Multiple Mini Interview (MMI) Communication and Interpersonal Skills Syllabus

Communication and Interpersonal Skills syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Communication and Interpersonal Skills in Multiple Mini Interview (MMI), not a summary of it.

1. 1

   Core Communication Principles

   4 topics

   • Active listening
     • Verbal and non-verbal cues
     • Reflecting and summarising
   • Building rapport
     • Open body language and eye contact
     • Tone, pace and warmth
   • Clear and jargon-free explanation
     • Chunking and checking understanding
     • Avoiding medical jargon
   • Empathy vs sympathy
     • Demonstrating genuine empathy
     • Acknowledging emotion
2. 2

   Breaking Bad News and Difficult Conversations

   3 topics

   • Structured frameworks
     • SPIKES protocol
     • Warning shots and pacing
   • Managing emotional reactions
     • Responding to anger or denial
     • Silence as a tool
   • Apologising and de-escalation
     • Handling a complaint
     • Defusing conflict
3. 3

   Role-Play and Actor Stations

   3 topics

   • Approaching the actor scenario
     • Reading the scenario brief efficiently
     • Establishing the relationship and context
   • Common role-play scenarios
     • Consoling an upset friend or relative
     • Delivering instructions or an apology
   • Information-giving stations
     • Explaining a task without seeing the diagram
     • Two-way calibration and feedback

Communication and Interpersonal Skills flashcards for Multiple Mini Interview (MMI)

23 of 51 cards from the Communication and Interpersonal Skills deck — real questions with worked answers.

1. What is active listening, and why is it central to MMI communication stations?

   Active listening is fully concentrating on, understanding, and responding to a speaker rather than passively hearing them. It involves verbal and non-verbal signals (eye contact, nodding, paraphrasing) that show engagement. It is central because MMI stations assess whether you make the other person feel heard before you act or advise.

2. Name the core verbal and non-verbal components of active listening assessed in MMIs.

   Non-verbal: eye contact, open posture, leaning in, nodding, appropriate facial expression. Verbal: minimal encouragers ('go on', 'mm-hm'), reflecting/paraphrasing, summarising, clarifying questions, and not interrupting.

3. What does the SOLER acronym stand for in non-verbal active listening?

   S - Sit/Square (face the person squarely), O - Open posture, L - Lean towards the speaker, E - Eye contact, R - Relax. Egan's framework for attentive non-verbal communication.

4. Distinguish 'reflecting' from 'paraphrasing' in active listening.

   Reflecting mirrors the emotional content back ('It sounds like you're really frightened'). Paraphrasing restates the factual content in your own words ('So you've had the pain for three days'). Both demonstrate you have understood and invite correction.

5. What is the purpose of 'signposting' in a structured MMI station?

   Signposting is verbally flagging what you are about to do or move on to ('First I'd like to understand what happened, then we can think about next steps'). It gives the conversation a clear structure, sets expectations, and helps the listener follow you.

6. Define rapport in the context of a clinical/interview interaction.

   Rapport is a relationship of mutual trust, respect, and understanding between two people. It makes the other person feel comfortable, safe, and willing to share information honestly. Building it early is essential to every MMI communication scenario.

7. List practical techniques to build rapport quickly in an MMI scenario.

   Introduce yourself and your role, use the person's name, adopt open body language, match their tone and pace, show empathy early, use appropriate eye contact, ask open questions, listen without interrupting, and acknowledge their feelings.

8. What is the difference between an open and a closed question, and when is each used to build rapport?

   Open questions invite elaboration ('How are you feeling about this?') and are used early to build rapport and gather a rich picture. Closed questions elicit specific yes/no or short answers ('Do you have chest pain?') and are used later to clarify details.

9. Why should you avoid medical jargon when explaining to a patient or actor, and what is the rule of thumb?

   Jargon excludes and confuses the listener, undermining understanding and trust. Rule of thumb: use plain everyday language a non-medical person would understand, and explain any unavoidable term immediately (e.g. say 'heart attack' rather than 'myocardial infarction').

