UKCAT Official Guide2

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UKCAT Official Guide 2012 1

UK Clinical Aptitude Testfor Medicine and Dentistry

www.ukcat.ac.uk

2012UKCATOfficial Guide


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2 UKCAT Official Guide 2012

Address details????????

UKCAT 2012

This is the official guide to the UKCAT 2012 and contains definitive information

regarding the test and its content. We have produced this guide in response

to candidate feedback that they would like a definitive guide to the test that

is portable and printable. We believe that this guide, in conjunction with

additional information on our website www.ukcat.ac.ukand our free practice

tests is all you need to prepare successfully for the test.

Please remember that we do not endorse any commercially-available preparation

courses for the UKCAT and we would advise you to be sceptical about anyones claims

to be able to help you do well in the test by coaching. Of course you do need to

practice in order to become familiar with test items and most importantly the timing in

each sub-section. We give more advice in this document regarding test preparation.

Our guide contains key information about the test, what it contains and how our

Universities use the test. In addition, it contains information about what to expect

in your test centre. You will find descriptions of each sub-test together with sample

questions and answers.

We hope you find this information useful. If you have any feedback and suggestions

for additional content please contact us.

Foreward


2012 UKCAT Consortium. All rights reserved

www.ukcat.ac.uk


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Foreword 2

What is UKCAT 4

Key DATES 2012 5

Who takes the Test 5

Who should take the test? 5

Which Universities require the test? 6

Where can I take the test? 7

Exemptions from the test 7

Booking your Test 8

Registration 8

Booking 9

Paying for your test 9

Bursaries 9

Rescheduling and Cancelling 10

Refund policy 10

Candidates with Disabilities 11

UKCATSEN 11

Special examination arrangements 12

What is in the Test? 13

Overview 13

Marking 14

Verbal Reasoning 15

(including sample questions)

Quantitative Reasoning 19


Abstract Reasoning 22


Decision Analysis 25


Section 5 28

Situational Judgement 28

Rationale and Answers to 31

sample questions

Preparing for the Test 35

Practice Tests 36

Hints and tips 36

Taking the Test 38

Arriving at the test centre 38

Documentation 38

Personal belongings 38

Environment 39

Calculators 39

Noteboards and pens 39

Breaks 39

After the Test 41

Results delivery to you 41

Results delivery to Universities 41

Facts and Figures 43

Complaints and 44

Extenuating Circumstances

Feedback 46

Contents

UKCAT


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All test questions are written by assessment

experts and must pass detailed trials to ensure

their validity and reliability. All questions, test

duration, sequencing and style are reviewed

on an ongoing basis to ensure that the test

is culturally fair and bias is minimised. There

is a programme of new item development,

including the testing of new questions, as

non-scoring components of the test.

Key dates 2012

Who should take the test?Candidates intending to apply in 2012

for entry to a relevant course in a UKCAT

University in 2013 (or for deferred entry in

2014) are required to sit the UKCAT by the

5th October 2012 deadline.

The requirement to take the test applies to

all UK, EU and the majority of international

applicants. There are test centres in locations

around the world, including all EU countries.

If there is no test centre in your country, or no

safe transport route to a test centre, please

consult the rules for exempted candidates. If

you have any doubt about whether you are

required to take the UKCAT, please contact

UKCAT.

You may only take the test once in any

test cycle. UKCAT results are only valid for

applications to universities in the year in which

the test is taken. If your application to medical

school is not successful and you re-apply the

following year, you will be required to re-sit

the UKCAT.

If you fail to take the test in time and apply to

a programme for which the test is required,

your application will be rejected unless you

have been exempted from the test.

Registration opens 1 May

Bursary applications open 1 May

Testing begins 3 July

Registration deadline 21 September

Bursary applications close 21 September

Exemption applications close 21 September

Last testing date 5 October

UCAS application deadline 15 October

2012 Test

What is UKCAT?


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Which Universities require the test?

Candidates intending to apply in 2012 for entry to one of the universities andcourses listed below in 2013 or for deferred entry in 2014 are required to take the

UKCAT by the 5th October 2012 deadline.

