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Interview Question Time #2

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Just out of interest, with such scenario-based questions, is it likely that in an interview it would emulate the genuine situation to an extent?

It may, though you're generally given about a minute or two to answer; you certainly won't be expected to go into the detail in this thread since there wasn't a time limit given here. However, you will definitely be challenged on whatever answer you do give. Argue a moderate position strongly - not an extreme position weakly and stand you ground and you should be fine. As long as you are able to justify your argument logically and ethically, then you will score well in stations like this.
 
Academic/professional misconduct constitutes failure of the year and its well within the student's rights to repeat if he wasn't kicked out completely. It's the same as failing exams, Universities don't actually fill up each year's intake in expectation of people failing.

Ohhh thats awesome, i wasnt aware of that - my point is null and void if that's the case!
 
This is a question I got at monash. Describe electrolysis to a person who has never studied chemistry.
 
Does the person know basic science or has he never held a test tube?
 
Does the person know basic science or has he never held a test tube?

Assume the worst. You're explaining this to a layperson, like a patient's family for example - could be a 102 year old great grandma who thinks Japan is an fictional place.
 
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Monash is undergrad, but DOES have a chem prereq. My detech was 'Explain to a layperson what the three states of matter are.' Much easier than electrolysis.
 
A good way to approach this question is to first explain something that a lay person will know eg. silver plating. Then try to figure out the key concepts and explain them in a simple way. It doesn't matter if it oversimplifies it.

I didn't get this type of question anywhere apart from Monash, but here are some other good words you could practice with
- atom
- element
- circulation
- photosynthesis
- density
 
Remember guys, Monash is moving to a whole new system, so this may not be the case with universities.
 
Monash is undergrad, but DOES have a chem prereq. My detech was 'Explain to a layperson what the three states of matter are.' Much easier than electrolysis.

Urgh. Mine was a picture of the table of elements with the halogens circled. I would've been completely lost had I not done chemistry.
 
-Forging the signature: Breach of medical ethics and breach of the doctor's trust (on whom's good graces he is learning under). Probably should have pursued the proper channel's like informing the medical school instead of doing something like this. I'm sure its not an uncommon situation and this was handled very poorly by the student. I would reprimand the student for such behaviour as repeating something similar as a doctor could have serious consequences not only for yourself, but for the patients under your care.

-Parents: The student's parents should have absolutely no influence on the decision of the committee nor should the student's "exceptional standing in the community". Prestige or reputation never excuses poor judgement so it should not be taken into consideration. The fact that the student is a 4th year should emphasise the fact that he should have known better.

-Committee: While forcing the student to repeat the year is a fair enough judgement, I don't believe forcing him to pay full fee is fair nor is it going to make any difference - the parents are going to where the cost of that. This seems like money grubbing to me. Many students have failed years and have not been forced to pay full fee for the lost year, this is an equity issue.

-Argument made: What the student did was wrong and totally inexcusable, for that he should be punished. However, while it is fair enough to make the student repeat the year, I don't believe it is fair to remove his HECs support.

Very useful answer, Havox, thanks for contributing. This is answered in the style of premises ---> conclusion. Useful in that it gives a clear reasoning process to you decision (and includes a decision not just a bunch of premistes). The risk with this style is that it comes across as somewhat removed from the person involved, perhaps a bit too logical, and thereby a little too impersonal.

With these questions its always tempting to take the hard line ethical approach where you accept no mercies but I really think a better answer is where you identify the hard line ethics but also temper that response with how what you're thinking of doing might effect the person and (similarly) how the person, and their background, might effect your decision.

Season has already mentioned that she thinks the person's background in the community is relevant. Personally, I agree, I think the point is debatable, but I think in interviews you come across as very empathic and considerate (as well as insightful) if you consider the person, as well.

Good answer, though.

It’s very tempting to read other responses before having a crack, but that kind of defeats the purpose.

Given that interviewers are looking at your ability to make a decision, rather than just make an argument, first up I suggest that no, the student is permitted to continue with his studies unpenalised financially. He should be required to perform a supplementary placement that provides the necessary skill development that may or may not have been missed due to missing attendance.

