Queen Mary (Barts) Dentistry Interview Questions
- The Medic Life
- 2 days ago
- 10 min read
Message from the Founder -> "Welcome! I’m Dr. Bakhtar Ahmad, founder of The Medic Life and a practising UK doctor. In this guide, I’ll walk you through everything you need to know to succeed in the Queens Mary Dentistry Interview (focusing on Questions) - from format, sample stations, to strategy and real applicant insights. Let’s begin!"
PS: This expert "Queen Mary (Barts) Dentistry Interview Questions" guide from The Medic Life (experts in Dentistry Interview Tutoring) covers what to expect, common interview questions, and practical tips to help you succeed.
What is the actual Dentistry Interview Format at Barts / Queen Mary?
The dentistry admissions process at Barts (Queen Mary) begins with academic requirements plus the UCAT. Applicants typically require a UCAT score above a certain decile threshold to be considered for interview — roughly third decile nationally.
The interview itself is usually a traditional panel interview (not MMI) - conducted by two (sometimes three) assessors: academic/clinical staff, often with a current dentistry student and sometimes a lay observer.
Interviews often include discussion of a short video or article (on a dental/ethical/healthcare/social-context topic), after which you may be asked questions or prompted to discuss.
Duration is typically 20–30 minutes for the interview itself, though the full visit (or process including ID check, introductions) may take longer.
As of the latest admissions policy, interviews may be held in person or online, depending on the cycle.
What Dentistry Interviewers at Barts Are Evaluating/Questioning?
During your interview for the BDS (Dentistry) course at Queen Mary / Barts, assessors typically look for:
Genuine motivation and realistic understanding of a career in dentistry — not just a casual interest.
Resilience, maturity and self-awareness — ability to commit to a demanding, rigorous course.
Communication and interpersonal skills, including ability to discuss ethical or social issues, and communicate with patients or colleagues.
Teamwork, organisational skills, problem-solving — ability to cope with heavy workload, multi-tasking, placements, and extracurricular commitments.
Realistic insight into the role of a dentist, including responsibilities, challenges, patient care, ethics, and contribution to community/student life.
Potential contribution to university and community life — interest in student societies, outreach clinics (Barts offers outreach clinics across East London), extracurricular activities.
Sample Questions & High-Quality Answer Outlines for Barts Dentistry Interview
Below are 20 sample questions commonly asked in Barts / Queen Mary dentistry interviews, with detailed answer outlines. Use them as frameworks — blend them with your own experiences and reflections.
1. Why do you want to study dentistry — and not medicine or another healthcare profession?
What they assess: genuine motivation, clarity on dentistry’s appeal, realistic understanding of the profession.
Outline:
Personal motivation: emphasise interest in combining science with manual skill and patient interaction; dentistry offers unique hands-on and caring aspects.
Reflection on experiences: e.g. shadowing, observing dentists, volunteering, that reinforced dentistry as a calling rather than a broad medical route.
Realistic view: awareness of long-term commitment, patient care, preventive as well as restorative roles.
Commitment: show that dentistry aligns with your strengths (manual dexterity, empathy, communication) and long-term career vision.
2. Why have you chosen Queen Mary / Barts specifically?
What they assess: fit between you and the institution, research, realistic expectations, genuine interest.
Outline:
Mention aspects of Barts/Queen Mary: outreach clinics across East London giving exposure to diverse communities, strong clinical training, varied patient demographics, opportunity to work in urban settings.
Personal alignment: perhaps interest in serving urban or underserved populations, eagerness for diverse clinical experience, value of student community and extracurricular life.
Demonstrate knowledge of campus/societies/student life: how you could contribute to student community beyond academics (societies, volunteering, outreach).
Show that you’ve researched programme details and environment — not generic praise.
3. What personal qualities do you think are essential for a good dentist — and which of these do you possess?
What they assess: self-awareness, understanding of the demands of dentistry, honest self-reflection.
Outline:
List qualities: empathy, communication, manual dexterity, patience, resilience, ethics, teamwork, organisation, professionalism.
Provide concrete examples: e.g. a hobby or part-time job showing steady hands or patience; volunteer work showing empathy and care.
Acknowledge areas for growth: perhaps time-management under pressure, coping with emotional stress, public speaking — and outline how you’re developing these (mock interviews, time-management practise, self-care).
4. Describe a time when you worked in a team. What was your role, what challenges did you face and what did you learn?
What they assess: teamwork, communication, self-reflection, ability to collaborate — vital for dental practice and student life.
Outline:
Brief context: school project, work, volunteering, sports, group society event.
Your role: leader / mediator / supportive team member.
Challenges: tight deadlines, different opinions, miscommunication.
How you addressed them: communication, compromise, active listening, clear role delegation.
What you learned: importance of collaboration, respect for others’ views, supporting others, leadership, adaptability; link to dentistry (working with dental team, patients, staff).
5. Tell us about any work experience or voluntary work — what did you learn, and how has this influenced your decision to pursue dentistry at Barts?
What they assess: exposure to clinical/caring environment, empathy, maturity, realistic understanding of dentistry.
