UKCAT
2014
Question Tutorial
www.ukcat.ac.uk
In this session...

General test strategies

Strategies for approaching questions from each UKCAT
subtest

Worked through example questions with answer rationales

General tips and advice
General Test Strategies

Good multiple-choice questions include answer options
that are wrong but almost right. Work hard to find them
and eliminate them. Questions like these are not
tricks. Accept that one (and only one) of the answers to
each question is correct. All the questions have been
thoroughly checked.

Many candidates do not complete all sections in the
test. Use the Practice Tests to ensure you know how to
pace yourself. Try to answer all the questions but don't
worry if you don't get to the end of each section.
General Test Strategies

There is a point for each right answer, but no points are
deducted for wrong answers – we do not use negative
marking. Try not to leave blanks. If you really can't work
out the answer, it is better to eliminate the answers that
you know to be wrong and then make your best guess
from those that are left.

If you are struggling with a question we would advise you
to make your best guess and move on. You can flag it for
review if you want to come back to it later.

Finally, stay calm in the test. Prepare, pace yourself and
move on if you're struggling. It is inevitable you will find
some questions and sections easier than others.
What is in the Test?

Verbal reasoning - assesses ability to critically evaluate
information that is presented in a written form.

Quantitative reasoning - assesses ability to critically evaluate
information presented in a numerical form.

Abstract reasoning - assesses the use of convergent and
divergent thinking to infer relationships from information.

Decision analysis - assesses the ability to make sound
decisions and judgements using complex information.

Situational judgement - measures capacity to understand
real world situations and to identify critical factors and
appropriate behaviour in dealing with them.
Test Format
Section
Items
UKCAT Standard Test
(includes 1 minute
per subtest
for instruction)
UKCAT Extended Test
(includes 2 minutes
per subtest
for instruction)
Verbal Reasoning
44
22 minutes
28 minutes
Quantitative Reasoning
36
25 minutes
31.5 minutes
Abstract Reasoning
55
14 minutes
17.5 minutes
Decision Analysis
28
32 minutes
39 minutes
Situational Judgement
67
27 minutes
34 minutes
120 minutes
150 minutes
Total time
Verbal Reasoning

The test assesses your ability to read and think carefully
about information presented in passages and to determine
whether specific conclusions can be drawn from
information presented. You are not expected to use prior
knowledge to answer the questions.

21 minutes to answer 44 items , associated with 11
passages.

Some items assess critical reasoning skills, requiring
candidates to make inferences and draw conclusions from
information.

For other items you decide whether the statement
provided follows logically from the information in the
passage.
Verbal Reasoning Strategies

You are unlikely to be familiar with the content of the text
shown to you. Do not draw on existing knowledge as this
will not be relevant.

Think about how you will plan your time in this section.
You need to allocate time to read each passage
thoroughly.