My argument would be that (based on the information provided):
1. This is the student’s first offence, and may have been brought about by extenuating circumstances that the student was unable to deal with
2. Although the act is serious, and may send alarm bells in that it betrays the trust and responsibility granted someone in the professional role, being a 4th year, the student could be 21 or 22 years old and has a good deal of personal growth ahead of them before this responsibility is granted
3. The punishment proposed by the committee is excessively harsh. I believe the process of being brought before a committee and having the act discussed extensively would be enough to portray the seriousness of the action and prevent any future occurrences of a similar kind.
4. The status of the parents is irrelevant, and the standing in the community is to some degree

Thanks JerimiahGreenspoon, that's quite a good answer. I like that you've included a statement on your position (a note for other members though, it doesn't need to be at the beginning but you should include a position in your answer). I think your arguments are good, and I like how you have a position even with your premises. My advice in an interview situation for a lot of those numbered points, however would be to see both sides of the coin and then state what you think.

So for point number 1, you might instead say that you'd be interested in knowing about any previous acts of not-so-professionalism and whether or not there were any extenuating circumstances during the attachment. Assuming this was a first offence and there were extenuatng circumstances, I feel the disciplinary action is too severe a punishment. Otherwise you're sort of assuming those first points despite them not really being covered in the question.

Then in number 2, you might mention something like how the student is not far off from graduating and will soon be in a position where he needs to be professional (the other side of the coin) but you think that as a young man making mistakes is a part of becoming a professional. A good argument might be that making him repeat, in its severity, might ruin a good chance of reflection and development, by way of inciting bitterness.

The response is really very good though, but while some of the other responses have too much reasoning and not enough final positions this is slightly the other way.

The question has stated that he forged the signature to confirm that he had completed his attendance requirements during placement so I would first like to speak to the doctor and see if the student actually met the requirements of his palcement.

If the student had not completed his requirements then I would recomend that the student be repremanded according to course policy, which I believe would be to repeat the year because this particular placement would have been a compulsory component of his course (this should not be full fee paying however). This is because not only has the student forged a signature but he has shown complete disrespect to the medical school and his supervising doctor. It was dishonest and he should know much better as a 4th year student. I would recomend he complete a module of some sort on medical ethics also to remind him of his responsibilities when he becomes a doctor.

If the student had indeed completed the requirements then I would reccomend he have to repeat a similar placement before being able to move on to 5th year.
Being a 4th year student he would be well aware that it was very wrong to do what he did, and thus should know that there are consequences. He should have gone through proper procedures instead of forging the signature. He should be reminded about the doctors role in society as someone who is reliable and trustworthy, and his forging of the signature was not acceptable, and such behaviour as a doctor could have consequences not only for himself but for his patients especially. I'd remind him that if it happened again in the future, there would be harsher consequences (I think one must give some sort of leniancy to someone who has committed their first offence, and given that this person is indeed a student, and not yet a doctor)

I have not talked about the parents because their role doesnt concern the matter at hand.

Again, another good answer, but similar points from feedback above applies e.g. tempering any perceived harshness in a response by adding your thoughts on how it will affect the person. Your response does mention being lenient in fact, but it's always impersonal addressed, you sound more empathic if you talk about the person.

This is general non-specific feedback, but I also think it's good to have an introductory statement in your response where you discuss the scope of the problem (e.g. this is a difficult situation and there is a lot to consider in this argument) not only to buy you time to think but also to give more structure to your response. It makes you sound you're thinking instead of jumping headfirst into an answer (a classical mistake of the medical student on the ward).

Good that you have a final position though, and clear reasoning and also that you acknowledge the important point of the role of the doctor in society and how he must be able to act in an ethical manner.
 
Matt:
- Many thanks again for taking the time to provide detailed constructive notes on responses!

- You might have said already and I didn't notice...what was it you hinted at that Jermiah noticed, which was largely missed? I did notice that he pointed out the age and "first offense" status of the student. It may have been J also who made the point about the need to get a feedback about the general faculty etc behavior of the student, and other people later said this; which I thought was a good point

- I found it interesting that no-one else took SUCH a biased approach as I may have to fact of the committee review process. (I don't know, I guessed...) I would have thought that being asked to appear before the comittee was a grave matter: big trouble and a major-bad-event, so I was inclined to view very dimly the idea that the student, who has presumably had weeks of panic, brought his parents and not exhonnerating information from the doc who's signature he forged....It only occured to me now that I took this to imply a lack of concern/gravity/maturity/professionalism on the students behalf. I did mentally penalise him for it, but didn't make my asumptions about this clear. (totally still working on the line between too much consideration and not enough judgement/ too much not enough explaining).

