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Medicine interviews, 2027 entry
Lincoln Medicine Interview Questions (2027 Entry)
How Lincoln Medical School runs its seven-station Multiple Mini Interviews in person at Brayford Pool, why the interview carries 70 of the 100 points that decide offers, what Lincoln does and does not publish about dates, and 58 practice questions grouped by the attributes Lincoln itself names, with model answers.
Reviewed by Dr Akash Gandhi, NHS GP and a Cambridge and UCL graduate (GMC register) · Checked against Lincoln's official pages: 24 October 2026
Lincoln medicine interviews, 2027 entry
Lincoln medicine interviews for 2027 entry are Multiple Mini Interviews (MMIs): a circuit of seven stations, held in person on the Brayford Pool campus, scored out of 70. The interview score counts for 70 of the 100 points that decide offers. Lincoln does not publish interview dates, station lengths or a post-interview success rate.
- When
- Not published: Lincoln gives no dates, months or window for 2027 entryNot published by the university
- Format
- Multiple Mini Interviews (MMIs), for both MBChB Medicine (A100) and MBChB Medicine with Gateway Year (A106)Confirmed for 2027 entryUniversity of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
- Stations
- Seven stations in rotation, each scored across several domains, for a total interview score out of 70University's usual pattern, no year given
- Station length
- Not publishedNot published by the university
- Delivery
- In person on the University of Lincoln's Brayford Pool campus; no online option is describedConfirmed for 2027 entryUniversity of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
- Photo ID
- Required; without it you will not usually be interviewedUniversity's usual pattern, no year given
- How offers are made
- Interview score (out of 70) plus half your Combined Academic Score (out of 30), ranked out of 100; ties go to the higher interview scoreUniversity's usual pattern, no year given
- International applicants
- Only Canadian students are accepted among international applicants for 2027-28Confirmed for 2027 entryUniversity of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
- Post-interview success rate
- Not published: Lincoln publishes no count of applicants interviewedNot published by the universityAdmissions statistics on our Lincoln profile (no interviewed count is held; Lincoln publishes none) (no interview figures published)
Free: The Medicine Interview Guide 2027 (PDF)
An eight-week plan, the frameworks for ethics and role play, five full worked answers with the follow-ups to expect, every school’s interview format, and 20 practice questions with a self-marking sheet. Written by our doctors and dentists.
How does Lincoln interview for medicine?
Lincoln Medical School interviews with Multiple Mini Interviews (MMIs), held in person on the Brayford Pool campus in Lincoln. Its Interviews and Selection Guide says the circuit consists of seven stations in rotation, each scored across several domains, giving a total interview score out of 70. The same format applies to MBChB Medicine (A100) and MBChB Medicine with Gateway Year (A106).
Lincoln does not publish how long each station lasts, how long the circuit takes or what the stations cover. What it does say is the purpose: the interview gives you the chance to demonstrate evidence of skills and attributes appropriate to a career in medicine and to display insight into a range of topics related to working as a doctor, as outlined by the Medical Schools Council.
Lincoln and Nottingham
Lincoln Medical School was set up in 2018 by the universities of Lincoln and Nottingham, and its first students took Nottingham's BMBS degree. Lincoln now runs its own MBChB and is working towards independence from Nottingham, subject to General Medical Council approval. For the course you are applying to, Nottingham is the contingency school: if GMC approval is not received, students graduate with a University of Nottingham BMBS. Nottingham's own medicine interview is separate; see our Nottingham interview page.
New to the MMI format? Our MMI preparation guide covers how a circuit runs and how stations are marked, so this page stays on what is specific to Lincoln.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle); University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements); University of Lincoln, MBChB Medicine with Gateway Year (A106) course page (2027-28 entry requirements); University of Lincoln, Lincoln Medical School Independence Project (independence from the 2026-27 academic year, subject to GMC approval); University of Lincoln, Lincoln Medical School home page (no year stated)
When are Lincoln medicine interviews for 2027 entry?
| Course | Dates | Delivery |
|---|---|---|
| MBChB Medicine (A100) | Not published | In person, Brayford Pool campus |
| MBChB Medicine with Gateway Year (A106) | Not published | In person, Brayford Pool campus |
Lincoln publishes no interview dates, months or window on its course pages or its Interviews and Selection Guide, and no date for invitations. It does refer to booking an interview slot, and asks you to disclose any reasonable adjustment before you book or attend, so read your invitation as soon as it arrives.
