpatients
common scenarios
Angry patients
Distressed patients
confused patients
General consultation
Gifts money
Appropriate
Listen to concerns clarify problems ask how to help
Don't blame
Prioritise
Honesty
consider limitations
Give all info
find out info
Policy
respect informed consent
respect
Inappropriate
Unprofessionalism
Rudeness
Wasting time
Disregard limitations
Ignore
continue despite distress withdrawlof consent
false promises