This section requires real concentration – it is at the
beginning of the test and you should be ready for this.
Focus from the start.
Verbal Reasoning Q1
Some rural areas such as Cumbria's Eden Valley provide a model of
volunteerism, and how a community's aspirations can be identified,
expressed and achieved. People know their neighbours and almost
treat them like part of an extended family, unlike townsfolk who often
wouldn't even recognise – let alone speak to – the person living next
door.
Recently, about 150 unpaid volunteers from community groups
explained their proposed changes directly to civil servants from
government departments, who were holding what they described as a
Big Society meeting to help to break down the barriers in the way of
progress. So far, plans for the area have been developed to speed up
the installation of rural broadband, to install a hydro-electric generator
on the Eden River, to develop community-based public transport
provision in the valley and, increasingly, to let the community decide for
itself how council budgets should be spent. The Big Society programme
aims to change how civil servants operate. Instead of just providing
advice to ministers, Whitehall officials now also have to help
communities of all kinds cut through bureaucratic rules to empower
community groups.
Early successes already include raising £300,000 for the purchase and
refurbishment of the Butchers Arms in Corby Ravensworth which is now
run by local people; and an early start to work on Lyvennet community's
local affordable housing scheme, where the foundation stone has just
been laid.
Source: adapted from http://www.communities.gov.uk
The Big Society programme
aims to give volunteers the
chance to:
 A: just receive detailed
factual information about
proposals and costs.
 B: get directly involved in
taking decisions and running
projects.
 C: state any objections they
have to proposals affecting
their area.
 D: suggest alternative policy
ideas to their local council.
Verbal Reasoning Q1 - Answer
Option B is the correct answer
The first two sentences of the
passage show that this is more
than people giving opinions but
involves actually getting their
ideas put into effect.
The Big Society programme
aims to give volunteers the
chance to:
 A: just receive detailed
factual information about
proposals and costs.
 B: get directly involved in
taking decisions and running
projects.
 C: state any objections they
have to proposals affecting
their area.
 D: suggest alternative policy
ideas to their local council.
Verbal Reasoning Q2
Exchange Rates
A basket of chosen groceries may cost £50 in the UK, but to pay for
those same groceries in a supermarket in the USA you would need to
have exchanged your pounds for US dollars.
People exchange some of their own currency for that of another country
in order to buy goods from that country or to save their money in that
country - for example, Australia. People choose to save their money in
other countries to get a better return than they would in the UK. Such
savings would involve lending to a bank by the UK individual and
borrowing by the bank.
However, the prices at which currencies are bought and sold fluctuate
more than the groceries. A way to avoid all the uncertainty of buying or
selling goods from or to other countries in different currencies is for
countries all to use the same currency, as in the eurozone. Hence the
euro was introduced in 1999 and, by 2013, was used by 17 countries
which previously had 17 different currencies all with their own exchange
rates.
If someone in France buys goods from a firm in Spain or goes on
holiday to Italy, there are no currency issues because they are all using
the euro. By contrast, if exchange rates fluctuate, my UK pounds may
buy fewer euros (pound devalues), so a holiday in Portugal becomes
more expensive or, if my pounds buy more euros (pound revalues),
much cheaper. Problems arise for the eurozone (as for an individual
country) if demand and supply for the euro fail to balance – excess
demand causes exchange rate rises, excess supply means the
exchange rate falls.
If the interest rate on a
savings account in Australia
gives a rate of return three
times higher than the best
rate in the UK, a saver would
always get at least twice as
good a return after tax and
currency fluctuations have
been taken into account.
 A: True
 B: False
 C: Can’t tell
Verbal Reasoning Q2 - Answer
Option C is the correct answer
We have no idea whether
interest rates in the UK or
Australia will remain unchanged
or how the exchange rates
between the UK £ and Australian
$ have fluctuated or will
fluctuate, nor does the passage
tell us anything about the tax
rates in the two countries so we
cannot tell whether the statement
is true or false.
If the interest rate on a
savings account in Australia
gives a rate of return three
times higher than the best
rate in the UK, a saver would
always get at least twice as
good a return after tax and
currency fluctuations have
been taken into account.
 A: True
 B: False
 C: Can’t tell
Quantitative Reasoning
The test assesses your ability to use numerical skills to
solve problems.
 24 minutes to answer 36 items associated with tables,
charts, and/or graphs.
 It assumes familiarity with numbers to the
standard of a good pass at GCSE but focuses
on problem solving.
 A basic calculator is available for use in
this section.

Quantitative Reasoning strategies







Timing is very important in this section – pace yourself during the test.
Check how you are doing halfway through and adjust your speed
accordingly.
Read the questions carefully – individual words and units may be
crucial in answering the question correctly.
In the first place try to understand the scenario presented – this will
help you focus quickly on the questions.
Use the laminated booklet and pen provided to assist with your
calculations.
As part of your preparation, review where there might be gaps in your
maths. You may need to work out percentages, averages, ratios and
fractions – remind yourself how to do some of these calculations if
they are causing you problems.
If you are finding a question difficult, eliminate the more obvious
incorrect answers.
Practice your mental arithmetic to speed up your answering.
Calculator






