UCAT SJT: Using GMC Good Medical Practice to Score Band 1

At TheUKCATPeople, one of the first things I tell every student preparing for the UCAT Situational Judgement section is this: the SJT does not test your gut instinct. It tests whether your instincts align with a specific, published ethical framework. 

That framework is the GMC's Good Medical Practice, last updated in 2024. Once you understand what that document actually says and how it maps to each question type, the section becomes far more tractable.

Learn more here: UCAT SJT Complete Guide

What This Guide Covers

• What the GMC's Good Medical Practice actually says (in plain terms)

• How its four domains map directly to SJT question themes

• The most commonly tested principles and how to apply them under time pressure

• Worked examples with explicit GMC domain attribution for every answer

• Common mistakes students make when misreading the ethical framework

• A section on what competitors' SJT guides consistently get wrong

Why the UCAT SJT Is Based on GMC Good Medical Practice

The SJT section of the UCAT exists to test professional judgement. Universities are not asking whether you are a nice person. They are asking whether the way you respond to clinical and interpersonal scenarios aligns with the standards that the GMC expects of all registered doctors.

The GMC's Good Medical Practice, which came into effect in January 2024, is the primary source document for those standards. It is an ethical framework, not a rulebook. The document itself states that doctors must use professional judgement to apply its principles to specific circumstances. That is exactly what the SJT asks of you.

The correct answers on the SJT are not based on what you personally would do, or what feels most natural, or what a cautious person might do to avoid confrontation. They are based on what a doctor acting in accordance with Good Medical Practice would do. Every question maps to one or more of the four domains. Every answer can be justified by direct reference to the document.

I have tutored thousands of students through the SJT over the years, and the students who improve most dramatically between their first mock and their real exam are almost always those who stop treating this section as a personality quiz and start engaging with it as an ethics assessment grounded in a specific text.

Key Takeaway: The SJT has a correct answer framework. That framework is Good Medical Practice. Knowing the document means knowing how the exam is marked.

The Four GMC Domains and What They Mean for UCAT SJT Questions

The 2024 edition of Good Medical Practice is structured around four domains. Understanding what each one contains tells you exactly which principle is being tested in any given SJT scenario.

Domain 1: Knowledge, Skills and Development

This domain covers competence, working within the limits of your role, keeping up to date, and managing resources. For the SJT, the central principle here is: recognise what you can and cannot do, and seek help when needed.

Scenarios testing this domain typically involve a student or junior doctor being asked to perform a task beyond their level of training, or being uncertain whether they have the skills to proceed safely. The correct response almost always involves acknowledging the limit, seeking supervision or clarification, and prioritising patient safety over personal embarrassment or a desire to appear capable.

A common student error in these scenarios is assuming that attempting the task anyway (or asking a peer rather than a senior) is a reasonable middle ground. It is not. The GMC is explicit: you must work within the level of supervision appropriate to your role, knowledge, and training.

Domain 2: Patients, Partnership and Communication

This domain covers treating patients with dignity and respect, supporting informed decision making, maintaining confidentiality, and being open when things go wrong. It also covers the duty of candour.

SJT questions testing this domain are often the most emotionally complex. They involve patients refusing treatment, requests for information that implicate confidentiality, relatives attempting to make decisions on behalf of a patient who has capacity, and scenarios requiring an apology or disclosure of an error.

The governing principle from Good Medical Practice is patient autonomy: adults with capacity have the right to make decisions about their own care, including decisions a doctor might disagree with. Any response that overrides a capacitated patient's decision without their consent, or that withholds information they need to make an informed choice, is likely to be rated as inappropriate.

Domain 3: Colleagues, Culture and Safety

This domain covers how you treat colleagues, how you respond to unsafe behaviour, how you raise concerns, and how you contribute to a working environment that is fair and compassionate.

This is the domain most SJT questions sit within. Scenarios about a colleague arriving at work seemingly impaired, a peer taking shortcuts with patient records, a team member behaving dismissively towards a patient, or a senior asking you to do something that feels wrong all test Domain 3.

The governing principle is patient safety first, then escalation through appropriate channels. The GMC states clearly that you must act promptly if you think patient safety or dignity may be seriously compromised. This is a must, not a should. Ignoring the behaviour, covering for a colleague, or assuming someone else will deal with it are all rated as inappropriate responses.