University of Aberdeen A100, A201

Brighton and Sussex Medical School A100

Queen Mary, University of London A100, A101, A200, A201

Cardiff University A100, A104, A200, A204

University of Dundee A100, A104, A200, A204

University of Durham A100

University of East Anglia A100, A104

University of Edinburgh A100

University of Exeter A100

University of Glasgow A100, A200

Hull York Medical School A100

Imperial College London A101

Keele University A100, A104

Kings College London A100, A101, A102, A202, A205, A206

University of Leeds A100

University of Leicester A100, A101

University of Manchester A104, A106, A204, A206

University of Newcastle A100, A101, A206

University of Nottingham A100, A108

University of Plymouth A100, A201

Queens University Belfast A100, A200

University of Sheffield A100, A104, A200

University of Southampton A100, A101, A102

University of St Andrews A100, A990, B900

St Georges University of London A100University of Warwick A100
http://www.abdn.ac.uk/http://www.bsms.ac.uk/http://www.qmul.ac.uk/http://www.cardiff.ac.uk/http://www.dundee.ac.uk/http://www.dur.ac.uk/http://www.uea.ac.uk/http://www.ed.ac.uk/homehttp://www.exeter.ac.uk/http://www.gla.ac.uk/http://www.hyms.ac.uk/http://www3.imperial.ac.uk/http://www.keele.ac.uk/http://www.kcl.ac.uk/index.aspxhttp://www.leeds.ac.uk/http://www2.le.ac.uk/http://www.manchester.ac.uk/http://www.ncl.ac.uk/http://www.nottingham.ac.uk/http://www.plymouth.ac.uk/http://www.qub.ac.uk/http://www.shef.ac.uk/http://www.southampton.ac.uk/http://medicine.st-andrews.ac.uk/http://www.sgul.ac.uk/http://www2.warwick.ac.uk/fac/med/study/ugr/http://www.plymouth.ac.uk/http://www.exeter.ac.uk/http://www2.warwick.ac.uk/fac/med/study/ugr/http://www.sgul.ac.uk/http://medicine.st-andrews.ac.uk/http://www.southampton.ac.uk/http://www.shef.ac.uk/http://www.qub.ac.uk/http://www.nottingham.ac.uk/http://www.ncl.ac.uk/http://www.manchester.ac.uk/http://www2.le.ac.uk/http://www.leeds.ac.uk/http://www.kcl.ac.uk/index.aspxhttp://www.keele.ac.uk/http://www3.imperial.ac.uk/http://www.hyms.ac.uk/http://www.gla.ac.uk/http://www.ed.ac.uk/homehttp://www.uea.ac.uk/http://www.dur.ac.uk/http://www.dundee.ac.uk/http://www.cardiff.ac.uk/http://www.qmul.ac.uk/http://www.bsms.ac.uk/http://www.abdn.ac.uk/


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Where can I take the test?

Candidates from the following countries must take the UKCAT.

Exemptions from the TestIf you live and are educated in a country not listed above, you are required to apply to

UKCAT for an exemption. Further details may be found on our website

www.ukcat.ac.uk. The deadline for exemption is the same as that for registration

21st September 2012.

Australia

Austria

Bahrain

Bangladesh

Barbados

Bermuda

Belgium

Botswana

Brunei

Bulgaria

Cameroon

Canada

China

Cyprus

Czech Republic

Denmark

Egypt

Estonia

Finland

France

Germany

Ghana

Gibraltar

Greece

Hong Kong

Hungary

India

Indonesia

Israel

Italy

Jamaica

Japan

Jordan

Kenya

Kuwait

Latvia

Lebanon

Lithuania

Luxembourg

Malaysia

Malta

Mauritius

Netherlands

New Zealand

Nigeria

Norway

Pakistan

Poland

Portugal

Qatar

Republic ofIreland

Romania

Saudi Arabia

Singapore

Slovakia

SloveniaSouth Africa

South Korea

Spain

Sri Lanka

Sweden

Switzerland

Taiwan

Tanzania

Thailand

Trinidad &Tobago

Turkey

Uganda

United ArabEmirates

UnitedKingdom

United Statesof America

Zambia

Zimbabwe

WHAT IS UKCAT?


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Booking your testThere is no single date for sitting the exam, but candidates wishing to apply in

2012 for entry to the participating universities in 2013 or deferred entry in 2014,

are required to take the UKCAT before the 5 October 2012 deadline.

RegistrationYou are strongly recommended to register and sit the UKCAT at your earliest convenience

to ensure that places are available at your chosen test centre. Each year there are

candidates who book to take the test late and then encounter real problems when they fall

ill or encounter other problems which prevent them from taking that testing slot. This can

be avoided by booking to take your test early.

You register for the test by following the links on our website www.ukcat.ac.uk.

You need to register for the test personally this cannot be done by your school or college.



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BOOKING YOUR TEST

BookingOnce you have your password you will be

able to sign in again to book your test. We

recommend you book a test slot as soon as

possible to maximise the chance of attending a

convenient test centre.

Paying for your TestThe following test fees apply in 2012:

Tests taken in the EU between

3rd July and 31 August 65

Tests taken in the EU between 1st

September and 5th October 80

Tests taken outside the EU 100

There is no difference in content between the

UKCAT sat during the summer or autumnperiod. The increased price reflects demand on

resources at particular times of the year. We

recommend candidates sit the test during the

summer period and pay the lower test fee.

Registration and test fees depend on the test

centre location, not on your place of residence

or nationality.

The registration fee is payable online at the

time of booking by major credit card (Visa,

Mastercard or UK Visa debit card). The fee is

always charged in GBP (pounds sterling). If you

have a non-UK credit card, your credit card

company will bill you according to its own

rules for foreign transactions.

BursariesThe following EU candidates are eligible for a

bursary to cover the full cost of the test fee:

Candidates in receipt of Educational

Maintenance Allowance (EMA)

Candidates in receipt of the Adult Learning

Grant (ALG)

Candidates who live with a family member

currently in receipt of Income Support,income-based Jobseekers Allowance, or

Employment and Support Allowance where

the benefit includes an element to meet the

candidates needs

Candidates who live with a family member

currently in receipt of child tax credits

where the candidate is named on the

award and the household income as stated

on the award is less than 30k

Candidates who are currently students and

in receipt of a full maintenance Grant

Candidates who are personally in receipt of

income support (or Jobseeker's Allowance)

Candidates within the EU who are in

receipt of an equivalent benefit to one of

the above


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Further information regarding applying for a

bursary can be found on our website

www.ukcat.ac.uk

Rescheduling and CancellingCandidates may either reschedule or cancel

their test by going through the Pearson VUE

site and managing their booking.

Refund policyCandidates may cancel or reschedule their test,

without charge, up to one clear day before

their scheduled test date. A clear day does not

include the day of the reschedule or the day

of the test; for example for a test on a Friday,

the last day to make any changes would be

midnight on the preceding Wednesday. Where

a candidate cancels their test within these

deadlines they will receive a credit/debit card

refund.