Outline:
Describe the experience: dental shadowing, volunteering in care homes, community work, health-related volunteering, relevant job.
What you did: interacting with patients or vulnerable people, assisting, observing dental tasks or patient interactions, communication, empathy.
Challenges and reflection: difficult patient cases, communication barriers, emotional stress, time pressure — what you learned about patient care, ethics, responsibility.
Link to dentistry: reinforced desire to help, understand wider impact of oral health, importance of patient trust, long-term care and community service.
6. How do you handle pressure, stress or heavy workload? Give an example.
What they assess: resilience, emotional maturity, coping strategies — essential for demanding dental training and future practice.
Outline:
Context: academic workload, personal challenge, work/volunteering, extracurricular pressures.
Steps taken: prioritisation, planning, time-management, self-care, asking for help, staying organised.
Outcome: how you succeeded, maintained balance, learned coping strategies.
Link to dentistry: ability to manage intense coursework, placements, patient care and personal wellbeing — being prepared for pressure is critical.
7. Dentistry requires good manual dexterity and attention to detail. Do you have any hobbies or experiences that demonstrate this?
What they assess: practical awareness, readiness for the technical demands of dentistry.
Outline:
Mention relevant hobbies/activities: e.g. playing a musical instrument, painting, model-making, arts and crafts, sports requiring coordination, precise lab work, etc.
Describe how these helped you develop fine motor skills, concentration, patience, hand-eye coordination.
If no directly relevant hobby: show willingness and initiative to develop these skills (e.g. starting a hobby, practice sessions), demonstrating self-motivation and awareness of skills needed.
8. A short article or video is presented about a controversial dental/health-care topic (e.g. access to NHS dental care, inequality in oral health). What key issues would you raise — and what would your opinion be?
What they assess: critical thinking, ethical awareness, understanding of social context, communication skills.
Outline:
Summarise main points of the article/video: identify stakeholders, ethical/social issues, context, consequences.
Raise questions/concerns: e.g. access inequality, funding, public health implications, patient autonomy vs resource constraints, preventive vs restorative care.
Give balanced view: discuss benefits and drawbacks; propose realistic suggestions (public-health outreach, community clinics, preventive education, policy awareness).
Show empathy and awareness of broader impacts on society, not just clinical perspective.
9. What do you think are some of the biggest challenges facing dentists (or UK dental care) today — and how would you, as a future dentist, contribute to addressing them?
What they assess: awareness of current dental/health-care issues, long-term thinking, sense of responsibility, community-oriented mindset.
Outline:
Identify real challenges: limited access to NHS dental care, long waiting times, oral health inequalities, preventive care uptake, funding constraints, patient education, public health disparities, resource allocation.
Explain why it matters: consequences for public health, inequalities, long-term oral and general health, societal cost.
Suggest contributions: community outreach, preventive education, working in underserved areas or outreach clinics (Barts offers these), patient advocacy, ethical practice, public-health awareness.
Show commitment to integrate social responsibility and community service into your career.
10. How do you stay informed about developments in dentistry, public-health, ethics or healthcare news — and why is lifelong learning important in dentistry?
What they assess: professionalism, maturity, commitment to continuous learning and improvement.
Outline:
Methods: reading journals/news, following public-health publications, attending webinars/seminars, shadowing professionals, volunteering, self-study, discussion with peers.
Importance: dentistry evolves — new techniques, guidelines, ethical standards, public-health policies; to provide best care and stay updated for patient benefit.
Personal commitment: express eagerness to stay informed, adapt, and contribute positively; illustrate awareness that dentistry is not static.
11. Describe a time when you received difficult feedback or criticism. How did you respond and what did you learn?
What they assess: self-awareness, resilience, openness to growth, professionalism — crucial in rigorous academic and clinical settings.
Outline:
Brief context: school, work, volunteering, sports, other commitments.
What feedback you got, how you reacted (initial feelings, reflection), steps you took to improve.
Outcome and learning: changed behaviour, improved approach, better results, self-awareness.
Connect to dentistry: being open to feedback, willing to learn, adapt and improve — important for patient care, teamwork, professional growth.
12. How would you communicate a complex dental procedure or risk/benefit scenario to a patient with little or no medical background?
What they assess: communication skills, empathy, patient-centred thinking, ability to simplify complex ideas, clarity.
Outline:
Use plain, non-technical language. Use analogies/metaphors if relevant.
Explain clearly what the procedure involves, why it’s needed, what are benefits/risks, what to expect before/during/after, emphasise aftercare.
Check patient’s understanding (ask if they have questions, encourage them to repeat understanding).
Show empathy: acknowledge concerns or anxieties, give reassurance, respect autonomy, provide honest realistic expectations.
13. Suppose a patient requests braces for purely cosmetic reasons, with no clinical indication, and wants NHS treatment. How would you respond?
What they assess: ethics, patient communication, professionalism, realistic understanding of NHS constraints and patient care responsibilities.
Outline:
Acknowledge the request and the patient’s concerns.
Explain NHS criteria/clinical indications: if not met, explain why braces can’t be provided on NHS.
Discuss alternative advice: oral hygiene, realistic expectations, perhaps private options if appropriate.