A nuance that many students get wrong: the GMC also expects you to address interpersonal concerns locally before escalating, provided there is no immediate safety risk. If a teammate is not contributing to a group project, you speak to them directly before involving a supervisor. If a colleague's behaviour poses an acute risk to patient safety, you escalate immediately. The distinction matters enormously on the SJT.

Domain 4: Trust and Professionalism

This domain covers honesty, integrity, maintaining professional boundaries, managing conflicts of interest, and conduct both in and outside clinical settings.

SJT questions testing this domain include scenarios involving dishonesty (falsifying records, misrepresenting qualifications), social media conduct, accepting gifts or favours, forming inappropriate relationships with patients, and declaring conflicts of interest.

The governing principle is that patients must be able to trust you. Any action that compromises that trust, whether financial, personal, or communicative, is rated as inappropriate. This includes conduct that happens outside of work. The GMC expects medical professionals to maintain standards in their private lives wherever these could affect public confidence in the profession.

Key Takeaway: Every SJT question maps to one of the four GMC domains. Identifying which domain is being tested before selecting your answer adds a layer of precision that most students skip entirely. It is one of the clearest differentiators between Band 1 and Band 2 scorers.

The Core GMC Principles Most Commonly Tested in UCAT SJT Scenarios

Having read the full 2024 edition of Good Medical Practice (and the versions before that), the following principles appear most consistently as the basis for correct SJT answers. Your child should be able to articulate each of these clearly.

Patient safety overrides all other considerations

When patient safety is compromised, or may be compromised, you must act promptly. The GMC document is unambiguous: if a patient is not receiving basic care to meet their needs, you must act to make the patient is cared for as soon as possible. This principle provides the framework for every SJT question involving an impaired colleague, a medication error, or an unsafe clinical environment.

Confidentiality is protected unless a compelling reason exists to break it

Patient information must be kept confidential. The exception is where not sharing the information would result in serious harm to the patient or others. This is not a vague judgement call. The GMC sets a high bar for breaching confidentiality, and SJT questions that involve sharing patient information "just in case" or "to be helpful" are rated as inappropriate.

Informed consent and patient autonomy must be respected

A capacitated adult can refuse any treatment or investigation, even one a doctor believes is in their interest. The GMC requires that you support patients to make decisions, share information clearly, check their understanding, and ultimately respect their choice. SJT scenarios that involve pressuring, deceiving, or bypassing a patient's decision are testing this principle directly.

Honesty is non-negotiable

When things go wrong, the duty of candour requires that you are open with patients, apologise, explain what happened, and report the incident. There is no scenario in which covering up an error, minimising harm to a patient, or allowing a colleague to do so, is rated as appropriate on the SJT. This includes academic dishonesty. The same integrity standards apply.

Escalate concerns about colleagues appropriately and without delay

The threshold for escalation is patient safety. Interpersonal disputes that do not involve patient safety should be addressed locally first. Patient safety concerns must be escalated immediately to a senior who can act. On the SJT, the correct escalation target is almost always the most senior person immediately available, not a peer or a colleague at the same level.

👉 Read more: UCAT SJT Complete 2026 Guide

Key Takeaway: These five principles cover the vast majority of SJT question stems. Knowing them cold means you can identify which principle is at stake before you look at the answer options, which makes scoring significantly more consistent under time pressure.

UCAT SJT Worked Examples with Full GMC Domain Attribution

No competitor guide attributes correct SJT answers to a specific GMC domain and principle. Every example below does exactly that. Work through each scenario before reading the answer.

I have written all of these as these as type 3 SJT questions (so you can learn from each and every answer option). 

Worked UCAT SJT Example 1: Domain 3 (Colleagues, Culture and Safety) - Impaired Colleague

You are a second-year medical student on a hospital placement. On arriving for your morning ward round, you notice that Dr Patel, the Foundation Year 1 doctor supervising your team, has slurred speech and smells of alcohol. He waves off your concern and begins reviewing the first patient.

What should you do?

• A. Say nothing, as it is not your place as a student to question a doctor 

• B. Inform Dr Patel privately that you are concerned and ask him to step away from clinical duties 

• C. Immediately inform the most senior available clinician on the ward 

• D. Speak to a fellow medical student about your concern and decide together what to do 

• E. Document your concerns in writing and raise them with the medical school later

Take a moment to work through this before reading on.