If the candidate cancels or reschedules later

than this, the appointment will count as a

no-show. In this case a candidate wishing

to reschedule their test would be required to

pay a further fee for the rescheduled test. A

candidate cancelling their test and not meeting

the deadline would not receive a refund.

If you miss your test for any reason and have

not rescheduled in time, you will have to book

another test at your own expense. This applies

in cases of illness, family emergency, accident,

arrest, transport problems and security alert

as well as forgetfulness and lateness. It also

applies to those who arrive at the test centre

with inadequate or invalid identification.

BOOKING YOUR TEST


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CANDIDATES WITH DISABILITIES

Candidateswith DisabilitiesUKCATSENCandidates should book the UKCATSEN if they are entitled to additional time for public

examinations based on a medical diagnosis or report from a specialist teacher. This

is likely to relate to candidates with dyslexia, dyspraxia, dysgraphia, dysorthographia,

attention deficit disorder, or working memory deficit. This may also apply to a range of

other medical conditions.



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UKCATSEN - Special Educational Needs

SectionTime (includingintroduction)

Items

Verbal Reasoning 28 minutes 44 items

QuantitativeReasoning

29 minutes 36 items

AbstractReasoning

20 minutes 65 items

Decision Analysis 40 minutes 26 items

SituationalJudgement Test

33 minutesUp to 60items*

* Number of items currently being reviewed;

to be confirmed before testing begins

MarkingThe UKCAT is marked on the number of

correct responses a candidate gives. There is no

negative marking for incorrect answers. How

you perform on one item does not influence

other items you will be presented with.

Marking of the four cognitive sections (Verbal

Reasoning, Quantitative Reasoning, Abstract

Reasoning and Decision Analysis) is based on

the transformation of raw scores (the number

of items answered correctly). As the number

of items varies between the four cognitive

sections it is not possible to make a direct

comparison of the raw scores. Raw scores are

therefore converted to scale scores that share a

common range from 300 to 900. A total scale

score is generated by summing individual scale

scores of the four cognitive sections. The total

scale score ranges from 1,200 to 3,600.


WHAT IS IN THE TEST?


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Verbal ReasoningThe Verbal Reasoning subtest 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.

Time Items

22 minutes(one minute forinstruction and 21minutes for items)

44 items associated with11 reading passages

Why Verbal Reasoning?Doctors and dentists need excellent verbal

reasoning skills in many aspects of their work.

An ability to understand complex informationand communicate this clearly and simply

to patients is obviously essential. Medical

practitioners must also be able to interpret

findings from published materials and apply

this to their own practice. It is also essential

they are able to critique such materials and

draw their own conclusion as to the validity of

any findings.

Verbal Reasoning ItemsYou will be presented with eleven passages

of text, each associated with four items

(questions).

For some of these test items, your task is to

read each passage of text carefully and then

decide whether the statement provided follows

logically from the information in the passage.

In each case you can choose True, False or

Cant Say.

Other items assess critical reasoning skills,

requiring candidates to make inferences and

draw conclusions from information. Again,

you will need to read the passage of text

carefully. You will then be presented with

items which comprise a stem, which might

be an incomplete statement or a question,

with four response options. The candidate

is required to pick the best or most suitable

response. Candidates will only be able to select

one response.

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 toread 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.

If you are finding a question difficult,

eliminate the more obvious incorrect

answers.

Try and answer all the questions you

are not negatively marked for incorrect

answers.

Move on if youre struggling try and

answer the question as best you can and

then flag it. You may have time to return to

it once you have finished the section.


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Example items

Greener Jet Engines

The recent decision by the European

Parliament to include air traffic in

the EUs Emissions Trading Scheme

(ETS) has increased the pressure on

aircraft manufacturers to produce

greener aircraft. An estimated 3%

of Europes entire greenhouse gas

emissions are currently generated

by airlines, and with it potentially

doubling by 2020 the introduction of

this controversial tariff has increased

the pace of innovation. There are two

areas of potential fuel saving in aircraft

design the engines and the airframe.

The ratio of lightweight materials and

recycled components in wing and body

production is growing, but creating an

engine that reduces fuel consumption,

noise and nitrous oxide pollution is key.

In normal turbofan designs, an intake fan at

the front reduces the speed of air passing

around the engine, mixing it with the

much faster moving hot gases generated

by burning fuel and air to create greater

thrust. This calls for larger engine chambers

which can allow this slowed air to pass

through but the bigger the engine, the

greater the weight, fuel consumption and

noise. An American company, Pratt and

Whitney, have developed such an engine

by introducing a geared turbofan to their

designs. This is based on the principle that

turbines are most effective at high speeds

and fans at much lower revolutions.

The gearbox acts to reduce the rotation

of the inlet fan to around a third of the

turbine inside the engine. This creates a

15% improvement in fuel efficiency and a

smaller, lighter housing.

1. If airlines adopt aircraft with greener

credentials by 2020, they will be

considered for exemption from the

Emissions Trading Scheme by the

European Union.

A. True B. False C. Cant Tell

2. Airline manufacturers are concentrating

solely on the development of lighter,

more fuel-efficient engines to meet the

stringent emissions tariffs set by the

European Union.


3. When comparing normal turbofan

design to geared turbofans, two of the

greatest differences are the size and

weight of the chambers housing the

engine components.


4. According to the EU, by 2020 airlines

will contribute 3% of total greenhouse

gas emissions across Europe.



