Professional School Interviews
How Are You Being Evaluated in an Interview?
1.
Knowledge of discipline: The interviewer is seeking individuals who know what the
profession is all about and what professionals in the field do. Depending upon the field, they
know that some applicants will have little or no hands-on experience. They expect applicants
to know something about the key issues in the field, to have read about or discussed the
profession with actual professionals, to be aware of what is happening in the profession and
the often changing roles of professionals in the field.
2.
Non-Academic Achievements: The interviewer is looking for people who have divergent
interests beyond the boundaries of their formal academic endeavors.
3.
Time/Stress Management and Balance: The school program is very intense. Students must
be able to manage their time effectively and plan ahead to keep up with the program
requirements. The ability for self-assessment, managing energies, and to construct timelines
for accomplishment of tasks is critical. This requires a balanced lifestyle and constructive
means of stress management. They assess this issue as it is essential for success as a
student and for functioning effectively as a clinician.
4.
Self-image: Part of the personal maturation process is the development of a realistic selfimage. The interviewer is interested in assessing if applicants have a clear self-awareness of
themselves, their strengths and weaknesses, their abilities, vocational maturity, etc. The
verbal and non-verbal presentation of applicants assists the admissions committee in
determining how the individual’s self-image may interrelate with other students and faculty and
contribute to their success in the program.
5.
Problem Solving, Maturity, Conflict Resolution, Integrity/Ethics, and Breadth of Life
Experiences: The school program and profession are primarily concerned with the welfare of
the patient and the provision of quality and ethical professionals. Consistent with that, they are
looking for individuals who can identify problems and propose reasonable solutions.
Often the problems of interest to them are conflict oriented, e.g. communication or ethical
dilemmas, values clarification, differing expectations, making decisions in a crisis, or
coordinating personnel and resources during emergency situations. Assuming responsibility
for outcomes, both positive and negative, is one indicator they use as a sign of maturity.
6.
Adaptability: Adaptability and the ability to deal with ambiguity are also mature behaviors
which are advantageous for student success in the program and later in the profession. The
school program and the profession are always changing. Changes constantly occur to meet
newly developing or identified needs; changing student, faculty, or community expectations;
and to maintain an innovative, responsive leadership position in the profession.
7.
Values and Acceptance of Other’s Values: The schools attempt to determine if your values
are consistent with the values of the school program and the profession. They are also
interested in assessing applicants’ ability to appropriately suspend their context and value
system in a conflict situation to obtain an outcome of benefit to the patient, e.g. suspending
your cultural values to be able to interrelate with the differing cultural values of a patient
This handout is provided by the Academic Advising and Career Center at California State University, Sacramento and is intended for personal non-commercial use. 2013
Academic Advising and Career Center • California State University, Sacramento • (916) 278-6231 • www.csus.edu/careercenter • 2012
Professional School Preparation
Page Two
How Are You Being Evaluated in an Interview continued
8.
Sensitivity/Perceptiveness: Didactic knowledge and technical skills are important in any
health profession. Of equal importance is sensitivity and perceptiveness to the patient’s needs
and environment as well as one’s own needs and environment. In the interview process the
interviewer assesses each applicant’s ability in this domain.
9.
Communication Skills: The interviewer is very interested in the applicants’ ability to express
themselves in a clear and concise manner. They assess your verbal and non-verbal
communication both in group interaction and with one-on-one interaction.
Additional Interview Considerations:
1.
The interview committee is very interested in students stating what they think and feel rather
than trying to guess and say what they believe the committee thinks and feels. They expect
applicants to be true to themselves in speech, thought, and action as this demonstrates
personal integrity. From this position of self-integrity there will be a much better chance that
the committee, and applicants, can more fairly and accurately determine if applicants “fit” the
program and the program “fits” the applicant.
2.
Be certain of the date, time and place of the interview. Confirm in writing with the school,
especially where out-of-state travel is concerned. Ask the school for a recommendation of
hotels and transportation. A few hotels may have a student rate. You may want to arrive a day
early so you can check out the community and the school. You might ask if you will be able to
meet with a student or alumni during your visit.