Offers are made once all interviews have been completed, so expect a wait after your own interview. Compare the windows other schools do publish in our UK medical school interview dates table.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle); University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
How does Lincoln decide who to interview?
Lincoln ranks applicants on a Combined Academic Score out of 60, built from GCSEs (where they are your most recent qualification), the UCAT and contextual measures; it does not use A levels or predicted grades, and an SJT Band 4 rules an application out. The scoring and contextual criteria are on our Lincoln medical school profile, which is the page for that question.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle)
What does Lincoln assess at interview?
Lincoln does not publish its station topics or marking domains. It states that the interview is for skills and attributes appropriate to a career in medicine and insight into topics related to working as a doctor. Its course pages fill in what it means:
- Work experience and insight: Lincoln looks for knowledge of the profession and an understanding of the scope of a doctor's role, says it may ask about this at interview, and expects a commitment to caring for people and a realistic idea of what working as a doctor entails.
- Professional judgement: ethical decision-making, patient safety and responsibility.
- Team-based working: collaborating with nurses, pharmacists and other healthcare professionals.
- Communication, teamwork and decision-making, which Lincoln says the course is designed around.
- Problem-solving under pressure.
- Professional values and behaviour, one of the three modules every year of the course is assessed in.
- Lincolnshire: the Medical School was set up to improve the recruitment and retention of doctors in Lincolnshire, with a focus on healthcare in rural settings.
The six themes below follow that list. The questions are practice questions written by TheUKCATPeople from Lincoln's published guidance. They are not real or leaked Lincoln questions, and nothing here comes from students reporting what they were asked.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle); University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements); University of Lincoln, Lincoln Medical School Independence Project (independence from the 2026-27 academic year, subject to GMC approval)
Lincoln medicine interview questions, by theme
Grouped by what Lincoln says it assesses. Each question has a note on what a strong answer covers, and the Lincoln-specific ones have a full model answer. These are practice questions written by TheUKCATPeople from Lincoln's published guidance, not real or leaked questions.
- Motivation, work experience and a realistic idea of the job (1 to 10)
- Lincolnshire, rural and coastal health (11 to 19)
- Professional values and behaviour (20 to 29)
- Professional judgement: ethics, patient safety and responsibility (30 to 39)
- Communication and team-based working (40 to 49)
- Problem-solving under pressure and decision-making (50 to 58)
Motivation, work experience and a realistic idea of the job
What Lincoln says: Lincoln looks for knowledge of the profession and an understanding of the scope of the role, may ask about this at interview, and expects applicants to demonstrate a commitment to caring for people and a realistic idea of what working as a doctor entails. University of Lincoln, Medicine MBChB (A100) course page
Lincoln is unusually relaxed about how you got your experience: it says there is no correct amount or type, and that it will not count it against you if you could not arrange any. What it does want is insight. Reflect on what you saw or did, talk to someone who works in the NHS if you can, and be ready to explain what a doctor's job actually involves.
- 1
Why do you want to be a doctor?
What to cover: Give a reason in a sentence, then spend most of your answer on what you have done to test it. Lincoln wants a realistic idea of the job, so show you have looked at the hard parts too.
- 2
Why Lincoln?
What to cover: Pick two features of the Lincoln course, such as case-based learning or patient contact from the first year in Lincolnshire practices and hospitals, and link each to you. A reason that would fit any medical school tells the interviewer nothing.
- 3
Tell me about something you saw or did in a caring setting that changed how you think about medicine.
What to cover: Choose one moment and describe it in detail: what happened, what you felt, and what you now understand. Lincoln asks applicants to reflect on their experience, so reflection is what is marked.
- 4
Lincoln says it will not count it against you if you could not get work experience. How else have you learned what a doctor's job involves?
What to cover: Talk about paid work with the public, caring for a relative, volunteering, conversations with NHS staff, or reading and podcasts. Then say what you learned from each.
- 5
What does a doctor do in a typical day that most people would not expect?
What to cover: Mention the parts outside the consultation: notes, results, referrals, team meetings, teaching and phone calls with relatives. It shows you understand the scope of the role, which Lincoln says it may ask about.
- 6
What is the difference between the role of a GP and a hospital doctor?
What to cover: Talk about continuity of care and managing uncertainty in general practice against specialist depth and acute care in hospital. Lincoln's placements include both, so show you have thought about each.