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Example items

Arctic Foxes

Research into the variation in numbers

of the arctic fox has shown that, in

areas where there is a population of

small rodents, the number of foxes

is associated with the numbers of

rodents. The fox populations respond to

increased food availability by increasing

reproduction. However, in areas where

there are no small rodents eg Svalbard

in Norway, the picture is more complex.

Prior to 1973, the diaries of polar bear

trappers (who took the bear furs, but left the

carcasses) reported flourishing populations

of arctic foxes. After 1973, when the polar

bear became a protected species, both the

trappers and the reports of foxes declined.

Researchers estimated the fox numbers in

Svalbard by several methods including acapture index (the number of live foxes

trapped in baited traps) and an observation

index (based on sightings by scientists and

local people). Estimated numbers of foxes

fluctuated: they were low in 1990/1991,

rose from 1992 to 1995, and then dropped

so sharply in autumn 1995 that they seemed

to have disappeared from the area by 1996.

Fox tracks were not observed again until

autumn 1996.

Two important sources of food for arctic

foxes in Svalbard are Barnacle geese and

reindeer carcasses. Numbers of Barnacle

geese rose until 1994, when predation on

nests by foxes left only 2 surviving goslings.

Numbers of goslings then rose to over 600

in 1996, when no foxes were observed.

There was a sharp rise in reindeer mortality

in the winter of 1993/4, which led to a high

number of carcasses, but lower numbers inthe winter of 1995/6.

Fox numbers may be influenced by the

migration of foxes to other areas and/or by

disease, but no studies were carried out to

investigate this.

1. Which of the following is most likely to

be true?

A. There is no relationshipbetween the numbers of foxes

captured, and those observed

by local people.

B. The numbers of foxes capturedand those observed by

scientists will be the same.

C. Where there are rodents, asnumbers of rodents go up, so

will the number of foxes.

D. Where there are rodents, asnumbers of foxes go up, so will

the number of rodents.

2. Which of the following cannot be

inferred from the passage?

A. Foxes act so as to limit thenumber of Barnacle geese.

B. Low reindeer numbers led tothe 1996 crash in the number

of foxes.

C. Methods for estimating foxnumbers are imprecise.

D. The variations in animalpopulation numbers are cyclic.


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Quantitative ReasoningThe Quantitative Reasoning subtest assesses

your ability to use numerical skills to solve

problems. It assumes familiarity with numbers

to the standard of a good pass at GCSE.

However, items are less to do with numerical

facility and more to do with problem solving

(i.e. knowing what information to use and how

to manipulate it using simple calculations and

ratios). The subtest measures reasoning using

numbers as a vehicle rather than measuring a

facility with numbers.

Time Items

23 minutes (oneminute for instructionand 22 minutes foritems)

36 items associatedwith tables, charts,and/or graphs

Why Quantitative Reasoning?Doctors and dentists are constantly required to

look at data, review it and apply it to their own

practice. On a practical level drug calculations

based on patient weight, age and other

factors have to be correct. At a more advanced

level, medical and dental research requires an

ability to interpret, critique and apply results

presented in the form of complex statistics.

Universities considering applicants need to

know they have the aptitude to cope in these

situations.

Quantitative Reasoning ItemsYou are required to solve problems by

extracting relevant information from tables

and other numerical presentations. Some of

the items may present additional supporting

information in the form of tables, charts and

graphs. For each, you may be presented withfour items that relate to that table, chart or

graph. For each item, there are five answer

options to choose from. Your task is to choose

the best option.

A simple on-screen calculator is available for

use in this section. The calculator is integrated

into the practice tests to allow candidates to

familiarise themselves with using this.


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Quantitative Reasoning Strategies Timing is very important in this section

pace yourself during the test. Check how

you are doing halfway through the section

and adjust your speed accordingly.

Read the questions carefully individual

words and units may be crucial in

answering the question correctly.

Try and understand the scenario before

focussing on the question this will allow

you to identify the data you need quickly

Practice using the on-screen calculator. The

same version is available in our practice

tests. A similar simple version may also be

available on your pc.

Use the noteboards and pen provided toassist with your calculations.

Review where there might be gaps in your

maths as you practice these items. You may

need to work out percentages, averages

in different forms, ratios and fractions it

makes sense to 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.

Try and answer all the questions you


answers.


answer the question as best you can and



Practice your mental arithmetic to speed up

your answering.



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Example items

The table shows the total cost of rentingdifferent types of motorboats for a certain

number of hours. Total cost is calculated

using the deposit and the cost of renting

per hour. Some information is missing in

the table.

1. If the deposit for Type D motorboats is

increased by 5% on Sundays, what will

be the total cost of renting a Type D

motorboat for 6 hours on a Sunday?

A. 695.00 B. 699.75 C. 750.20 D. 754.25 E. 950.00

2. Marthas total cost of renting a Type C

motorboat was 325. For how many

hours did she rent the motorboat?

A. 1 B. 2 C. 3 D. 4 E. 5

3. The total cost of renting a Type Emotorboat is 240 per hour. Type C

and Type E motorboats have the same

deposit. What is the ratio of the cost per

hour of a Type C motorboat to that of a

Type E motorboat?

A. 1:3 B. 15:28 C. 14:23 D. 5:7 E. 23:27

4. Alan rented a Type A motorboat for

3 hours on Monday and a Type C

motorboat for 2 hours on Tuesday.

What was the percentage change

in Alans total cost from Monday to

Tuesday?