When you are granted an interview:
• Research the school/graduate program
• Re-read your application and know it completely.
• Arrive early for the interview, at least 15 to 20 minutes.
• Assess whether a portfolio is appropriate for your interview.
• First impressions are very important - professional attire is required for the interview.
• Greet the interviewer with confidence, in a friendly manner, with a firm handshake,
and a smile.
• Maintain eye contact when speaking or being spoken to, but do not stare.
• Listen to the question, what is the subject of the question, what are they evaluating.
• It is appropriate to take a moment to think about your answer.
• Keep the interviewer’s attention by using examples to illustrate your points, vary the tone of
your voice and/or tempo, and try to always be articulate.
• Listen carefully to the question or comments being made. Ask for clarification if necessary.
• Avoid negative comments about individuals, programs, and/or experiences.
• If you feel pressured or “pushed into a corner” during questioning, don’t panic. Relax, be
honest, problem-solve, think about how you would solve the problem as a professional. Be
prepared to respond to questions about your weaknesses or liabilities; discuss what you
learned from an experience; take responsibility for your actions; be honest and discuss how
you will be a better professional or student as a result.
• Be yourself and do not attempt to second guess what you think the interviewer
would like to hear.
Professional School Preparation
Page Three
When you are granted an interview continued
• Be prepared for a sophisticated, professional interview technique. If your interviewer is not,
you have the advantage; if s/he is an experienced interviewer, you are prepared.
• Distinguish between questions that call for fact vs your opinion.
• Be confident. Believe in yourself.
• The interviewer will probably ask you if you have any questions. Intelligent questions about
the school are in order but do not make up questions just for the sake of asking.
• Review past interviews to strengthen interview techniques for future interviews
• Write thank-you letters to the interviewer(s) following the interview; re-emphasize why you
are interested in the school/program. Also, if you feel a point needs to be clarified on an
answer to a question, do so but be concise.
Sample Questions:
• What interests you in our particular program?
• Why do you want a career in ________?
• What are three words that best describe you?
• Where do you see __________ in five years?
• If someone gave you specific orders for treating a patient and you did not agree with
him/her or felt strongly against the treatment, what would you as a ____________do?
• If you saw someone cheating on a test, what would you do? Would you report this person?
• If a patient is uncooperative and refuses treatment, what would you do?
• Tell me about a time when you were confronted with an ethical dilemma. What did you do?
• What is the most fun you have had in the last month?
• You are working with a patient and realize they are malingering. What would you do?
• You are working with a patient and they discuss having suicidal thoughts. What would you
do? (In situational questions the interviewer is looking for a reasoned answer that reflects
how you think, the levels and types of issues you perceive, and how you deal with them.)
• What do you think the strengths of your application are? The weaknesses?
• What do you think are the strengths of your character? The Weaknesses?
• Do you think your grades are a good indication of your academic ability?
• What are your plans if you do not get accepted?
• Why should I select you over other equally qualified candidates?
• What steps have you taken to acquaint yourself with what a ________does?
• Are you prepared for the course load that you will be required to handle in school?
• Why do you believe this?
• What do you think are the most pressing issues in this field today?
• What single event (if any) stimulated you to want to become a ____________?
• Have you done any volunteer jobs in hospitals, clinics, health centers etc. and how were
they of value to you?
• How will attending school impact on your family/personal life?
• Do you think you have seen and been exposed to a cross section of American society
enough to understand its problems?
• What points do you want me to stress to the Committee on Admissions when I give them
my dissertation about this interview?
• What kind of music or books do you like to hear or read most?
• What are your biggest concerns about being a ____? About being a student in our program?
• What non-verbal cues would you try to assess in a patient?
• What experiences have you had dealing with sick people?
• What experience have you had dealing with people vastly different from yourself?