Option A: Very Inappropriate

This violates Domain 3 directly. The GMC requires that you act promptly if you think patient safety may be seriously compromised. Your role as a student does not exempt you from this duty. Inaction when a patient safety risk is present and identifiable is rated as very inappropriate.

GMC domain and principle: Domain 3, Keeping Patients Safe (paragraph 75c). You must ask for advice and report concerns about a colleague who may not be fit to practise and may be putting patients at risk.

Option B: Appropriate, but not ideal

Attempting to address the concern locally is reasonable in some contexts, but not where patient safety is at immediate risk. An impaired doctor already in contact with patients represents an acute risk. The most appropriate action is immediate escalation, not a private conversation first.

GMC domain and principle: Domain 3, Responding to Safety Risks. Local resolution is appropriate for interpersonal disputes without patient safety implications. It is not appropriate here.

Option C: Very Appropriate

This is the correct answer. Immediate escalation to the most senior available clinician removes the impaired doctor from the situation as quickly as possible and protects patients. It is exactly what the GMC requires when patient safety is at serious and immediate risk.

GMC domain and principle: Domain 3, paragraph 75c. You must report concerns to a senior who can take action. Patient safety overrides loyalty to a colleague.

Option D: Inappropriate

Consulting a peer delays action and does not resolve the patient safety risk. Two students debating what to do while an impaired doctor reviews patients is not a proportionate or timely response.

Option E: Inappropriate

Documenting for later action is not sufficient when patients are at present risk. The GMC requires prompt action, not deferred reporting.

Worked UCAT SJT Example 2: Domain 2 (Patients, Partnership and Communication) - Confidentiality

You are a medical student on a GP placement. A patient who is 17 years old discloses to the GP that she has been taking recreational drugs at weekends. She explicitly states she does not want her parents told. The GP asks for your thoughts on whether the information should be shared with her parents.

Which of the following statements is most appropriate?

A. The information must be shared with her parents because she is a minor 

B. The information should be shared with her parents to protect her welfare 

C. The information should be kept confidential unless there is a specific reason to believe she is at serious risk of harm 

D. The GP should make the final decision without involving the student 

E. The information can only be shared if the patient gives written consent

Take a moment to work through this before reading on.

Option A: Incorrect and inappropriate

Age alone does not determine confidentiality. A 17-year-old who has capacity to understand information and make decisions has the same right to confidentiality as an adult. The GMC does not permit automatic disclosure to parents on the basis of age.

GMC domain and principle: Domain 2, paragraph 22. You must treat information about patients as confidential.

Option B: Incorrect

Recreational drug use at weekends does not automatically constitute a risk serious enough to override confidentiality. The bar for breaking confidentiality is high: the risk must be serious, imminent, and not manageable by other means. General concern for a patient's welfare does not meet this threshold.

GMC domain and principle: Domain 2, Treating Patients Fairly and Respecting Their Rights.

Option C: Very Appropriate

This is the correct answer. Confidentiality is maintained unless there is a specific, identifiable, and serious risk of harm. The GMC requires a proportionate judgement about whether disclosure is necessary. Recreational drug use in an otherwise stable young person with capacity does not meet the threshold for overriding that confidence without further clinical assessment.

GMC domain and principle: Domain 2, paragraph 22, and the GMC's supplementary guidance on Confidentiality. The duty is to maintain confidentiality unless non-disclosure would result in serious harm.

Option D: Inappropriate

This is not a reason to exclude the student from learning how to reason through the ethical question. It also sidesteps rather than addresses the principle at stake.

Option E: Inaccurate

Written consent is not the standard. Explicit consent in any form is not the threshold; the threshold is whether a compelling reason exists to breach confidentiality. Framing it purely as a consent question misunderstands the framework.

Worked UCAT SJT Example 3: Domain 4 (Trust and Professionalism) - Duty of Candour

You are a medical student observing a clinical procedure. You notice that the FY2 doctor performing a cannula insertion uses a technique that results in a significant bruise to the patient's arm. The doctor tells the patient the bruise is "completely normal" without explaining that it resulted from a technique error. As you leave the room, the doctor says: "Don't say anything. It's not serious."

You follow the doctor's instruction and say nothing to the patient or supervising team. How appropriate is this?