A. 15.00% B. 50.00% C. 56.25% D. 72.25% E. 75.00%

Type Hours DepositCost per

HourTotalcost

A 2 _ 25 135

B 4 _ 60 330

C 8 100 75 _

D 10 95 100 1,095

The correct answers and rationales to these items can be found on pages 32


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Abstract ReasoningThe Abstract Reasoning subtest assesses your

ability to identify patterns amongst abstract

shapes where irrelevant and distracting

material may lead to incorrect conclusions. The

non-critical person may remain satisfied with

such solutions. The test therefore measures

your ability to change track, critically evaluate

and generate hypotheses. This requires your

ability to query judgements as you go along.

Time Items


65 items associatedwith thirteen pairsof Set A and Set Bshapes

Why Abstract Reasoning?In considering possible diagnoses as a medical

practitioner you may be presented with a set

of symptoms and/or results. Some information

may be more reliable and/or relevant and/or

clearer than other information. You require

the ability to make judgements about such

information, identifying that which will help

you reach a conclusion. When carrying out

research involving data, this will often require

you to identify patterns in results in order to

generate further hypotheses.

Abstract Reasoning ItemsYou will be presented with two sets of shapes

labelled 'Set A' and 'Set B'. All the shapes

in Set A are similar in some way, as are the

shapes in Set B. Set A and Set B are not related

to each other. For each pair of Set A and Set B,

you will be presented with five 'Test Shapes'.

Your task is to decide whether each test shape

belongs to Set A, Set B, or neither. You will be

presented with a total of thirteen pairs of Set A

and Set B. For each pair, you will be presented

with five items. In total, you will be presented

with 65 test shapes (items).

Abstract Reasoning Strategies Again timing is important in this section

but remember to leave time to review set

A and set B at the beginning of each set of

questions. Once you have identified what

links each set you are half way there.

Consider commonalities 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.

Remember that 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.

If you are struggling with one set of items

flag them and move on you may get the

next set really easily.



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Example items

Set A Set B

1.

Test shape: A. Set A B. Set B C. Neither

2.



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Example items

3.


4.


5.




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Decision AnalysisThe Decision Analysis Test looks at a persons

ability to make decisions in situations of

uncertainty. It requires the test taker to make

informed judgements with information that is

incomplete, complex and ambiguous. Using a

deciphering scenario, the test requires a move

from purely logical reasoning to decisions

requiring increasing degrees of personal

judgement.

Time Items


26 items associatedwith one scenario

Why Decision Analysis?The purpose of this test is to see how well you

can exercise judgements when information

is presented in non-standard and perhaps

confusing formats. Medical Practitioners have

to make sense of medical histories which

will contain information in different formats

and often may be incomplete. Information

in journals may be presented in unfamiliar

formats and you will need to draw your own

conclusions from this.

Decision Analysis ItemsYou will be presented with one scenario, which

may contain text, tables and other information.

You will be presented with 26 items related

to that information. Each item may have four

response options or five response options.

On some items, more than one option may

be correct. In this case, you will be asked to

identify all the correct options.

ExExample itemsDecision Analysis Strategies You are almost at the end of the test but

you still need to concentrate fully during

this section.

Use your whiteboard during this section

especially as the codes get more complex

later in the test

It may help you to translate the code literally

and then decide which answer gives the best

fit. This should at least narrow down your

options even if you are still unsure.




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Example items

New information comes in(see Table A above)

4. What is the best interpretation of the

following coded message: 110, C, K, 5,

10, J, 17

A) The men at the bottom of thehill have stopped using boats

B) The best men had to hold theirbreath and swim

C) He held his breath and swamunder water

D) Tall men can swim withoutbreathing

E) A short man fell in the river anddrowned

5. Which would be the most useful twoadditional codes to convey this message:

I left home and slept in a cave by the

river

A) Home B) Slept C) Cave D) River E) Past

General Rules Basic Codes Additional Codes Emotions

A = positiveB = increaseC = oppositeD = coldE = fastF = generaliseG = combineH = futureJ = stopK = top

1 = personal2 = people3 = air4 = fire5 = water6 = earth7 = sun8 = moon9 = dwelling10 = move11 = today12 = light13 = bag14 = look15 = paper16 = communicate17 = breathe

101 = speed102 = injury103 = danger104 = fun105 = carry106 = empty107 = time108 = forwards109 = similar110 = male

201 = hurt202 = excited203 = worried204 = angry205 = surprise206 = sad207 = kind

Table A



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Section 5UKCAT is piloting an additional assessment

called a Situational Judgement Test (SJT).

The SJT subtest is designed to assess your

judgement regarding healthcare related

scenarios.

The aim of the pilot is to evaluate the

appropriateness for test for future use and

your input into this part of the assessment

is very important. You will be required

to undertake this subtest as part of the

assessment; however your score in this subtest

will NOT contribute to your final score, will

not be communicated to your chosen medical

and dental schools and will not be taken into

consideration by the medical/dental schools.

Time Items


Up to 60 items*

* Number of items currently being reviewed;

to be confirmed before testing begins

Why Situational Judgement?SJTs are a popular selection method for

assessing professional role-related attributes.

Research indicates that they have significant

validity in predicting role performance. SJTs

are used widely in medical selection, including

selection of Foundation Doctors, GPs and

other medical specialties. Role analysis of

numerous specialties in the medical and dental

arena have led to wider acknowledgment that

non-cognitive or professional attributes (such

as team working) are essential requirements

for a clinician.

This SJT is designed to assess the key attributes

that have been identified as important

for medical and dental students; they are

concerned with testing interpersonal oriented

skills and ethical values rather than knowledge

or clinical skills. The SJT scenarios are basedon analysis of the medical/dental role and

therefore the test content reflects the most

important situations relevant to the role.