Professional School Preparation
Page Four
Answering Strategies
1. Use Experience Episodes to Illustrate Your Answers
Use specific examples from your experiences to illustrate your answers and/or prove
strengths, skills, or points you would like to make. Use the STAR Technique to organize
your answer:
First describe Situation, which includes the setting and your role. Then, discuss the Task or
project, you did or in which you participated.
Describe the Action you took, your part in the project, or how you assisted with the task or
project.
Describe the outcome or Results of your action or involvement in the task. Examples of
where you assisted on a project or task, or if you were part of a team, are also excellent
experience episode to use in answers.
Finally, if you would like, tell how the experience episode relates to your role as a student
or professional.
2. Placing yourself in the Role
When appropriate, Utilize “As a physical therapist, I would”, or “As a physical therapist it is
important to...” This helps the interviewer see you in the position and hear that you have a
realistic understanding of the position/field.
3. Weave Research into your Answer
This shows the interviewer that you have researched the profession and/or professional
school. Demonstrate your knowledge and understanding of the trends, responsibilities and
key relationships related to the graduate program or profession.
4. Mention a word or phrase from the question in your answer
This reminds yourself and the interviewer to what question you are responding.
5. Describe the key working relationships
As a professional and/or graduate student, you will be interacting with other people and/or
departments within the school/profession. You may also interact with individuals,
departments and “clients” outside the organization. Describe these key relationships
when appropriate throughout the interview.
6. Demonstrate vocational maturity and insights into the profession
Assume responsibility for outcomes, both positive and negative; ability to deal with
ambiguity, being adaptable; talking about what you’ve learned from an experience;
integrity; realistic appraisal of the profession; expressing an understanding of the key
working relationships in the profession.
7. Periodically relate your experiences to the requirements of the position
This prevents us from answering the questions in isolation. We connect our
understanding of the position with experiences we have had in the past.
Professional School Preparation
Page Five
Answering Strategies continued
8. Comment on the Subject of the Question
This lets the interviewer know we have an understanding of how the subject of the
question, for example, organizational skills, relates to your role as a professional or
student. Relate the subject of the question to one of these areas in the introduction,
before your answer or in the summary, following your answer.
9. Frame Your Answer with a Current Event or Issue Related to the Profession.
This strategy demonstrates your knowledge of the profession and how active your are
staying abreast of current issues or events impacting the profession.
10. Addressing the Interviewer’s Interests
Pay close attention to where each member of the interview panel works.
11. Non-Verbal and Other Cues
Dress, voice inflection, breathing, body language, mannerisms, posture,
Handling a Liability
A liability is any personal factor or experience that hinders the chances being accepted into
a graduate program or professional school. That same factor that may be a strength by one
person may be viewed differently by another. A liability should never be handled in an
apologetic manner during any aspect of the application process. First, recognize the liability
as a legitimate issue or concern on the part of the interviewer. Then identify the strength
that is perceived by the interviewer as missing. Finally, prove that you have that strength
using experience episodes.
Summarizing Answers and Concluding the Interview
Summarize your answers to questions by reviewing the main points of your answer. You
can also relate the subject of the question to the profession in your summary, both after a
question and at the end of the interview. You can also do small summaries within your
answer. During the conclusion of the interview in response to “do you have anything else to
add?” you can summarize your main points, including describing your enthusiasm and/or
interest in the profession and why you are interested in the school to which you are
applying.
Professional Associations
Professional organizations are a valuable resource. In addition to having information that
can be helpful as you prepare for your professional school interviews, professional
organizations will be extremely valuable during your job search and throughout your
professional careers. There is usually a national office and state and local chapters.
Associations provide a variety of services and information, which may include but not be
limited to, research articles, bibliographies, current trends in the profession, licensing
requirements, conferences and trade shows, job search assistance, literature on career
opportunities in the field/profession, a membership directory, student memberships, the
Sacramento and/or Northern California chapter and contact people, newsletters, grants and
scholarships, professional journals, listings of job openings and schools that offer training in
the field