A simple on-screen calculator is available for use in this
subtest. It is not a scientific calculator.
To access it you click on the icon in the top left hand side of
your screen.
The calculator has been included within the timed practice
tests. We strongly advise you to use the calculator when
taking the practice tests in order to familiarise yourself with
the functionality.
If you close the calculator, all current calculations are lost.
The calculator will also close when you move to a new
question. You recall the calculator by clicking on the icon.
You can use the mouse or the number pad on your keyboard
to operate the calculator. Make sure the ‘Num Lock’ on your
keyboard is on for the number pad to work.
Quantitative
Reasoning Q1
Buying Leaflets
The table gives information about the cost of buying one
leaflet from a printing company.
Karin buys 150 single sided
black and white and one and a
half times as many single
sided colour leaflets. The total
cost, including VAT is:
VAT is charged at 20% of the total order
 A: £222
Number Ordered
Single
sided
black/white
Double
sided
black/white
Single
sided
colour
Double
sided
colour
1-9
10-49
50-199
200-599
600+
70p
60p
40p
30p
20p
 B: £234
£1.30
£1.00
70p
55p
40p
 C: £288
£1.60
£1.10
80p
60p
50p
 D: £330
£2.90
£2.00
£1.40
£1.00
90p
 E: £342
Quantitative Reasoning Q1 - Answer
Option B is the correct answer
Calculation required:
Karin buys 150 single sided
black and white and one and
a half times as many single
sided colour leaflets. The
total cost, including VAT is:
 A: £222
(150 x £0.40 + 225 x £0.60) x
1.20
 B: £234
 C: £288
 D: £330
 E: £342
Quantitative
Reasoning Q2
The chart below shows the results of a trial
assessing the accuracy of two methods
(referred to as ‘A’ and ‘B’) of diagnosing a
medical condition.
Does the
patient have
the condition?
Yes
Method A = 9%
Method B = 4%
Method A = 86%
Method B = 72%
No
Method A = 91%
Method B = 96%
Method A = 14%
Method B = 28%
27 people were wrongly
identified as 'negative' by
Method A when in fact they
did have the condition. How
many people took part in the
trial of Method A in total?
 A: 9
 B: 300
 C: 600
Negative
Positive
 D: 675
Result of diagnosis
 E: 750
Quantitative Reasoning Q2 - Answer
Option B is the correct answer
Skill set: table reading,
multiplication/division,
percentages.
Calculation:
If 9% = 27, then 1% = 3
27 people were wrongly
identified as 'negative' by
Method A when in fact they did
have the condition. How many
people took part in the trial of
Method A in total?
 A: 9
 B: 300
(27/9 = 3)
 C: 600
3 x 100 = 300
 D: 675
 E: 750
Abstract Reasoning

The test assesses your ability to identify patterns amongst
abstract shapes where irrelevant and distracting material
may lead to incorrect conclusions.

The test therefore measures your ability to change track,
critically evaluate and generate hypotheses and requires
you to query judgements as you go along.

There are 4 different item types in this test and you may
see one or two of them.

13 minutes to answer 55 items associated with sets of
shapes.
Abstract Reasoning strategies

Timing is again important in this section but remember to
leave time to review the shapes at the beginning of each
set of questions. Once you have identified what links each
set you are half way there.

Consider issues around size and shape of objects;
number of objects; sides of objects; shading and colour;
symmetry, number of angles, position and direction... this
sounds complicated but as you look at these shapes you
will start to grasp what you need to focus on.

What links shapes in set A and those in set B will often be
linked in some way – remembering this may help you
ignore distracting information.
Abstract Reasoning Q1
 A: Set A
 B: Set B
 C: Neither
Abstract Reasoning Q1 - Answer
Set A: All of the shapes in Set A
have figures with curved edges. As
the colour and number of figures in
each shape varies, this is not part
of the solution and so should be
ignored.
Set B: All of the shapes in Set B
have straight edges. As with Set A,
the number of figures and their
colour varies, and so should be
ignored.
Option A is the correct answer (the
shape has curved edges)
 A: Set A
 B: Set B
 C: Neither
Abstract Reasoning Q2
 A: Set A
 B: Set B
 C: Neither
Abstract Reasoning Q2 - Answer
Set A: Each shape in Set A has two
similar figures in diagonally opposite
corners, though the figures may be
different sizes, colours or in different
orientations. As this is the only common
feature of all the shapes in Set A, all
other features should be ignored.
Set B: Each shape in Set B has two
similar figures that are either horizontally
or vertically opposite each other. As with
Set A, these figures do not have to be
identical but they do have to be the
same shape.
Option B is the correct answer (two
similar figures are vertically opposite
each other)
 A: Set A
 B: Set B
 C: Neither
Decision Analysis
The test assesses the ability to make decisions in situations
of uncertainty, where information may be incomplete,
complex and ambiguous.
 Using a deciphering scenario, the test requires a move from
logical reasoning to decisions requiring increasing degrees
of judgement.
 The associated confidence rating measures your
awareness of your own decision making.
 31 minutes to answer 28 items associated with one
scenario, each with a related confidence rating.

Decision Analysis strategies

You need to concentrate fully during this section.

Use your laminated notebook during this section –
especially as the codes get more complex later in the
section.