A. A very appropriate thing to do 

B. Appropriate, but not ideal 

C. Inappropriate, but not awful 

D. A very inappropriate thing to do

Take a moment to work through this before reading on.

Answer: D. A very inappropriate thing to do

The duty of candour is one of the most clearly stated obligations in Good Medical Practice. If a patient under your care has suffered harm or distress, you must be open and honest, apologise, and explain what has happened. Complying with a colleague's instruction to conceal what occurred violates this duty directly.

The fact that the harm is not catastrophic does not reduce the obligation to be open. The GMC does not set a severity threshold below which candour becomes optional. The bruise caused by a technique error is harm that arose from a clinical interaction. The patient has a right to know.

GMC domain and principle: Domain 4, Trust and Professionalism, paragraph 81 (your conduct must justify patients' trust) and Domain 2, Being Open if Things Go Wrong (paragraph 45). Both domains are engaged here. Additionally, Domain 3 is relevant: you should not act in a way that contributes to concealing unsafe or dishonest behaviour by a colleague.

The correct action is to seek guidance from a more senior clinician rather than either confronting the doctor directly (which may not be within your remit as a student) or staying silent.

Worked UCAT SJT Example 4: Domain 3 (Colleagues, Culture and Safety) - Raising Concerns Locally First

You are in the second year of medical school. Your study group has a group presentation in four weeks. One member of the group, Sofia, has consistently failed to attend meetings or contribute to the work. Two other group members suggest going straight to the module lead to report the issue.

Before escalating to the module lead, you speak to Sofia directly to understand what is happening and give her the opportunity to engage. How appropriate is this?

• A. A very appropriate thing to do 

• B. Appropriate, but not ideal 

• C. Inappropriate, but not awful 

• D. A very inappropriate thing to do

Take a moment to work through this before reading on.

Answer: A. A very appropriate thing to do

This is a classic escalation calibration question. There is no patient safety risk here. Sofia's non-engagement is a professional and interpersonal issue within a peer group. The GMC's framework for Domain 3 makes clear that concerns should be addressed locally, through direct communication with the individual concerned, before escalation to a senior unless patient safety is at stake.

Speaking to Sofia directly is not only appropriate; it reflects the professionalism, respect, and teamwork values that Domain 3 is built around. It gives Sofia the chance to explain whether there are personal circumstances affecting her participation, and it models the kind of constructive interpersonal approach the GMC expects of future doctors.

GMC domain and principle: Domain 3, Treating Colleagues with Kindness, Courtesy and Respect (paragraph 48 to 49), and Contributing to a Positive Working and Training Environment (paragraph 52).

Going straight to the module lead without first attempting a direct conversation would be rated as appropriate, but not ideal, since it skips a proportionate first step and may create unnecessary conflict.

Worked UCAT SJT Example 5: Domain 2 (Patients, Partnership and Communication) - Patient Autonomy

A 68-year-old patient with full mental capacity has been advised to undergo a coronary angiogram following a recent cardiac event. He tells you clearly that he has read about the risks, understands them, and does not wish to have the procedure. He is calm, articulate, and consistent in his decision. The consultant asks you, as the medical student, for your thoughts on what should happen next.

Which single action is most appropriate?

• A. The team should arrange for a psychiatrist to assess the patient's capacity 

• B. The patient's decision should be respected and documented, and he should receive full information about what declining the procedure means for his prognosis 

• C. The patient's next of kin should be contacted so that they can help persuade him 

• D. The consultant should request a second opinion from a cardiologist before accepting the patient's refusal 

• E. The patient should be encouraged more strongly to reconsider, given the seriousness of his condition

Take a moment to work through this before reading on.

Answer: B. The patient's decision should be respected and documented, and he should receive full information about what declining the procedure means for his prognosis.

A capacitated adult patient can refuse any treatment, including life-saving treatment. The GMC is explicit: you must start from the presumption that all adult patients have capacity to make decisions about their treatment and care (paragraph 24). This patient has given no indication of impaired capacity. He has read about the risks, understood them, and made a clear, consistent, calm decision.

The appropriate clinical response is to respect that decision, document it fully, ensure he understands the consequences for his prognosis, and provide him with any support he needs to manage going forward. Calling for a psychiatric assessment would be inappropriate unless there were specific grounds to question his capacity. Involving his family without his consent violates confidentiality. Applying additional pressure overrides his autonomy.