Matt & all...
- Please sir, may we have some more?

All...On reading ethics...
Dammit, I found the Jonothan Glover book Saving Lives and Causing Deaths, which I previously recommended. It's an interesting book. But not the one I thought it was. The glover book considers ethical issues from a (variant) utilitarian view. Intersting, but not what I was after.

Geoffrey Robinsons hypotheticals ARE fascinating - quite a few touch on healthcare related issues - probably on you tube, as well as in book-form...

For critical thinking, if one doesn't have time to consume all of Sagan, quickly, without becoming - temporarily - a science-zealot-in-an-autistic-way: my books on the topic are called things like informal logic, critical reasoning..."formal" logic is a different thing (absorbing but, in the context, probably unhelpful)

But before when I recommended those things I was talking about books of collected essays which consider a wide range of ethical ideas from a range of perspectives, including a few approaches/responses to the infamous train bound to run over 1 person or 5 problem...I thought it would be great reading...I know it is...I read this kind of stuff for fun once...I have two books like this...one has blue and yellow writing on a white paperback cover, the other is dark and maybe redish, hardcover...this is no help finding them. ANY SUGGESTIONS? (not the exact thing, just similar collections)
 
Matt:
- You might have said already and I didn't notice...what was it you hinted at that Jermiah noticed, which was largely missed?

I think it was Season who might have been thinking of the potential relevance of his community standing, but elevating this to his academic standing / history as well.

Something I found in UNCLE was that your natural train of thought as you're talking through the issue tends to bring things to mind, whereas typing it out (for me anyway) brings out a different way of thinking...
 
His PARENTS think he's a fine young man?! What are they even doing here?

Likewise, we can chuck out the information about his fee-paying status as irrelevent, unless there is the suggestion that the other comitee members see a financial benefit in repeating him. I don't think the view of the other members in relevant to my decision.

Ceratinly I can see how it could happen, and that the student might be truthful but....We are left with the fact that AT BEST the student did do the hours, but forgery is both criminal and decietful. That behavior was unprofessional, and also presumably illegal. And we know that students with unproffessional conduct are at risk and more likley to become doctors with proffessional conduct issues. AT WORST he also lied and didn't complete the hours. I really think that we need to speak to the doctor who was allegedly unavaliable. SUrely the onus was on the student to go find the doctor, and plead for support, if he did do the hours? In the absense of evidence that he completed the hours, he needs to make up the placement hours. Can he can do this without repeating the year? I am happy for him to do this if it's an option. Otherwise he'll have to repeat this may make him repentant in the short term, but I think being the oldest and more experienced is as likely to make him resentful and cocky, separated from his peers etc. I still think some punitive/counselling/careful, careful watching is in order iether way.

I want him to have additional (closer) supervision, to repeat the placement, and to apreciate the gravity of the offense. I would rather we occupy his holidays with this and let him continue to progress under someones watchful gaze. I would like the student to have additional support in either case; ideally from someone in the medical school.

I would like to avoid repeating him. It's a serious consequence, but so's the offense. I do not want to see a good student with some residual immaturity and foolishness become a student with a chip on his shoulder. However, if the student doesn't make it up, or if it isn't possible, they will have to repeat

This is probably the first response that has really included a consideration of the student as a person, so well done on that. The other good thing about this reply is the mention of closer supervision and support, as well as a holiday placement, as an alternative to repeating the year which is quite a well-rounded alternative option to the other committee members. Makes you come across as very practically minded.

Despite considering the student as a person however, the tone is still relatively harsh. In fact all of the respondess so far have been fairly heavy-handed with this student. Which is understandable, the gravity of the offense is considerable, nevertheless, consider if this student was your classmate, a good friend who you thought was a good person. When discussing ethics its easy to get lost in principle and move away from the person at the centre of the issue (general advice not specific to Dr. Worm).

You also did well to identify matters upon which the decision depends (actual attendance and the thoughts of the supervising doctor).

