Multiple Mini Interview (MMI) Problem-Solving, Data and Practical Stations Syllabus

Problem-Solving, Data and Practical Stations syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Problem-Solving, Data and Practical Stations in Multiple Mini Interview (MMI), not a summary of it.

1. 1

   Critical Thinking and Reasoning

   3 topics

   • Structuring an argument
     • Considering multiple perspectives
     • Weighing pros and cons logically
   • Prioritisation tasks
     • Ranking and justifying decisions
     • Managing competing priorities
   • Lateral and abstract thinking
     • Unexpected or quirky questions
     • Thinking aloud under pressure
2. 2

   Data Interpretation and Calculation

   3 topics

   • Reading graphs and tables
     • Extracting key trends
     • Spotting misleading data
   • Numerical reasoning
     • Drug-dose style calculations
     • Probability and risk interpretation
   • Evidence evaluation
     • Correlation vs causation
     • Bias and reliability of sources
3. 3

   Practical and Task-Based Stations

   3 topics

   • Instruction-following tasks
     • Performing a manual task to a brief
     • Attention to detail and accuracy
   • Manual dexterity (dentistry)
     • Fine-motor manipulation tasks
     • Working under observation
   • Calculation under time pressure
     • Accuracy vs speed trade-offs
     • Showing working clearly

Problem-Solving, Data and Practical Stations flashcards for Multiple Mini Interview (MMI)

22 of 51 cards from the Problem-Solving, Data and Practical Stations deck — real questions with worked answers.

1. What three core components make up a well-structured argument in an MMI station?

   A clear claim (position/conclusion), supporting reasons/evidence (premises), and a logical link (warrant) connecting evidence to the claim — ideally with acknowledgement of a counter-argument.

2. In argument terms, what is the difference between a 'premise' and a 'conclusion'?

   A premise is a stated reason or piece of evidence offered as support; the conclusion is the claim the premises are intended to establish. Premises do the supporting; the conclusion is what is supported.

3. What is a 'warrant' in the Toulmin model of argument?

   The warrant is the (often unstated) logical principle that justifies moving from the data/evidence to the claim — it explains why the evidence is relevant to the conclusion.

4. Name the six elements of the Toulmin model of argumentation.

   Claim, Data (grounds/evidence), Warrant, Backing (support for the warrant), Qualifier (degree of certainty, e.g. 'usually'), and Rebuttal (conditions under which the claim fails).

5. What is a 'steelman' and why is it valued when structuring an argument in interviews?

   A steelman is presenting the opposing view in its strongest, most charitable form before rebutting it. It demonstrates fairness, depth, and that your conclusion withstands the best counter-argument.

6. What is the recommended PEEL structure for building a single argumentative paragraph or point?

   Point (state the claim), Evidence (give support), Explain (link evidence to the point), Link (connect back to the question or to the next point).

7. Define a 'straw man' fallacy.

   Misrepresenting or oversimplifying an opponent's argument into a weaker version, then refuting that distorted version rather than the actual argument.

8. What does it mean for an argument to be 'valid' versus 'sound' in logic?

   Valid means the conclusion follows logically from the premises (correct structure). Sound means the argument is valid AND all premises are actually true. Soundness implies validity, not vice versa.

9. What is the Eisenhower (urgent–important) matrix used for in prioritisation tasks?

   It classifies tasks into four quadrants: Urgent+Important (do now), Important+Not urgent (schedule/plan), Urgent+Not important (delegate), and Neither (eliminate).

10. In a clinical prioritisation station, what principle determines which patient is seen first?

    Triage by clinical urgency/severity — the patient at greatest risk of harm or deterioration (e.g. airway/breathing/circulation threat or life-threatening condition) is prioritised over less urgent but possibly more demanding cases.

11. What does the ABCDE approach prioritise, in order, during an emergency assessment?

    Airway, Breathing, Circulation, Disability (neurological), Exposure — each addressed and stabilised before moving to the next.

12. When prioritising tasks, how should you handle two items that are both urgent and important?

    Rank by consequence and reversibility: tackle first the task where delay causes the greatest or most irreversible harm; consider whether either can be delegated or done in parallel.

13. What is the difference between an 'urgent' and an 'important' task in prioritisation theory?

    Urgent tasks demand immediate attention and have imminent deadlines/consequences; important tasks contribute to long-term goals or significant outcomes. A task can be one without the other.

14. What does 'lateral thinking' mean, as coined by Edward de Bono?

    Solving problems through an indirect, creative approach — reasoning that is not immediately obvious, deliberately changing perspective or assumptions, rather than step-by-step vertical/logical progression.

15. Contrast 'convergent' and 'divergent' thinking.

    Convergent thinking narrows many ideas down to a single best/correct answer; divergent thinking generates many possible ideas or solutions from one starting point. Lateral tasks reward divergent thinking.

16. In abstract reasoning tasks, what is meant by identifying the 'rule' or 'pattern'?

    Determining the consistent relationship governing a sequence or set (e.g. rotation, reflection, change in number/size/colour/position) that allows you to predict the next or missing element.

17. Give an example of a useful lateral-thinking strategy when stuck on a problem.

    Challenge the implicit assumptions (e.g. that lines must stay inside the dots), reverse the problem, use analogy, or change one variable at a time to reveal a non-obvious solution path.

18. What cognitive bias does the classic 'nine dots, four lines' puzzle expose?

    Functional fixedness / self-imposed constraints — people assume the lines must stay within the square boundary, when the solution requires extending beyond it ('thinking outside the box').

19. On a graph, what is the difference between an independent and a dependent variable, and where is each plotted?

    The independent variable (the one controlled/changed) is plotted on the x-axis; the dependent variable (the one measured/responding) is plotted on the y-axis.

20. What does the gradient (slope) of a straight-line graph represent, and how is it calculated?

    It represents the rate of change of y with respect to x, calculated as $\text{gradient} = \frac{\Delta y}{\Delta x} = \frac{y_{2}-y_{1}}{x_{2}-x_{1}}$.

21. When reading a table, what is the key first step before extracting any value?

    Read the title, column and row headings, and the units (including any multiplier such as 'thousands' or '%') so each cell is interpreted correctly.

22. Why can a graph with a truncated (non-zero) y-axis be misleading?

    Starting the y-axis above zero exaggerates the visual differences between values, making small changes appear large — a common way data is presented to mislead.

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