Situational Judgement Test ItemsIn this assessment you will be presented with a

set of hypothetical scenarios which are based

in either a clinical setting or during educational

training for a medical or dental career. These

may involve a student or clinician at their

centre.

You will be asked to read each scenario

carefully and then to make judgements

about a series of options in response to the

scenario. Your responses are evaluated against

a pre-determined scoring key to provide a

picture of your situational judgement.



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This subtest consists of two parts. Each part

has a slightly different response format.

For Part One, you will be asked to rate the

appropriateness of a series of options in

response to the scenario. For Part Two, you will

be asked to rate the importance of a series of

options in response to the scenario.

Each response option should be treated

independently; you should make a judgement

as to the appropriateness or importance of

a particular response option independent

from the other options presented within the

scenario.

Situational Judgement Strategies This is the last subtest but you still need

to be able to concentrate fully during this

section.

It is important that you read each scenario

and each response thoroughly before

making a judgement about the response.

Each response should be considered

independently from the other responses;

your judgement about one response

should not inform your judgment about a

subsequent response.

Remember there are two parts to this

subtest; read the instructions before each

part of the test carefully to make sure you

understand what you have to do.

Try and respond to all the items you


answers.


respond to the items as best you can and




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Example items

1. A consultation is taking place betweena senior doctor and a patient; a medicalstudent is observing. The senior doctortells the patient that he requires someblood tests to rule out a terminaldisease. The senior doctor is calledaway urgently, leaving the medicalstudent alone with the patient. Thepatient tells the student that he isworried he is going to die and asks thestudent what the blood tests will show.

How appropriate are each of the following

responses by the medical student in this

situation?

A Explain to the patient that he is unable to

comment on what the tests will show as

he is a medical student

A very appropriate thing to do Appropriate, but not ideal

Inappropriate, but not awful A very inappropriate thing to do

B Acknowledge the patients concerns and

ask whether he would like them to be

raised with the senior doctor

A very appropriate thing to do Appropriate, but not ideal Inappropriate, but not awful A very inappropriate thing to do

C Suggest to the patient that he poses thesequestions to the senior doctor when he

returns


D Tell the patient that he should not worry

and that it is unlikely that he will die



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Verbal Reasoning Section

Greener Jet Engines

True/ False/ Cant Tell

1. Answer: Cant Tell.

Rationale: There is no information in the

passage that suggests the EU will consider

exemption for airlines from the Emissions

Trading Scheme.

2. Answer: False.

Rationale: This is supported by the first

paragraph statement: There are two

areas of potential fuel saving in aircraft

design the engines and the airframe. The

ratio of lightweight materials and recycled

components in wing and body productionis growing.

3. Answer: True.

Rationale: This is inferred by the majority

of the information in the third paragraph,

particularly in the final sentence which

states that the geared turbofan creates a

15% improvement in fuel efficiency and a

smaller, lighter housing.

4. Answer: False.

Rationale: This is inferred by the first

paragraph statement An estimated 3% of

Europes entire greenhouse gas emissions

are currently generated by airlines, and

with it potentially doubling by 2020

suggesting it could rise to 6% of emissions.

Arctic Foxes

Multiple Choice

1. Answer: C.

Rationale: This is supported by the

information presented in the whole

passage. Since rodents are a food source

for foxes, it is common sense that when

there are more rodents, there will be more

foxes as their reproduction is dependent on

food availability.

2. Answer: D.

Rationale: The passage does not indicate

that the animal population numbers in

general are cyclic. On the contrary, the

passage refers to the estimated numbers of

foxes as fluctuated.

3. Answer: A.

Rationale: In the third and fourth

paragraph, the passage made a link

between the decline in the number of foxes

in 1996 and the low number of reindeer

carcasses in 1995/6. It can, thus, be inferred

that the low number of reindeer carcasses

in 1995/6, which are an important source of

food for foxes, led to the starvation of foxes

which consequently declined in number.

4. Answer: C.

Rationale: The passage does not state that

Polar bears have declined after 1973. On the

contrary, the Polar bears after 1973 became

protected species, therefore one would

expect that there will be fewer carcasses left

by trappers. Therefore, this option cannot

be one of the reasons for the decline in

observed foxes. As Polar bears became aprotected species then there will be fewer

trappers probably not reporting their

experiences.

Rationale and Answers to Sample Questions


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Rationale

1. Answer Neither

More black shapes than either white or

shaded so cannot be either.

2. Answer A

One black and one white but only one

shaded so cannot satisfy B. One shaded and

one black (= 2 shapes) which is one more

than the white shape so must be A.

3. Answer B

2 black and 2 white (= 4shapes) and 5

shaded shapes so must be B

4. Answer A

Equal number of black and shaded (=4) but

only 1 white so must be A

5. Answer B

2 black and 2 white (= 4) and 5 shaded so

must be B

Decision Analysis

1. Coded message: 2, 11, 16, C, H, 9, 4

A) Today we are chatting about the risk of

house fires (introduces risk and no use

of opposite future)

B) People talk too much about house fires

(no use of the codes opposite and

future)

C) We had a nice chat around the fire (no

use of the codes today or dwelling)

D) People today talk too much on domestic

disasters (over generalises from fires to

disasters)

E) People are talking about yesterdays

house fire (correct)

2. Coded message: K(C,B,2) C, A, 16

A) Our Chief is talking nonsense (correct)

B) Few people can remain silent (no use of

the codes top or positive)