- 7
What would you find hardest about working as a doctor?
What to cover: Choose something real, such as breaking bad news, night shifts or uncertainty, and say how you would cope. Nobody believes a candidate who expects nothing to be hard.
- 8
Lincoln teaches through case-based learning. How do you learn best, and how will that suit you?
What to cover: Describe how you learn with an example, then link it to working through patient cases with biological, psychological and social parts, as Lincoln's course page describes.
- 9
What does a commitment to caring for people mean to you, and where have you shown it?
What to cover: Give a specific example where caring took effort over time, not a single kind act. Lincoln names this commitment directly in its work experience guidance.
- 10
If you are not offered a place this year, what will you do?
What to cover: Give a realistic plan that keeps medicine as the goal. Lincoln says a gap year should be used constructively, through work or further preparation for medicine, so show how you would use the time.
Model answer
Why Lincoln?
The first reason is how early you work with patients. Lincoln's course has regular placements in general practices and hospitals from the first year, at sites such as Lincoln County Hospital, Grantham and District Hospital and Pilgrim Hospital in Boston. I learned more in two weeks volunteering on a ward than in months of reading, so I want a course that puts me in front of patients early.
The second is the way the course is taught. Lincoln uses case-based learning, with each case covering the biology, the psychology and the social side of a patient's illness. When I helped care for my grandfather after his stroke, the medical part was only half of it; the rest was his mood, his house and who could drive him to appointments. I want to learn medicine that way from the start.
And I like what the medical school is for. It was set up to train doctors who stay and work in Lincolnshire, with a focus on rural healthcare. I grew up in a small town where the nearest hospital is a long bus ride away, so I know why that matters, and I would like to be part of a school that is trying to fix it.
Go deeper: Medicine work experience guide
Lincolnshire, rural and coastal health
What Lincoln says: Lincoln Medical School was established with the specific aim of improving the recruitment and retention of doctors to Lincolnshire, and focuses on advancing healthcare in rural settings; its Gateway Year course adds public health in a rural and coastal context. University of Lincoln, Lincoln Medical School Independence Project
Lincoln is open about why its medical school exists: Lincolnshire was the largest English county without one, and it has struggled to recruit and keep doctors. Expect the interview to give you room to show you understand what healthcare looks like in a large rural county with a long coastline. Nobody expects statistics; they expect you to think clearly about distance, access and who gets left behind.
- 11
Lincoln Medical School was set up to keep more doctors in Lincolnshire. Why do rural areas find it hard to recruit and keep doctors?
What to cover: Think about distance from training centres, professional isolation, fewer jobs for partners, transport and housing. Then suggest what helps, such as training doctors locally.
- 12
How might living in a remote village affect someone's health?
What to cover: Consider travel time to a GP or hospital, poor public transport, isolation, fewer services and delays in emergencies. Balance it: some rural communities have strong support networks.
- 13
Why might health be worse in some coastal towns than inland?
What to cover: Talk about seasonal work and low incomes, poorer housing, older populations and how hard it is to recruit staff. Our health inequalities guide covers the social causes.
- 14
An older patient in a rural area has no car and their hospital appointment is 40 miles away. What could help?
What to cover: Ask what they need first. Then think about patient transport, a video or phone appointment where suitable, community clinics, and family or voluntary drivers.
- 15
What are the benefits and limits of video consultations for patients who live far from a surgery?
What to cover: Benefits: less travel and quicker access. Limits: no examination, poor broadband, and patients who struggle with technology. Our telemedicine guide has more.
- 16
Why does it matter where a medical student trains, if all doctors pass the same exams?
What to cover: Explain that where doctors train affects where they choose to work, and that learning in a community helps you understand its patients. That is the thinking behind Lincoln Medical School.
- 17
A rural GP practice serves many farming families. What health problems might its GPs see more often?
What to cover: Think about injuries from machinery, illnesses passed from animals, long hours, isolation and mental health, and the difficulty of taking time off. Show you can link work and health.
- 18
How could a rural GP practice reduce loneliness among its older patients?
What to cover: Talk about social prescribing, community groups, volunteers and checking in on those who live alone. Our social prescribing guide explains how it works.
- 19
A rural hospital wants to close its overnight emergency service and send patients to a larger hospital further away. What are the arguments on each side?