Maintain professionalism: show empathy, respect patient’s feelings, be honest — avoiding false hope or compromising standards.
14. A 15-year-old child needs a dental extraction but their parent refuses consent. How would you proceed?
What they assess: understanding of consent, ethics, safeguarding, communication skills, professional responsibility.
Outline:
Recognise consent laws / ethical responsibilities: if a minor, consent rules apply; ensure proper explanation, involve both child and parent, consider best interest, explain consequences, encourage discussion.
Try to understand parent’s concerns, clear communication, empathy, respect doubts, offer information.
If refusal persists and situation is urgent (health risk), follow safeguarding and clinical protocols, involve supervisors or seek alternative consent/advice, ensuring patient safety.
Show responsibility, ethics, patient-centred focus, and awareness of legal/ethical frameworks.
15. How will you manage the rigorous demands of dental school (academic workload, placements, extracurriculars) while maintaining balance and well-being?
What they assess: realism, self-awareness, time-management, resilience — important to thrive in demanding courses and long career.
Outline:
Acknowledge the challenges and stress involved.
Outline strategies: careful time-management, prioritisation, regular self-care, setting realistic goals, using support networks, maintaining hobbies/interests for balance, planning ahead.
Emphasise importance of mental health for delivering safe & high-quality care, sustaining long-term career.
16. What can you contribute to the Barts / Queen Mary student community outside academics?
What they assess: extracurricular interests, community mindset, willingness to contribute, self-initiative, social awareness.
Outline:
Mention clubs/societies you might join: sports, arts, volunteering, outreach, student-led initiatives; if you have previous experience (school clubs, volunteering, leadership) highlight it.
Show interest in community outreach — Barts has outreach clinics across East London, so volunteering or involvement could be beneficial.
Suggest ideas: peer-support, student mentoring, outreach in underserved communities, health promotion, involvement in student societies, diversity & inclusion projects, balancing academics with community contribution.
17. Where do you see yourself in 5–10 years after graduating from dentistry at Barts? What are your long-term ambitions?
What they assess: maturity, realistic view of career, commitment, ambition, long-term thinking.
Outline:
Possible goals: general dentistry, working in underserved areas, community oral health, preventive dentistry, specialisation (if available), involvement in public health or outreach, combining clinical work with community service.
Emphasise commitment to continued learning, professionalism, patient care, ethical standards.
Show adaptability — open to evolving landscape of dental care, interest in lifelong learning, keeping up with research, public health demands, and patient needs.
18. How do you stay updated on public-health issues, dental ethics, or developments in dental care — and why is this important?
What they assess: professionalism, awareness, commitment to improvement, holistic view of dentistry beyond clinical tasks.
Outline:
Methods: reading scientific journals/articles, following dental/public-health news, attending events/seminars/webinars, engaging with peers and professionals, volunteering, reflecting on experiences.
Importance: dentistry evolves — techniques, guidelines, social responsibilities, public-health challenges; staying informed ensures you provide safe, effective, ethical care.
Demonstrate eagerness to learn and adapt, show awareness that dentistry is as much about community health as individual patient care.
19. Describe a time when you faced a moral or ethical dilemma (non-dental context) and how you resolved it.
What they assess: ethics, reasoning, integrity, self-awareness, decision-making.
Outline:
Briefly describe the dilemma (school, personal, volunteering, work, social context), what ethical aspects were involved.
Explain the options, your decision-making process, values you considered (honesty, fairness, empathy, responsibility).
Outcome: what you decided, what you learnt, how you acted responsibly.
Connect to dentistry: emphasise that ethical decision-making and integrity matter deeply in patient care, confidentiality, informed consent, trust-building.
20. How would you explain to a patient from a non-clinical background the importance of preventive dental care rather than just reactive treatment?
What they assess: communication, patient-centred thinking, public-health mindset, empathy and ability to educate.
Outline:
Use plain language, avoid jargon.
Explain how good oral hygiene and regular check-ups prevent bigger problems (pain, tooth loss, systemic health issues, cost and discomfort).
Use relatable analogies: compare dental check-ups to car maintenance — regular servicing prevents major breakdowns.
Encourage preventive habits and emphasise long-term benefits: better oral and general health, fewer invasive procedures, improved quality of life.
Show empathy and understanding — some patients may fear dentistry or underestimate prevention — reassure and educate gently.
How to Use Queen Mary (Barts) Dentistry Interview Questions & Prepare for the Big Day?
Use each outline as a flexible framework, not a rigid script. Authenticity and reflection matter more than memorised answers.
Practise mock interviews — ideally with someone unfamiliar to replicate panel environment, including potential unexpected ethical or social-scenario questions.
Prepare for article/video-based discussion: regularly follow dental / health-care / public-health news; practise reading or watching short pieces and summarising key points, forming balanced opinions, discussing social or ethical implications.
Reflect on your own experiences — real volunteering, work, hobbies, challenges — and link them to qualities valuable for dentistry (empathy, resilience, manual skills, communication, ethics, community awareness).
Keep awareness of current dentistry / UK dental-care issues — inequalities, access, public-health, ethics — so you can speak confidently about them if prompted.
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