Another point of advice that is more general and that I think would be useful in an interview is to avoid jumping straight into premises (e.g. such and such doesn't influence my decision, at best this at worst that, therefore I decide this) and begin with an appreciation of the scope of the problem (e.g:

This is a really serious situation for both the student and the medical school because while forging a doctor's signature is very serious offence, needing to repeat the year would be a huge expense and a big set-back for this student. So I don't want to be too quick to pass any judgment before I get a feel for the circumstances. Ideally I'd rather the student not need to repeat the year and that he would make up the attachment requirements in some other way but this would depend on a number of factors such as:)

Of course this sort of advice is not strictly given and there are many ways to answer a question well. Always approach my advice as something you can take or leave.

Firstly, we should establish the facts by asking the Doctor whether or not the student had completed his hours. As this decision would greatly impact this student's future, it's our responsibility to ensure the punishment is proportional to the crime, and that any decisions we make are based on evidence.

Personally, I'd like to know why he forged the signature. There may have been personal circumstances that meant he could not finish his hours.

Perhaps there was a rift between doctor and student that prevented him from getting his form signed. For example, the Doc may have refused to sign the form even though the hours were complete, as he personally felt the student's training was incomparable to the hours he worked as a student. Perhaps the student was unsatisfied with the Doctor's teaching and therefore that his signature would be inconsequential? Maybe we are too quick to assume the fault lies with the student, preventing the full issue to be examined.

If he truly did not complete his hours, then I would take this as a serious breach of school code and also the Doctor's code, "First do no harm" - inadequate hours at this point in time may mean patients in the future are at risk from the student's loss of experience. Therefore the punishment of repeating the year is appropriate, in order to make up lost placement hours and to deter other students from following his example.

If he did complete the hours, I think repeating the year is a little excessive, breeding resentment rather than guilt.

Although a forged signature may just be immaturity (or laziness ;D), it may also point to underlying ethical concerns. Since maturity and a strong ethical compass are very important in medicine, I would recommend speaking to him of his commitment to this lifestyle and his role as a doctor in his own time, regardless of whether or not he has completed his placement.

Thanks for the thread Matt!!

This response is very good. It demonstrates what I mean about introducing the problem and its scope before dissecting out the intracacies upon which it depends. You could perhaps think about adding a introductory statement as per my example above, and I think it would fit well with your style of answering, but you don't need to.

It's also good that you not only identify the factor about whether he did or did not meet the attendance requirements (and the superivising doctor's attidute) but go on to discuss what you're thinking if he did and what you're thinking if he didn't.

One point I might make is that while the structuring and reasoning is very good you haven't thought about this student as a person and so your argument (while in fact quite fairly balanced and not 'harsh') still sounds a tad impersonal.

To compare this with Dr. Worm's post, Dr. Worm did well to describe an alternative to repeating the year with supervision and support from the school and to think about how repeating the year might change this student as a person (chip on the shoulder) and comes across as quite insightful but Catthy's response is more tempered, balanced, structured, and considerate. Both are quite good though.

Firstly I would enquire to what lengths the student took time to try and see the doctor eg if the doctor has a receptionist I would enquire how many times that the student had tried to make an appointment , then I would contact the doctor and the people with whom student worked with and check with them if the student was lying with his excuse. If the doctor states that he was geniuenly busy or doesn't bother to respond to my requests then I would move to asking the people who worked with him, to see if the student has fulfilled all the requirements for that particular placemen and how he has been with the rest of the staff and patientst.

If the Doctor on the other hand states that he was free for a significant amount of time then I would enquire about the relationship between the doctor and student by asking both of their peers - if the relationship was a standard relationship between a doctor and student then I would immediately know that this student has acted unethically and then lying about the reason why to the committee, thus invoking a repeatment of a year - however if the relationship was unstable then I would continue to the people who worked with the student on this placement and check if he has completed the minimum requirement and generally how he has been with the rest of the staff and patients.

If said student has completed minimum requirements then I shall continue on, if not - however then regardless of the reason this would mean that the person was effectively being dishonest about the true reason as to why he forged the signature and thus ought to repeat the year with fees as he failed to complete the course and then proceeded to be dishonest to the committee.

If the student has completed the minimum requirements and is good with his peers and his patients seem to like and respect him then I would see if the student really felt remorse or understood that what he did was wrong and violates the ethical code of conduct of the profession and would try to ensure that it will never happen again. If he does, I would only send him to do an ethics course (if punishment at all) because everyone has difficulties from time to time and hopefully that this student will learn from this mistake and become a better doctor because of this situation.