What to cover: Weigh safety and specialist care at the larger site against longer journeys, especially in emergencies. Mention staffing, which often drives these decisions, and how patients and the public would be consulted.
Model answer
Lincoln Medical School was set up to keep more doctors in Lincolnshire. Why do rural areas find it hard to recruit and keep doctors?
Part of it is where doctors train. Medical schools have mostly been in big cities, and doctors often settle where they trained and where they made their friends. A county with no medical school of its own starts at a disadvantage, which I think is why Lincolnshire now has one.
Then there is what the job and the life look like. In a rural area a doctor may have fewer colleagues nearby, longer journeys between sites and less access to specialist training. Their partner may find it harder to get work, and there may be fewer schools or transport links. Each of those makes a city post more attractive.
What helps is training doctors in the area, so they get to know its patients and its hospitals, and making rural posts good places to work, with support, teaching and teams that are not left on their own. I would also add that patients in rural areas are often older and have several conditions at once, which makes the work interesting, and I think more students would choose it if they saw it early.
Go deeper: Health inequalities and the Marmot review
Professional values and behaviour
What Lincoln says: Every year of the Lincoln course is assessed in Professional Knowledge, Professional Skills, and Professional Values and Behaviour, and Lincoln says that by awarding a medical degree it confirms a graduate is fit to practise to the standards in the GMC's Achieving good medical practice and Good Medical Practice (2024). University of Lincoln, Medicine MBChB (A100) course page
Lincoln assesses professional values and behaviour in every year of its course and points applicants to the GMC's guidance for students and doctors. At interview, that means showing you already understand what is expected of you as a medical student: honesty, reliability, confidentiality, respect for patients and colleagues, and looking after your own health.
- 20
What does professionalism mean for a medical student who is not yet treating patients?
What to cover: Talk about attendance, reliability, confidentiality, how you treat people and your behaviour online. The GMC expects it from the first day; our GMC guide summarises it.
- 21
Why should a medical student's behaviour outside university matter?
What to cover: Because patients need to trust doctors, and behaviour that would undermine that trust matters wherever it happens. Give examples, such as social media posts or dishonesty, and explain why they raise questions about fitness to practise.
- 22
A coursemate posts a photo from a placement on social media, and a patient can be seen in the background. What do you do?
What to cover: Treat it as a confidentiality breach whatever was intended. Speak to them first and ask them to remove it, then raise it if they refuse. Our confidentiality guide shows where the line sits.
- 23
Tell me about a mistake you made and what you did next.
What to cover: Choose a real mistake with a consequence and spend most of your answer on what you did: owning it, putting it right and changing how you work.
- 24
Why does the GMC ask applicants and students to declare health conditions and anything that could affect fitness to practise?
What to cover: Explain that it is about patient safety and making sure students get the support they need, not about excluding people. Lincoln asks applicants to disclose such issues to its Lead for Admissions early.
- 25
You find the answers to an upcoming exam circulating in a group chat. What do you do?
What to cover: Do not use them, and tell the medical school. Explain why: exams exist to protect patients from doctors who have not learned what they need to know.
- 26
How do you look after your own wellbeing, and why is it a professional responsibility?
What to cover: Describe what you actually do and a time it was tested. Link it to safety: tired or unwell doctors make more mistakes, and asking for help early is part of the job.
- 27
A patient you met on placement sends you a friend request on social media. What do you do?
What to cover: Decline politely and do not engage, because it blurs the professional boundary. If they contact you again, tell your supervisor.
- 28
What would you do if you were struggling with the workload in your first year?
What to cover: Name the people you would go to, such as your personal tutor and the wellbeing service Lincoln describes, and say you would go early. Coping alone until you fail helps nobody.
- 29
Why does respect for other professions matter in medicine?
What to cover: Talk about the expertise nurses, pharmacists and others bring and how good teamwork keeps patients safe. Give an example of a doctor relying on someone else's knowledge.
Model answer
Why should a medical student's behaviour outside university matter?
Because being a doctor depends on trust, and patients do not separate the person from the professional. If a patient saw their future doctor being cruel online, or found out they had lied about something serious, they would wonder whether they could trust them with their care. The GMC's guidance for students makes the same point: behaviour outside medicine can raise concerns about fitness to practise.
That does not mean students cannot have a life. It means things like dishonesty, discrimination, aggression or posting about patients matter wherever they happen, because they show something about how a person treats others or handles responsibility.