GMC domain and principle: Domain 2, Supporting Patients to Make Decisions About Treatment and Care (paragraphs 24 to 26) and Treating Patients Fairly and Respecting Their Rights (paragraph 18, which states that you must recognise a patient's right to choose whether to accept your advice).

👉 Read more: UCAT SJT Most and Least Appropriate Questions

Key Takeaway: The most important skill in SJT worked examples is identifying which GMC domain is being tested before reading the options. Once you know whether the question is about patient safety, confidentiality, honesty, or interpersonal conduct, the correct answer almost always becomes clear.

How to Read Good Medical Practice Without Feeling Overwhelmed

The 2024 edition of Good Medical Practice is 29 pages of content. That is not a long document. Students who treat it as a dense regulatory text are doing themselves a disservice. Read it the way you would read a thoughtful guide from someone with decades of clinical experience trying to explain why the profession works the way it does.

The most efficient reading strategy is this: read the overview of duties on pages 7 to 8 in one sitting, then read each domain introduction paragraph before moving into the numbered standards. The domain introductions tell you the spirit of what follows. The numbered paragraphs give you the precise standards.

You do not need to memorise paragraph numbers. You need to absorb the underlying logic. When you read a scenario on the SJT, the question you should ask is: which duty from Good Medical Practice is most directly engaged here? Patient safety? Confidentiality? Honesty? Scope of competence? Escalation of concerns? Once you can map the scenario to a duty, the answer almost always follows.

The most relevant sections for SJT preparation are:

• The Duties of Medical Professionals (page 7): the single most important overview page in the document

• Domain 2, Being Open if Things Go Wrong (paragraph 45): duty of candour

• Domain 3, Keeping Patients Safe (paragraphs 72 to 75): patient safety and escalation

• Domain 3, Responding to Safety Risks (paragraph 75): when to escalate immediately

• Domain 4, Acting with Honesty and Integrity (paragraphs 81 to 84): the core trust framework

The GMC also produces a companion document specifically for medical students, Achieving Good Medical Practice. This covers the same principles but in scenarios more directly relevant to student placements and group work. If your child is preparing for the SJT, both documents are worth reading. Neither is long.

👉 Read more: UCAT SJT Band 1, 2, 3, 4: What Each Band Means for Your Application

Key Takeaway: Good Medical Practice is not a memorisation task. It is a framework for consistent ethical reasoning. Read it for the logic, not the paragraph numbers. Once the framework is internalised, SJT answers become far more predictable.

Important Notes

I have read many other SJT guides available online, and I feel that they share one fundamental weakness: they describe what to do in certain types of scenario without explaining why. They say things like "patient safety always comes first" or "escalate to a senior" without grounding these instructions in the specific GMC principles that make them correct.

The result is that students learn a set of 'If X do Y' rather than an ethical framework. These fail when the scenario is slightly unusual, when two principles appear to conflict, or when the time pressure of the exam forces a quick decision. A student who knows why the answer is correct is far more consistent than one who has memorised what the answer tends to be.

Here are some common mistakes I see across the internet, and I hope to clarify them:

• The first is incorrectly classifying SJT question types. There are exactly three question formats: Appropriateness Rating, Importance Rating, and Most and Least Appropriate. Some guides list four formats by treating ranking as a separate category, which is factually incorrect and causes confusion.

• The second is attributing SJT answers to vague principles like "do what is best for the patient" without specifying which GMC duty that maps to. This is unhelpful because the SJT regularly presents scenarios where two things could plausibly benefit the patient, and the deciding factor is always a specific GMC principle.

• The third is failing to explain the escalation calibration principle. The difference between "speak to the person directly first" and "escalate immediately" depends entirely on whether patient safety is at acute risk. Guides that say "always escalate" or "always resolve locally" are giving students a formula that will produce wrong answers in a significant proportion of scenarios.

Knowing these is what makes Band 1 thinking different from Band 2 thinking.

👉 Read more: 1 to 1 UCAT Tutoring

Key Takeaway: Understanding why an answer is correct according to GMC Good Medical Practice is more durable than memorising what kind of answer tends to appear. The SJT rewards consistent ethical reasoning, not pattern matching.