If however he refuses to acknowledge that he is at fault, he must be taught ethics properly and must be made to understand that what he did was not acceptable as professional conduct.

Also quite a good response. You did well to identify that the decision depends on the student's attendance, whether he is generally conducts himself with professionalism or not, and whether he realises his mistake and it seriousness. Arguably though you may have spent too much time on these factors and not enough time thinking about the implications of repeating vs. not reapeating.

Again, could have done with a statement on the scope of the problem, consideration of how the will impact student as a person. Suggesting the student do an ethics course is probably impractical (who would teach it, when would it occur, the material would proabably already have been covered in the coruse).

Nevertheless, your discussion on the supervising doctor's opinion and holistic view of the student background (opinion of peers) is well done.
 
- I found it interesting that no-one else took SUCH a biased approach as I may have to fact of the committee review process. (I don't know, I guessed...) I would have thought that being asked to appear before the comittee was a grave matter: big trouble and a major-bad-event, so I was inclined to view very dimly the idea that the student, who has presumably had weeks of panic, brought his parents and not exhonnerating information from the doc who's signature he forged....It only occured to me now that I took this to imply a lack of concern/gravity/maturity/professionalism on the students behalf. I did mentally penalise him for it, but didn't make my asumptions about this clear. (totally still working on the line between too much consideration and not enough judgement/ too much not enough explaining).

Good reflection. Things are often clearer in hindsight though, this will always be the case with interviews particularly (you inevitably do a lot of reflecting on them). In anycase this appreciation of the panic this student is likely to feel is what I mean when thinking about the impact on the student and getting lost in ethical principle.
Matt & all...
- Please sir, may we have some more?

Coming soon, I promise.
 
One point I might make is that while the structuring and reasoning is very good you haven't thought about this student as a person and so your argument (while in fact quite fairly balanced and not 'harsh') still sounds a tad impersonal.

...describe an alternative to repeating the year with supervision and support from the school and to think about how repeating the year might change this student as a person (chip on the shoulder)

Duly noted ;D
Thanks Matt! (yy)
 
No problems, Cathhy. Feel free to question or challenge any of my advice by the way, to you or to anyone posting in this thread. The discussion may be useful or else you might be aided by clarification.

The next question (apologies for the delay!!):

Vaccination has been lauded as an important public health measure but it requires at least 80% of people, ideally more than 90% of people, be vaccinated before a whole population is protected. Some groups in Australia are opposed to vaccination, often referred to as conscientious objectors.

Overseas, in the UK, there have been calls to make vaccination compulsory for children in public schools. What is your opinion on this issue and what are your reasons?
 
Matt;157348: [I said:
Vaccination has been lauded as an important public health measure but it requires at least 80% of people, ideally more than 90% of people, be vaccinated before a whole population is protected. Some groups in Australia are opposed to vaccination, often referred to as conscientious objectors.

Overseas, in the UK, there have been calls to make vaccination compulsory for children in public schools. What is your opinion on this issue and what are your reasons?[/I]

Well, vaccination is - infact - compulsory in Australian in Australian schools (and I believe in accredited childcare), atleast in the sense that parents need to show proof of vaccination or exemption (for medical reasons, or for the reason of conscientous objection), and a centrelink payment (which may be called the maternity immunisation allowance?) is made to parents of 18 month olds and 4 year olds who either have their vaccinations up to date or have exempt stuatus.

In Australia, the penatly for non-vaccination WITHOUT exempt status (having a gp or maybe an NP in some areas complete an exemption form) is several hundred dollars which the parent would otherwise be entitled to, and this amounts to a fincial penalty, I think. Irrespective of the reason for non vaccination, non-vaccinated children may be excluded from school if there is an outbreak, which has costs of time and lost work hours and so forth for the parents, although i'm not sure how often this occurs in practice.

SO vaccination in AUstralia is something-close-to cumpolsory, vaccination in not only free, but there is a financial incentive to do it. In my experience, opportunistic vaccination and education seem to be offered routinely for non-vaccinated children who appear in health chilics and hospitals for other reasons. There is a significant deterent to not vaccinating, which is the inability to sent your child to school, which is illegal and has its own sanctions. SO non-exampt non-vaccination is only a step away from being illegal, in that sense. Essentially the situation is that it is compulsory to either vaccinate your child, or to attend a clinic/dr and discuss the issue with a health proffessional.