I think about this already. I keep my social media private, I would never post anything about a patient or a placement, and if I did something I regretted I would want to own it early. Starting those habits now makes them easier to keep when the stakes are higher.
Go deeper: The GMC guide for medicine interviews
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Professional judgement: ethics, patient safety and responsibility
What Lincoln says: Lincoln's course page lists professional judgement, described as "ethical decision-making, patient safety, and responsibility", among what students develop on the course. University of Lincoln, Medicine MBChB (A100) course page
You are not expected to know the law, but you are expected to reason. In an ethics station, say whose interests are at stake, what you would need to know, and what you would do, then show you have weighed the other side. Our guide to answering ethics questions gives you a structure.
- 30
A patient with capacity refuses a treatment that would probably save their life. What should happen?
What to cover: Check capacity for this decision, explore their reasons, offer alternatives and record it all. Then respect the decision, because autonomy protects choices doctors disagree with.
- 31
A 15-year-old asks a GP for contraception and does not want her parents told. What are the issues?
What to cover: Consider whether she is competent to consent, her right to confidentiality and any signs she is at risk. Our Gillick competence guide sets out the test.
- 32
You notice a doctor did not clean their hands between two patients. What do you do?
What to cover: Patient safety comes first. A polite word at the time is usually enough; if it keeps happening, raise it with someone senior. Our whistleblowing guide covers raising concerns.
- 33
Should patients who miss several appointments be removed from a GP's list?
What to cover: Weigh the cost of missed appointments against the reasons people miss them, such as transport, illness or chaotic lives. Ask who is harmed by removal and what could be tried first.
- 34
Is it ever acceptable to lie to a patient?
What to cover: Explain why trust depends on truthfulness and why the GMC expects candour. Distinguish lying from choosing how and when to share difficult news.
- 35
A patient asks you not to tell their family about their diagnosis. The family keep asking you. What do you do?
What to cover: The patient's wishes come first, so do not share. Be kind to the family, explain that you cannot discuss it, and gently encourage the patient to think about who they want to know.
- 36
There is one bed left on a ward and two patients who need it. How should the decision be made?
What to cover: Talk about clinical need, likely benefit and urgency, never social worth or who shouts loudest. Mention that such decisions are made by senior clinicians, openly, with reasons recorded.
- 37
What does patient safety mean for a first-year medical student?
What to cover: Hand hygiene, knowing your limits, never doing a task you are not trained for, speaking up when something looks wrong, and owning up to errors. Give one example.
- 38
Should the NHS pay for treatments for conditions linked to lifestyle, such as smoking?
What to cover: Separate the clinical facts from blame. Discuss addiction, fairness, the social causes of unhealthy behaviour and the NHS's principle of care for all, and reach a reasoned view.
- 39
A friend asks you to look up their relative's test results on the hospital system. What do you say?
What to cover: Refuse kindly and without hesitation. Viewing records without a clinical reason breaks confidentiality and the law; help them ask through the proper route.
Model answer
Should patients who miss several appointments be removed from a GP's list?
I can see why practices worry about it. Every missed appointment is one another patient could have had, and in a rural county where surgeries are already stretched, that matters. So there is a fairness argument for doing something.
But removing someone from the list is a big step, and I would want to know why they are missing appointments first. Some people cannot get there: no car, a bus that runs twice a day, shifts that change at short notice. Others are unwell in ways that make organising life hard, such as depression or dementia. Those are often the people who most need a GP, so removing them could make their health worse and increase inequality.
So I would try other things first: talking to the patient, text reminders, phone or video appointments, and booking at times that suit them. Removal should be a last resort, used only after the practice has tried to understand and help, and following the proper process. I think that balances fairness to other patients with the duty to care for the person who is struggling.
Go deeper: The four pillars of medical ethics
Communication and team-based working
What Lincoln says: Lincoln says its course is designed for real-world readiness, with a focus on communication, teamwork and decision-making, and lists team-based working, collaborating with nurses, pharmacists and other healthcare professionals, among what students develop. University of Lincoln, Medicine MBChB (A100) course page
Some stations in a seven-station circuit are likely to test how you talk to people, whether in a role play with an actor or by describing how you work with others. Listen before you speak, notice how the other person feels, and do not promise what you cannot deliver. For teamwork, use real examples and focus on what you did.
- 40
You are a first-year student on a GP placement. A patient in the waiting room is upset that their appointment is running 45 minutes late. Talk to them.