10. Give plain-English equivalents for: hypertension, benign, biopsy, prognosis.

    Hypertension = high blood pressure; benign = not cancer / not harmful; biopsy = taking a small sample of tissue to examine; prognosis = the likely course or outcome of the condition.

11. What is the 'chunking and checking' technique in information-giving?

    Chunking and checking means delivering information in small, digestible pieces (chunks), then pausing to check the listener's understanding before continuing. It prevents information overload and lets you tailor your explanation to their responses.

12. What is the 'teach-back' (or 'check-back') method and why is it valued in information-giving stations?

    Teach-back asks the listener to repeat the key information back in their own words ('Just so I know I explained it clearly, can you tell me what you'll do at home?'). It confirms genuine understanding rather than assumed understanding and identifies gaps to correct.

13. Define empathy and contrast it with sympathy.

    Empathy is understanding and sharing another person's feelings from their perspective ('I can see how worrying this is for you'). Sympathy is feeling pity or sorrow for someone from your own perspective ('I feel so sorry for you'). Empathy connects; sympathy can create distance.

14. Give an example of an empathic statement versus a sympathetic statement in an MMI.

    Empathic: 'This sounds incredibly stressful, and I can understand why you're angry.' Sympathetic: 'Oh you poor thing, that's awful.' The empathic version acknowledges the person's perspective; the sympathetic version centres the speaker's pity.

15. What is the NURSE acronym for responding to emotions?

    N - Name the emotion, U - Understand (express understanding), R - Respect (praise the person's coping), S - Support (express support), E - Explore (ask more about the emotion). A framework for handling strong feelings empathically.

16. What does naming an emotion achieve in a communication station?

    Naming an emotion ('You seem really frustrated') validates the person's feelings, shows you are attuned to them, and often de-escalates the emotion by making the person feel heard rather than ignored.

17. Outline the SPIKES framework for breaking bad news.

    S - Setting up (privacy, sit down), P - Perception (find out what the person already knows), I - Invitation (ask how much they want to know), K - Knowledge (give information in plain language, warning shot first), E - Emotions (respond with empathy), S - Strategy/Summary (agree a plan and next steps).

18. What is a 'warning shot' when breaking bad news, and give an example.

    A warning shot is a brief phrase that prepares the person for difficult news, allowing them to brace themselves. Example: 'I'm afraid I have some difficult news to share with you.' It is delivered before the news itself, then followed by a pause.

19. Outline the Calgary-Cambridge model's main stages of a consultation.

    1. Initiating the session (build rapport, identify reasons for the visit), 2. Gathering information, 3. Physical examination, 4. Explanation and planning, 5. Closing the session. Two continuous threads run throughout: providing structure and building the relationship.

20. What does ICE stand for in history-taking and why is it important?

    ICE = Ideas, Concerns, Expectations. It explores what the person thinks is going on, what worries them, and what they hope will happen. It surfaces the patient's perspective, builds rapport, and ensures the consultation addresses what actually matters to them.

21. What is the BUILD framework for rapport, and what does each letter mean?

    B - Build the relationship, U - Understand the patient, I - Inform the patient, L - Listen, D - Develop a plan together. A structure emphasising partnership and shared decision-making.

22. State a simple structured approach for any MMI communication/scenario station.

    1. Read the prompt and identify the task and role, 2. Introduce yourself and build rapport, 3. Explore the other person's perspective (open questions, ICE), 4. Respond to emotions empathically, 5. Give information clearly / address the issue, 6. Agree a plan and summarise, 7. Safety-net and close.

23. What is shared decision-making, and how does it appear in MMI stations?

    Shared decision-making is a collaborative process where the clinician and patient jointly make decisions, combining clinical evidence with the patient's values and preferences. In MMIs it appears as offering options, checking preferences, and agreeing a plan together rather than dictating.

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