C) Most Chiefs can communicate well (no

use of the code opposite)

D) More senior people should voice their

opinions (voice opinions is neutral rather

than negative)

E) When the Chief talks I feel depressed

(introduces depressed unnecessarily)



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3. (reverse codes) What would be the best

way to encode the following: Today it

got very dark during the solar eclipse

A) 11, C, 12, 78 (there are not enough

codes to cover both very dark and

eclipse)

B) 11, B C 12, 7G8 (correct)

C) 11, C 12, 7G8 (misses very dark)

D) 11, B C 12, 78 (unspecific about what

the sun and moon do)

E) H 11, C 12, 7G8 (future code suggests

eclipse is yet to happen)

4. Coded message: 110, C, K, 5, 10, J, 17

A) The men at the bottom of the hill have

stopped using boats (introduces hill andboat and does not use breathe)

B) The best men had to hold their breath

and swim (no use of opposite)

C) He held his breath and swam under

water (correct)

D) Tall men can swim without breathing

(no use of the code opposite)

E) A short man fell in the river and

drowned (uses the code move twice

for fell and for river)

5. Which would be the most useful

two additional codes to convey this

message: I left home and slept in a

cave by the river

A) Home (can use 1, 9, 10)

B) Slept (could use J 10 stop move but

this is a big stretch to infer slept)

C) Cave (could use CK opposite top to

mean underground which combined

with dwelling could mean cave but this

is a big stretch for the existing codes)

D) river (can use 5, 10)

E) past (can use C, H)



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UKCAT does not endorse any commercially-available preparation course

for the UKCAT. The test is designed to be a test of aptitude rather than

academic achievement, and therefore does not draw on any particular body

of knowledge or curriculum that a candidate can learn in advance. Coaching is

not necessary, desirable or advantageous. We would advise you to be sceptical

about anyone's claims to be able to help you do well in the test by coaching.

Be aware that coaching organisations' screen views of any preparatory test

may not resemble the real UKCAT screens.

However, you should take the time to familiarise yourself with the test. We strongly

advise you to practice answering the types of questions that will be presented in the

UKCAT, to familiarise yourself with the question styles, multiple-choice format and

varying requirements of each subtest. We provide two fully timed practice tests to assist

you in this preparation.

Candidates should also familiarise themselves with the on-screen test format so that

they know how to move the mouse, answer questions and move through the test.

The practice tests include an on-screen calculator which will be the same as the one you

will be presented during testing. Please ensure you familiarise yourself with this.

We also provide some hints and tips about taking the test which draw upon feedback

we have had from candidates in our annual surveys.

PREPARING FORTHE TEST



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Practice TestsTo help you prepare for the UKCAT, Practice

Tests (1 & 2) are available in the following

formats:

UKCAT Standard Timing

UKCATSEN (Extended Timing)

UKCAT Untimed

Practice Test 3 is an additional UKCAT Short

Version (3).

You can access the Practice test at http://

practice.ukcat.ac.uk

Practice questions for the first four sections of

the test are provided.

The practice tests will not generate a UKCAT

result. At the end of the Practice Test, the final

answer review screen will show your correct

and incorrect answers. This screen will allow

you to link back to questions to see what

answers you have given. The correct answer

will be indicated by a blue square. You can

then check your answers against the answer

keys you have downloaded.

Hints and Tips Take the test early getting it out of

the way during summer will allow you

to concentrate on other things (such as

your UCAS application!). If you book early

you will have your choice of test slots.

In addition if you then feel unwell or

unprepared you will have an opportunity

to reschedule. This might not be so straight

forward in the final weeks of testing.

If you are not feeling well, reschedule your

test to a later date even if this means

losing the test fee. In presenting yourself

for testing, you are declaring yourself fit to

take the test. We will not consider health

issues as extenuating circumstances.

Candidates tell us that you only need afew weeks preparation prior to testing to

familiarise yourself with the format and

timing in the test. They tell us practice

is important it is often not that the

questions are too hard but that the pace

you have to move through the test is

challenging.

One of the hallmarks of a good multiple-

choice question is the inclusion of one or

more 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.

PREPARING FOR THE TEST


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PREPARING FOR THE TEST

Many candidates do not complete all

sections in the test. Use the practice test 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.

There is a point for each right answer, but

no points are deducted for wrong answers.

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 move

on to the next one. You can mark questions

for review so that you can skip them and

come back to them later.

Make sure you are given a laminated

booklet and pen before the test starts.

Ask for earplugs and/or headphones if

you think you may find other candidates

arriving and leaving disturbing.

Finally, it is most important you stay calm in

the test. Prepare yourself, pace yourself and

move on if you're struggling with particular

questions. It is inevitable you will find some

questions and some sections easier than

others.


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EnvironmentYou will be allocated a desk space at which

you will find your PC and space for your

noteboard. There will be other people taking

tests in the same room as you and as tests

start and finish at different times, 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. You can request ear plugs or

headphones if you think this will be disturbing.

CalculatorsA simple on-screen calculator will be made

available to you to assist you in the quantitative

reasoning section. To access this you will need

to click on the icon in the top left hand side

of your screen. The calculator will look similar

to this:

The calculator has been included within the

timed practice tests available on our website

www.ukcat.ac.uk. We strongly advise you to

use the calculator when taking the practice

tests in order to familiarise yourself with the

functionality.

Noteboard and PenYou will be given a booklet containing three

laminated note boards and a permanent

marker pen to make notes during the test.