What to cover: Acknowledge the frustration, check whether their health has changed, and find out from reception how long the wait will be. Do not blame colleagues or promise a time you cannot guarantee.
- 41
Your friend tells you they are thinking of dropping out of university. Talk to them.
What to cover: Listen first, ask what has happened and how they are feeling, check they are safe, and point them to support. Do not push them either way.
- 42
Explain to a patient who is nervous about needles why they need a blood test.
What to cover: Ask what worries them, explain in plain words what the test is for and what will happen, and check they understand. Be truthful that it may sting briefly.
- 43
A relative is angry that nobody has told them what is happening to their mother. Talk to them.
What to cover: Let them speak, acknowledge how frightening not knowing is, and stay calm. Explain that you cannot share information without consent, and offer to find the doctor or nurse who can.
- 44
Your elderly neighbour cannot follow the instructions for a new inhaler. Help them.
What to cover: Ask what they already understand, show them step by step, and ask them to show you. If anything is beyond you, suggest the pharmacist, who can check their technique.
- 45
Tell me about a time you worked in a team that was not working well. What did you do?
What to cover: Focus on your part: what you noticed, what you said and what changed. Blaming the others uses up the time you need to show insight.
- 46
Why do doctors need to work closely with nurses and pharmacists?
What to cover: Each brings expertise the doctor lacks, from the nurse's knowledge of how the patient has been overnight to the pharmacist's knowledge of interactions. Our multidisciplinary team guide explains who does what.
- 47
How would you talk to a patient whose first language is not English?
What to cover: Use a professional interpreter, not family, speak in short sentences, check understanding and offer written information in their language.
- 48
Describe a time you had to explain something complicated. How did you check you had been understood?
What to cover: Give a specific example, then describe the check, such as asking them to explain it back. Asking "does that make sense?" is not a check.
- 49
What makes someone a good team member, and what kind of team member are you?
What to cover: Name two or three qualities with a short example of each. Include one thing you are working on; insight into yourself is what is marked.
Model answer
You are a first-year student on a GP placement. A patient in the waiting room is upset that their appointment is running 45 minutes late. Talk to them.
"I'm sorry, 45 minutes is a long time to wait, especially when you're not feeling well. I'm one of the medical students here today. Can I ask whether you feel any worse than when you arrived?" I would listen properly to the answer, because if they are getting worse, reception and the doctor need to know straight away.
If they are stable, I would be clear about what I can do. "I can't see you myself, but I can find out from reception how much longer it's likely to be and come straight back to tell you." Then I would do exactly that, and give them an accurate time even if it is not what they want to hear.
If the delay causes a particular problem, such as a bus home that only runs once an hour, I would ask reception whether there is another option, such as a phone appointment or a slot later in the week. I would not blame the doctor or promise anything I could not deliver.
Go deeper: MMI role-play stations
Problem-solving under pressure and decision-making
What Lincoln says: Lincoln's course page lists problem-solving under pressure among what students develop, and says the course focuses on communication, teamwork and decision-making. University of Lincoln, Medicine MBChB (A100) course page
A problem-solving station gives you more to do than you can manage, or a question with no obvious answer. Sort the information into urgent, risky and able to wait, and talk the assessor through your reasoning in order. How you reach a decision counts as much as the decision.
- 50
You are volunteering on a ward. A call bell is ringing, a visitor is lost, a patient asks for water and a nurse asks you to fetch a form. What do you do first?
What to cover: Rank by risk to patients, so the call bell comes first, and say who could deal with each other task. Explain your reasoning as you go.
- 51
Your train to an early placement in another town is cancelled. What do you do?
What to cover: Tell the placement early, find another route and give an accurate arrival time. Mention planning for disruption, which matters when placements are spread across a large county.
- 52
You have three deadlines in one week and then fall ill. What do you do?
What to cover: Prioritise by deadline and weight, tell your tutor early and use the university's process for extenuating circumstances. Hiding a problem until it is too late is the answer that loses marks.
- 53
A GP practice has seen missed appointments rise this year. How would you find out why?
What to cover: Ask who is missing appointments, at what times and how they were booked, then talk to patients and staff before suggesting fixes.
- 54
Estimate how many GP appointments take place in Lincolnshire on a weekday.
What to cover: The method is marked, not the number. State a rounded population, how often a person sees a GP in a year and the number of working days, and say each assumption aloud.
