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

24 sample cards from the Problem-Solving, Data and Practical Stations deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. State the formula relating speed, distance and time.

   $\text{speed} = \frac{\text{distance}}{\text{time}}$, equivalently $\text{distance} = \text{speed} \times \text{time}$ and $\text{time} = \frac{\text{distance}}{\text{speed}}$.

2. How do you convert a ratio $a:b$ into a fraction of the total for part $a$?

   $\frac{a}{a+b}$ of the total. For example, $3:2$ means part $a$ is $\frac{3}{5}$ of the whole.

3. What is the formula for the mean (average) of $n$ values, and how does it differ from the median?

   Mean $= \frac{\sum x_{i}}{n}$ (sum of values divided by count). The median is the middle value when data are ordered; it is less affected by outliers than the mean.

4. How do you calculate a drug dose using concentration: required volume from a stock solution?

   $\text{volume} = \frac{\text{dose required}}{\text{stock concentration}}$, e.g. for 50 mg from a 25 mg/mL stock, $\text{volume} = \frac{50}{25} = 2\text{ mL}$.

5. In evidence evaluation, what is the hierarchy of evidence from strongest to weakest?

   Systematic reviews/meta-analyses > randomised controlled trials (RCTs) > cohort studies > case-control studies > case series/reports > expert opinion.

6. What key distinction does the phrase 'correlation does not imply causation' capture?

   Two variables changing together (correlation) does not prove one causes the other; the link may be coincidental, reverse-causal, or driven by a confounding third variable.

7. Define a 'confounding variable' in study evaluation.

   An extraneous factor associated with both the exposure and the outcome that distorts the apparent relationship between them, potentially creating a misleading association.

8. What is the purpose of randomisation and blinding in a controlled trial?

   Randomisation balances known and unknown confounders between groups; blinding (single/double) reduces bias from participants' and assessors' expectations affecting behaviour or outcome measurement.

9. What does a p-value of $p < 0.05$ conventionally indicate?

   That the observed result has less than a 5% probability of occurring by chance alone if the null hypothesis were true — conventionally taken as 'statistically significant'. It does not measure effect size or importance.

10. When evaluating a claim, what does it mean to assess the 'reliability' versus the 'validity' of a source or measure?

    Reliability is consistency/reproducibility of results on repetition; validity is whether it actually measures what it claims to measure. A measure can be reliable but not valid.

11. List three questions to ask when critically appraising a piece of evidence.

    Who produced it and is there a conflict of interest? How was the data gathered (sample size, method, controls)? Is the conclusion supported by the data, and is it generalisable to the population in question?

12. What is 'sampling bias' and why does it threaten a study's conclusions?

    When the sample is not representative of the target population (e.g. self-selected volunteers), the results cannot be reliably generalised, skewing the findings systematically.

13. In an instruction-following station, what should you do before beginning a task?

    Listen to or read the full set of instructions completely, clarify any ambiguity, and confirm understanding (e.g. read back/repeat) before acting — resisting the urge to start prematurely.

14. Why is precise, sequential adherence important in instruction-following tasks like guiding someone to draw a shape?

    The receiver acts only on the exact words given; ambiguity, skipped steps, or assumed shared knowledge causes errors. Clear, ordered, unambiguous language with checks ensures the intended outcome.

15. What communication technique improves accuracy when relaying instructions to a partner you cannot see?

    Use closed-loop communication: give a clear instruction, have the partner read it back/confirm, then confirm correctness before proceeding — plus precise reference points (measurements, directions, orientation).

16. When given a multi-step instruction, why is it important to note conditional ('if...then') steps carefully?

    Conditional steps only apply under specific circumstances; misapplying or ignoring the condition leads to errors. Identify the trigger condition and the action it controls before executing.

17. In dentistry manual dexterity tasks, what does the 'tripod grip' refer to?

    Holding an instrument (e.g. a dental probe or pen) stabilised between the thumb, index and middle fingers — providing fine control and a fulcrum for precise, controlled movements.

18. Why is a 'fulcrum' or finger rest important in fine dental manual tasks?

    Resting a finger on a stable point steadies the hand, controls force, reduces tremor and slips, and allows precise, repeatable movements of the instrument tip.

19. Name three qualities assessed in a dental manual dexterity station (e.g. wire bending or carving).

    Precision/accuracy to the template, control and steadiness of movement, hand-eye coordination, plus working tidily within a time limit and following the specification.

20. What is the value of using both hands (bimanual coordination) in dexterity tasks?

    One hand stabilises or positions the work while the other performs the fine action, improving control and accuracy — mirroring real clinical work where retraction and instrumentation occur together.

21. In a soap-carving or wire-bending dexterity test, why should you work slowly and check against the template frequently?

    Fine work is hard to reverse (material removed cannot be replaced); frequent comparison to the template catches deviation early, prioritising accuracy over speed within the time allowed.

22. Under time pressure, what mental-maths technique helps multiply by estimating first?

    Round numbers to convenient values to get an approximate answer (e.g. $19 \times 21 \approx 20 \times 20 = 400$), then adjust. This provides a sanity check and a fast working estimate.

23. What is a quick way to calculate $15\%$ of a number mentally under time pressure?

    Find $10\%$ (move the decimal one place left) and add half of that ($5\%$): e.g. $15\%$ of $80 = 8 + 4 = 12$.

24. Why should you always do a quick 'order of magnitude' sanity check on a calculated answer under time pressure?

    It catches gross errors (misplaced decimal point, wrong operation) — if $\frac{50}{25}$ gives 1250 instead of 2, the magnitude check flags it instantly, saving marks lost to careless slips.

What this deck covers

Problem-Solving, Data and Practical Stations flashcards FAQ