It may help you to translate the code literally and then
decide which answer gives the best fit. This should at
least help you narrow down your options even if you are
still unsure.

Remember to answer each question in full when it is
presented or you will not be able to proceed.
Decision Analysis instructions
Ancient Tomb Codes
An ancient tomb contains strange hieroglyphics which a team is
working to decipher. You can join the team once you have
demonstrated that you understand the codes. The codes that the
team have managed to decode so far are presented in the table
below. You can demonstrate your understanding by examining
particular codes or sentences and then choosing one from five
possible interpretations.
Sometimes the information you have will be incomplete or unusual
but there is always some sense to the message. You will therefore
need to make your best judgement based on the codes rather than
what you might expect or what you think is reasonable.
There is always a “best” answer, which makes the most sense based
on all the information presented but bear in mind that this test is
about making judgements rather than simply applying rules and logic.
Decision Analysis – Confidence
Ratings
Following each Decision Analysis item you will be asked to
rate how confident you are that the answer you gave was right
on a 5-point scale (low confidence to high confidence). A
response of 1 would mean that you are not very confident that
you answered the corresponding item correctly and a
response of 5 would indicate that you are very confident that
you answered the corresponding item correctly.
Use your best and honest judgement to indicate your
confidence level. The confidence rating is about how your
self-reported confidence correlates to the Decision Analysis
response. Reporting high confidence on all items does not
necessarily translate to good self-monitoring ability.
Decision Analysis Q1
What is the best interpretation of
the following coded message:
11, 12, 7
 A: Today it is bright and sunny.
 B: The light from the sun is
brighter than usual.
 C: Today the sun came up.
 D: Today the sun’s rays have a
strange hue.
 E: The sun is floating in the sky.
How confident are you that the answer you
gave was right?
Decision Analysis Q1 - Answer
Option A is the correct answer
A) Today it is bright and sunny
(best fit)
B) The light from the sun is brighter
than usual (introduces “brighter
than usual”)
C) Today the sun came up (“light”
does not lead to “coming up”)
D) Today the sun’s rays have a
strange hue (introduces “strange
hue”)
E) The sun is floating in the sky (no
use of “today”; introduces concept
of “floating”)
What is the best interpretation
of the following coded message:
11, 12, 7
 A: Today it is bright and sunny.
 B: The light from the sun is
brighter than usual.
 C: Today the sun came up.
 D: Today the sun’s rays have a
strange hue.
 E: The sun is floating in the
sky.
How confident are you that the answer you
gave was right?
Decision Analysis Q2
Which of the following would be the
most useful and the second most useful
additions to the codes in order to
convey the following message
accurately?
My bag is full of heavy and unusual toys
(You may select up to 2 responses)
 A: My
 B: Full
 C: Heavy
 D: Unusual
 E: Toys
How confident are you that the answer you
gave was right?
Decision Analysis Q2 - Answer
Options D and E are the correct
answers
A) My (can be achieved with
“personal” = 1)
B) Full (can be achieved with
“opposite” of “empty” = C106)
Which of the following would be the
most useful and the second most
useful additions to the codes in order
to convey the following message
accurately?
My bag is full of heavy and unusual
toys
(You may select up to 2 responses)
 A: My
 B: Full
C) Heavy (can be achieved with
“opposite” of “light” = C12)
D) Unusual (best fit)
E) Toys (best fit)
 C: Heavy
 D: Unusual
 E: Toys
How confident are you that the answer you
gave was right?
Situational Judgement
The test measures your capacity to understand real world
situations and to identify critical factors and appropriate
behaviour in dealing with them.
 It assesses the key traits of integrity, perspective taking and
team involvement.
 SJTs are used widely in medical selection, including
selection of Foundation Doctors, GPs and other medical
specialties.
 26 minutes to answer 71 items associated with 17
scenarios (consisting of between 3 and 6 response
options).

Situational Judgement strategies

This is the last subtest but you still need to able to
concentrate fully during this section.

Read each scenario and response thoroughly before
answering.

Remember, there are two sets of questions in this subtest;
read the instructions carefully to make sure you
understand what you have to do.

Within a scenario, each rating can be used more than
once or not at all. For example, all response options can
be given the same rating of very appropriate.

Responses should relate to what an individual should do,
rather than what they may be likely to do.
Situational Judgement strategies

Response options should be treated independently. You
should make a judgement as to the appropriateness or
importance of a response option independent from the
other options presented within the scenario.