How the SJT Fits Into Your Overall UCAT Strategy

The SJT is the final section of the UCAT. After approximately 85 minutes of time pressured cognitive testing across the three scored subtests, many students reach the SJT section mentally depleted. This is one of the most reliable performance killers I see, and it is entirely avoidable.

The SJT has 69 questions across 26 minutes, which works out to just under 23 seconds per question. That sounds tight, but the SJT is actually the least time-pressured section of the UCAT by a meaningful margin. The challenge is sustaining concentration and ethical clarity after the demands of VR, DM, and QR, not raw speed.

Practical preparation for this means practising full length timed mocks, not just SJT questions in isolation. If your only SJT practice is sitting down fresh and working through a set of 20 questions, you are not training under the conditions that matter. The section that counts is the one you complete after an hour of prior cognitive load.

See our UCAT timings guide for per-question breakdowns across all sections, and our piece on managing UCAT time pressure for stamina strategies that apply to the full exam.

The SJT also connects directly to your medical school interview. The GMC principles that underpin correct SJT answers are exactly the principles that MMI stations test. 

A student who genuinely understands Domain 2 of Good Medical Practice will handle a confidentiality station at an interview with far more fluency than one who learned SJT tricks from a question bank without reading the underlying document.

For a full overview of SJT structure, banding, and university weighting, see our UCAT SJT Complete Guide. For practice on the Most and Least Appropriate format specifically, see our Most and Least Appropriate Questions guide.

Key Takeaway: SJT preparation that includes full-length timed mocks, using the official UCAT resources, reading Good Medical Practice, and attributing answers to specific GMC domains produces significantly more consistent results than isolated question practice. The skills transfer directly to medical school interviews.

Frequently Asked Questions About UCAT SJT GMC

How much of GMC Good Medical Practice do I actually need to read for the UCAT SJT?

Read the entire document once. It is 29 pages and takes under an hour. Focus most of your attention on the summary of duties on page 7, the Domain 2 section on patients and communication, and the Domain 3 section on colleagues and safety. You do not need to memorise paragraph numbers, but you should understand the logic of each domain well enough to identify which one a scenario is testing.

Which GMC domain appears most often in UCAT SJT questions?

Domain 3, Colleagues, Culture and Safety, is the most commonly tested in SJT scenarios. This covers raising concerns, responding to unsafe behaviour, working in teams, and keeping patients safe. Domain 2, covering patient communication and confidentiality, is the second most frequent.

How do I know whether to escalate immediately or resolve an issue locally on the SJT?

The deciding factor is patient safety. If the concern involves an immediate risk to patient safety or dignity, escalate immediately to the most senior person available. If the concern is interpersonal, professional, or involves a colleague's conduct without an immediate safety risk, address it directly with the person first. This distinction comes from Domain 3 of Good Medical Practice and is the single most commonly misapplied principle on the SJT.

Does the SJT assess me on different standards to a practising doctor?

The GMC produces a companion document, Achieving Good Medical Practice, specifically for medical students. It covers the same four domains but frames the scenarios in the context of student placements, group work, and learning environments. The standards expected of a student in a SJT scenario are appropriate to that role. A student is not expected to prescribe medication or lead a clinical team, but they are expected to recognise safety concerns, act honestly, and seek help when they are out of their depth.

Can a high SJT band compensate for a lower cognitive score?

The SJT is reported separately from the cognitive subtest total. Universities weight it differently. Some treat a Band 4 as a disqualifying result regardless of cognitive performance. Others use it as a minor component in a broader formula. A Band 1 or Band 2 is considered competitive at the great majority of schools. A Band 4 closes a meaningful number of doors. See our SJT Band guide for a school by school breakdown.

Is it possible to improve your SJT band through practice?

Yes, but the mechanism is different to cognitive subtest improvement. SJT scores improve through developing a consistent and accurate ethical framework, not through speed training. Students who read Good Medical Practice, understand the four domains, and practise attributing answers to specific principles show reliable improvement between mock and real exam. Students who only do practice questions without understanding the underlying principles tend to plateau.

How does the SJT connect to medical school interviews?

Directly and significantly. The MMI stations at most medical schools test the same GMC principles as the SJT, often in longer and more detailed scenarios. A student who has genuinely internalised Domain 2 of Good Medical Practice will handle a confidentiality station, a consent station, or a breaking bad news station with clinical accuracy and genuine understanding. The SJT is not separate from interview preparation. It is the first iteration of it.