If you need another booklet during the test,

please hold your booklet in the air and the

invigilator will bring a replacement. Please note

that these boards are not erasable. Test centre

staff will have checked the pen is working

before giving it to you. However you may also

wish to check this before you start the test

in order to avoid the need to seek assistanceduring testing.

If you are not given a laminated note board

and pen when you enter the test room, you

should request this by raising your hand. Not

requesting a laminated note board and pen

during your test will not be considered as an

extenuating circumstance.

TAKING THE TEST


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BreaksPlease note that once started the test cannot

be paused whilst you take a break. If you

need to take a break during the test in order

to access medication or to use the centre

toilets then you may raise your hand and the

invigilator will assist you in leaving the test

room. However you need to note that the test

will continue running during this time and you

will lose time whilst out of the test room.

ProblemsIf you experience hardware/software problems,

noise disturbance, illness or other distractions

that affect your ability to take the exam,

notify the administrator immediately by raising

your hand. If you do not do this, then such

events may not be accepted as mitigating

circumstances after testing especially where it

is possible that had you reported the incident,

the issue could have been resolved by the

administrator.

TAKING THE TEST


University of Leicester


41/46


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Most universities consider the total score (i.e.

the score after each of your sub-test scores

has been added together). Some, however,

do look at individual sub-test scores and may

even have a cut-off score for a particular

sub-test.

Some universities have a threshold score

that candidates have to achieve in order

to be considered further in their admission

processes. This score may be determined each

year but universities will often indicate on

their website the threshold scores that have

been used in previous years.

Other universities use the UKCAT score

alongside other factors such as academic

achievement, personal statement, interview

performance. The factor may be a significant

one or may only contribute a small amount tothe final outcome.

Some universities use the score (sometimes

in addition to the above uses) to discriminate

between candidates who have scored equally

at some point in the process. The UKCAT

score provides an additional way of ranking

such candidates in order to decide who can

proceed to the next stage.

Finally, a small number of universities use the

test to provide opportunities to candidates

who perhaps would not have progressed

to interview (for example) using traditional

section methods. This may be of particular

advantage to candidates who may not have

achieved the highest academic score but have

performed particularly well in the UKCAT.

AFTER THE TEST

42 UKCAT Official Guide 201242 UKCAT Official Guide 2012



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FACTS AND FIGURESIn 2011, 24,951 candidates took the test.

Mean scores for each of the sub-tests were as

follows:

Verbal Reasoning 580

Quantitative Reasoning 631

Abstract Reasoning 625

Decision Analysis 640

Total Score 2,476

Percentile rankings were allotted to candidates

as follows:

Percentile Score range

10 2,130 2,140

20 2,270

31 2,360

40 2,430

50 2,490

60 2,550

71 2,620

80 2,690

91 2,790 2,800

99 3,040 3,360

13,988 candidates (56%) were female and

10,963 (44%) were male. Candidates reported

their ethnicity as follows:

White 13,275

Asian 6,537

Black 1,437

Mixed 909

Chinese 1,396

Other and withheld 1,397

81% of candidates for whom we obtained

information were defined as being in the top

two highest socio-economic groups. 3,399

candidates received a bursary to cover the full

cost of the test.

The age profile of applicants was as follows:

Age Number ofcandidates

% ofcandidates

34 319 1.31

24% of candidates were applying as graduateapplicants, whilst 76% had school-leaver

qualifications.



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UKCAT Consortium Ltd. and its partner Pearson VUE aim to provide you with

a straightforward and convenient way of sitting the UKCAT in a businesslike

environment. However, occasionally things may go wrong and we have put

systems in place to deal with such circumstances.

Before the Test

In presenting yourself to sit the UKCAT test, you are declaring yourself fit to take thetest. If you are not fit to take the test, due to illness or other personal circumstances

prior to sitting the test, then you must reschedule your test for a later date. We will

not consider such issues as extenuating circumstances.

If you are scheduled to take the test in the final days of testing and encounter such

issues, this can create a real challenge, since you may not be able to reschedule

within the test window. This is why we suggest you take the test early in the cycle.

EXTENUATINGCIRCUMSTANCES

AND COMPLAINTS

44 UKCAT Official Guide 201244 UKCAT Official Guide 2012



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During the TestIf you experience hardware/software problems,

noise disturbance, illness or other distractions

that affect your ability to take the exam, you

must notify the administrator immediately by

raising your hand. If you do not do this, then

such events may not be accepted as mitigating

circumstances after testing concludes. It is

important that you report these incidents at the

time they occur so that they can be resolved

quickly.

If you have reported an incident, ensure that

at the end of testing that it has been logged

and that you have been issued with an incident

number. This makes certain that the incident

will be followed up by Pearson VUE Customer

Services.

We will only consider incidents reported after

the day of testing in exceptional circumstances

as it is often difficult for us to investigate such

incidents fully.

Once the incident has been resolved by Pearson

VUE you will be informed of the outcome.

If you wish to obtain an update on how the

investigation into your incident is progressing

then please ring Pearson VUE Customer

Services. It will help if you have your incident

number to hand.

ComplaintsIf you are not happy with the outcome of the

investigation by Pearson VUE, UKCAT has put

in place a Complaints and Appeals Procedure.

A copy of this can be found on our website

www.ukcat.ac.uk.

Please note that Pearson VUE and the UKCAT

Consortium Ltd. do not deal with complaints

about admission decisions, which should

be addressed to the individual university

concerned.

EXTENUATING CIRCUMSTANCES AND COMPLAINTS

Pictures on pages 40, 42 and 44

courtesy University of Leicester


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www.ukcat.ac.uk

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