Response options provided are not intended to represent
all possible options. The response you think would be the
most appropriate/most important may not be present.

Some options may be appropriate/important in the short
term (i.e. immediately addressing a wrong doing) and
some are appropriate/important in the long term
(discussing the implications of the wrong doing after the
event). Consider response options irrelevant of the
timeframe. A response option may still be an appropriate
thing to do even if it is not something that can be done
immediately.
Situational Judgement Q1
A dentist is undertaking a routine
check up on a 10 year old boy.
During the check up the boy starts
crying violently and screams that he
wants to go home.
How appropriate are each of the
following responses by the dentist in
this situation?
Ask the boy's mother to try and
calm him down before proceeding
with the check up
 A: A very appropriate thing to do
 B: Appropriate, but not ideal
 C: Inappropriate, but not awful
 D: A very inappropriate thing to
do
Situational Judgement Q1 - Answer
Option B (appropriate, but not
ideal) is the correct answer
The parent(s) should almost
certainly be involved with trying
to calm the boy. Whether the
check-up proceeds thereafter
depends heavily on the
outcome. Often appointments
where children become
particularly upset or
inconsolable need to be
rescheduled.
Ask the boy's mother to try
and calm him down before
proceeding with the check up
 A: A very appropriate thing
to do
 B: Appropriate, but not
ideal
 C: Inappropriate, but not
awful
 D: A very inappropriate
thing to do
Situational Judgement Q2
A busy clinician witnesses a
receptionist in a patient waiting area
trying to deal with an angry patient.
The patient is shouting at the
receptionist because he has been
waiting for over an hour. The
receptionist looks shocked by the
patient's behaviour and asks him to
sit down. The patient slams his hand
on the reception desk and continues
shouting.
How important is it for the clinician
to take the following factors into
account when deciding how to
respond to the situation?
The impact of the patient's
behaviour on others in the waiting
area
 A: Very important
 B: Important
 C: Of minor importance
 D: Not important at all
Situational Judgement Q2 - Answer
Option A (very important) is the
correct answer
An angry patient may cause
other patients to feel
uncomfortable and threatened
and as such, it is very
important to consider this factor
The impact of the patient's
behaviour on others in the
waiting area
 A: Very important
 B: Important
 C: Of minor importance
 D: Not important at all
General Test Advice

We know that candidates who take our test early do
better!

If you book early and you will have your choice of test
slots. If you feel unwell or unprepared you can
reschedule. This might not be easy in the final weeks of
testing.

If you are not well, reschedule your test to a later date –
even if you lose your test fee. In presenting yourself for
testing, you are declaring yourself fit. We will not consider
health issues as extenuating circumstances.
General Test Advice

Make sure you are given a laminated booklet and pen
before the test starts. Check your pen is working before
you start to avoid the need to seek assistance during
testing.

There will be other people taking tests in the same room
as you and there may be some limited disturbance as
other test takers arrive and leave the room. The test
centre will endeavour for such disturbance to be kept to a
minimum. Ask for earplugs and/or headphones if you
think you may find this disturbing.
Candidate Preparation Toolkit

Freely available from the UKCAT website

Includes 2 fully timed Practice Tests and additional
questions from each subtest

UKCAT Official Guide containing over 100 practice items

Free UKCAT Practice App for iPhone / Android

Video of high-scoring past candidates sharing best
practice

There are many companies offering UKCAT preparation
material; be careful as they may not necessarily be of a
high standard and may not be up to date enough to mirror
the actual test.
Preparation for the UKCAT
Familiarise yourself with the requirements and question
styles in each subtest. It is important to understand the
time limitations in each section and to develop strategies
to approach each subtest with this in mind.
 Make full use of the free preparation material on the
website, including the fully timed practice tests.
 Go to www.thestudentroom.co.uk where there is advice
available from current/past candidates. This includes links
to free practice resources which can be found on the
internet.
 Spend around 21-30 hours in preparation for the
UKCAT. This is the amount of preparation done by the
highest scoring respondents to our recent survey.

Further information

Your main source of information should be the UKCAT
website www.ukcat.ac.uk

www.thestudentroom.co.uk has lots of information
dedicated to entry into medicine or dentistry.

See also:
 General Medical Council gmc-uk.org
 British Medical Association bma.org.uk
 NHS Medical Careers medicalcareers.nhs.uk
 Get into Medicine getintomedicine.co.uk
For the latest UKCAT news
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