- 55
A child weighing 20 kg needs 15 mg per kg of a medicine. The liquid contains 120 mg in 5 ml. How many ml do they need?
What to cover: Work it out aloud: 20 times 15 is 300 mg; 300 divided by 120 is 2.5; 2.5 times 5 ml is 12.5 ml. Then say you would double-check it. Our MMI calculation guide has more.
- 56
One member of your group project has stopped replying a week before the deadline. What do you do?
What to cover: Find out why before assuming the worst; there may be a problem in their life. Then agree a plan with the group and tell the tutor if the work is at risk.
- 57
Halfway through a task on placement, you realise you misunderstood what you were asked to do. What do you do?
What to cover: Stop, tell the person who asked, and check what they need. Owning a misunderstanding early is safer than finishing the wrong task.
- 58
A headline says a new drug "halves the risk" of a disease. What would you want to know before believing it?
What to cover: Ask for the absolute risk, the size and length of the study, the side effects and who funded it. Our guide to reading medical papers explains the terms.
Go deeper: MMI prioritisation stations
How does the Lincoln interview score decide offers?
Each of the seven stations is scored across several domains, giving a total interview score out of 70. After interview, Lincoln halves your Combined Academic Score (from 60 to 30) and adds it to your interview score, giving a total out of 100. Applicants are ranked on that total and the highest ranked receive offers; where two applicants tie, the one with the higher interview score ranks higher.
So the interview carries 70 of the 100 points that decide offers. A strong interview can make up for a modest academic score, and a weak one cannot be rescued by a high UCAT. Lincoln does not give candidates their interview scores or detailed individual feedback on their performance.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle)
What happens on the day, and what should I bring?
- Where: the University of Lincoln's Brayford Pool campus, in person. Lincoln describes no online option.
- Photo ID: required for every applicant. If you do not have appropriate photo ID with you, you will not usually be interviewed.
- Face coverings: if you wear one for religious, cultural or medical reasons, you will be asked to remove it briefly, in private, for a female member of staff to confirm your identity, and you can wear it for the rest of the interview.
- Reasonable adjustments: disclose them before you book or attend your interview slot. Lincoln reviews each request individually and says it may not always be able to accommodate every one.
- Facilities: the Medical School is in the Ross Lucas Medical Sciences Building on the Brayford Pool campus. Your invitation confirms where to go.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle); University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
What happens after the Lincoln interview?
Lincoln makes offers as soon as it can once all interviews have been completed, and publishes no offer date. Some applications may be placed on hold after interview while it reviews application numbers and replies, but Lincoln says it works to every UCAS decision deadline.
Offers depend on your A level grades or degree classification, a DBS check and occupational health clearance. Lincoln publishes no count of applicants interviewed, so no post-interview success rate can be given.
Source: University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle); University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements); Admissions statistics on our Lincoln profile (no interviewed count is held; Lincoln publishes none) (no interview figures published)
Practise a Lincoln-style interview
A timed mock in the format Lincoln uses, built from the themes Lincoln publishes. Record yourself, then mark it against the pointers above.
Common mistakes at the Lincoln interview
- 1
Treating the interview as a formality
The interview is worth 70 of the 100 points that decide offers. A high UCAT got you the invitation, but it counts for much less from here.
- 2
Forgetting photo ID
Without appropriate photo ID you will not usually be interviewed. Pack it the night before.
- 3
Listing work experience without reflecting on it
Lincoln says there is no correct amount or type of experience and asks applicants to reflect on what they did. What you learned matters more than where you went.
- 4
Not knowing why Lincoln Medical School exists
It was set up to improve the recruitment and retention of doctors in Lincolnshire, with a focus on rural healthcare. Think about what that means before you are asked "why Lincoln?"
- 5
Confusing Lincoln with Nottingham
Lincoln now runs its own MBChB, with Nottingham as the contingency school, and its interview and scoring are its own. Prepare for Lincoln's seven-station MMI, not Nottingham's format.
- 6
Asking for adjustments too late
Lincoln asks you to disclose reasonable adjustments before you book or attend your slot, so raise them as soon as your invitation arrives.
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FAQs
Lincoln medicine interview: common questions
Does Lincoln interview for medicine?
Yes: Lincoln makes no medicine offers without interviewing the applicant first in the current cycle, although it does not interview everyone who applies. The interview is a seven-station Multiple Mini Interview (MMI), held in person on the Brayford Pool campus.