But the broader issue is wider. I am vaccinated, and my children are vaccinatecd. Putting aside conspiracty theories, there is a very small degree of risk involved in vaccination. I do think that the risks posed to both individuals and society from vaccination-preventable diseases are high (if the vaccination rate falls below a certain level). Infact, if vaccination levels are high in the community, if everyone else was vaccinated, I would avoid all risk by avoiding vaccination...but that only works in game theory, and assumes I am not responsible to the society in which I live. Vaccination asks individuals to assume a very small level of personnal risk to prevent a much greater risk to ourselves and others (if no-one was willing to be vaccinated).

By contrast, very few people who remember the polio epidemic don't support vaccination. But most people have no direct experience of polio, or measles or whooping cough as dangerous epidemics. If we know much about these things at all it's likley to be through isolated experience, or indirectly.

There is good reason to fear these epidemics, and there is good evidence that vaccination prevents them, and that if global vaccination is not promoted and pursued, there is a grave personal and public health risk. For which reasons, vaccination should be near-compulsory, certainly, as close to compulsory as we can make it without dramaticaly infringing on the rights of citizens, which is an approach which seems to have been effective in Australia.

As to conscientous objectors

...at the moment they are dealt with by being required to see a doctor and get an exemption certificate....if they do this, they are then able to recieve the centrelink benefit for immunisation, and start school. I am not sure that the former is a good idea, ethically, but as I suspect there would be legislative issues if it was stopped. WHat this system is doing is requiring conscientous objectors talk to a doctor about their decision. This system hopes to provide opportunities to pursuade parents who are mildly against vaccination to think otherwise, and perhaps aadress their concenrs. It is a burden on doctors, I think, but the reality is that doctors should hope to have some influence over peoples health-realted behavior.

I think, personally, that conscientous objection to vaccination is a poor choice, demonstrates terrible critical thinking skills and is broadly speaking, unethical. But the opportunity may exist, in the non-adverorial conditions of routine health care screening, to pursuade people otherwise. SOme people who are ostensibly conscientous objectors may have been mis-informed, may not understand the issue, may not realise that one can die of measles etc...They might, in short, be pursuadable.

There will, however, be a small number of people who cannot be pursueded. We need not consider them selfish muddle-headed game-theorists. It is very likely that they truly believe that vaccination is bad or dangerous. They may very well know someone whos child was diagnosed with autism after a vaccination (this is likely given that there are 4 or 5 vaccinations until 18 months, and autism is generally first diagnoses after a vaccination), or they may know a child who was allergic to a vaccination. These are errors of reasoning. It may be that - for example - they have lost a child to stillbirth, be overprotective and will brook no risk towards this one. In any case, the requirement that some health proffessional talk with them about vaccination with them is a good one, however flawed, and an undersrtanding of their reasoning may provide the opportunity to pursuade them otherwise - every effort should go into ensureing that GPs and ECH nurses are equipted to have these conversations.

However, the idea of compulsory vaccination in the sense of being mandatory and state enforced is abhorent to the ideals of democratic freedom, and the values of our society, and likely to cause both personal misery and civil unhappiness.

The present situation, of providing a strong incentive to vaccinate, endevouring to identify opportunities for opportunistic vaccination, and requiring some form of official exemption for conscientous objectors seems to me to be the option in the best interst of the public.

I do feel that global vaccination is a worthwhile cause, and the correct one, and I think that conscientous objection is misguided. HOwever, I think that there would need ot be extraordinary circumstances before there would be any worth in mandatorily imposing the will of the government - however well intended - on indiviuals agaist their liberty.
 
PS. This was a difficult one for me. Aside from the fact that I wrote it piecemeil while doing other things, I am personally irritated by people who don't vaccinate on conscientous grounds. Also, the first few paragraphs were partly for the benefit of MSO members who might be wondering what the situation was in Australia. Since I know, though, I could hadly answer the question ( i felt) without adressing this...it was sortof implied by the question....overseas countries consider making x compulosry...australia is thinking about this. If you assume vaccination is wholly free-choice without incentive or conditional compulsority in australia, you'd answer differently.

Not sure how I'd proceed if something like this came up in interviews...
 
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