When are Lincoln medicine interviews for 2027 entry?
Lincoln does not publish its medicine interview dates for 2027 entry, and gives no month or window on its course pages or in its Interviews and Selection Guide.
Your invitation will give your date. Compare the schools that do publish dates in our interview dates table.
When will I hear whether I have a Lincoln medicine interview?
Lincoln does not publish when interview invitations are sent.
Applicants are ranked on their Combined Academic Score and the highest ranked are invited. Lincoln refers to booking an interview slot, so act on your invitation quickly and raise any adjustment before you book.
Are Lincoln medicine interviews online or in person?
Lincoln medicine interviews are in person, on the University of Lincoln's Brayford Pool campus, for both MBChB Medicine (A100) and MBChB Medicine with Gateway Year (A106). Lincoln does not describe an online option.
How many stations are in the Lincoln MMI, and how long is it?
The Lincoln MMI has seven stations in rotation, each scored across several domains, for a total interview score out of 70.
Lincoln does not publish how long each station lasts or how long the whole circuit takes, so check your invitation.
What does Lincoln look for at interview?
Lincoln says the interview is for demonstrating skills and attributes appropriate to a career in medicine and insight into topics related to working as a doctor, as outlined by the Medical Schools Council.
Its course pages add a commitment to caring for people, a realistic idea of what being a doctor entails, knowledge of the scope of the role, professional judgement, teamwork, communication and problem-solving under pressure. The themes on this page follow that list.
How does Lincoln choose who to interview for medicine?
Lincoln ranks applicants on a Combined Academic Score from GCSEs, the UCAT and contextual measures, does not use A levels or predicted grades, and sets no fixed cut-off. The scoring is on our Lincoln medical school profile.
How competitive is the Lincoln medicine interview?
Lincoln does not publish how many applicants it interviews, so no post-interview success rate can be given.
What Lincoln does publish is that the interview carries 70 of the 100 points used to rank applicants for offers, so your performance on the day matters more than anything else at that stage.
Are international applicants interviewed differently at Lincoln?
No: Lincoln describes one interview format, a seven-station MMI in person on its Brayford Pool campus, and no separate format or online option for international applicants.
For 2027-28 entry, Lincoln accepts international applications only from Canadian students.
When will I hear from Lincoln after my interview?
Lincoln makes offers as soon as it can once all interviews have been completed, and does not publish an offer date.
Some applications may be placed on hold while Lincoln reviews numbers and replies, but it says it works to every UCAS deadline. It does not give candidates their interview scores or detailed individual feedback.
Can I reschedule a Lincoln medicine interview?
Lincoln does not publish a rescheduling policy for medicine interviews.
It does say that reasonable adjustments must be disclosed before you book or attend your slot. If you cannot make your date, contact admissions@lincoln.ac.uk as soon as you know.
How is the Lincoln medicine interview scored?
Your interview score out of 70 is added to half your Combined Academic Score (30 points) to give a total out of 100, and offers go to the highest ranked. Where two applicants tie, the higher interview score wins.
Each of the seven stations is scored across several domains; Lincoln does not publish the domains.
Is the interview different for the Lincoln Gateway Year (A106)?
No: Lincoln uses the same seven-station MMI, in person on the Brayford Pool campus, for MBChB Medicine (A100) and MBChB Medicine with Gateway Year (A106).
You cannot apply for both courses, and applicants are ranked only against others applying for the same course.
Where these facts come from
- University of Lincoln, Medical School Admissions Guidance: Interviews and Selection Guide (A100 and A106) (no year stated; current guidance for this cycle)
- University of Lincoln, Medicine MBChB (A100) course page (2027-28 entry requirements)
- University of Lincoln, MBChB Medicine with Gateway Year (A106) course page (2027-28 entry requirements)
- University of Lincoln, Lincoln Medical School Independence Project (independence from the 2026-27 academic year, subject to GMC approval)
- University of Lincoln, Lincoln Medical School home page (no year stated)
- Admissions statistics on our Lincoln profile (no interviewed count is held; Lincoln publishes none) (no interview figures published)
Last checked: 24 October 2026. Universities change interview arrangements during the cycle, so confirm on Lincoln's own page before you travel or book. The questions above are practice questions written by TheUKCATPeople from Lincoln's published guidance; they are not real or leaked interview questions.
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