MyUCAT’s

Expert-Led UCAT
Webinar
PART TWO

Who has been paying attention and can tell me

what subsections are left!

(Bonus points for all 5 in correct order)

DECISION
MAKING
 - Yes/No Questions (logic)
- Yes/No Questions
(narrative)
- Yes/No Questions (data)
These yes/no questions are worth 2
marks each. There are 9 of them,
worth 18 out of a total 38 marks
- Logical puzzles
Because this Yes/No
(20+18). question type is worth - Arguments
almost half the marks, I - Venn diagrams
recommend that - Probabilities
students begin with this
DECISION one + that’s what we’ll
focus on for today
MAKING

THERE ARE 31 MINS TO ANSWER 29 QUESTIONS - BUT EACH QUESTION TYPE

NEEDS A DIFFERENT AMOUNT OF TIME
Decision Making
~4 LOGIC BASED YES/NO
90s maximum
QUESTIONS

~5 LOGIC PUZZLES First sweep - only short <60s

~4-5 ARGUMENTS 30s

100s ~5 YES/NO (3-4 narrative, 1-2 with data)

6-7 VENN DIAGRAMS

4 PROBABILITIES
30-80s on these, skip any very long
 Yes/No Questions
- Decide whether a set of conclusions follow on from a given statement
- If you guess → guess all five!

VERY IMPORTANT: notice the difference between shorter ones at the start called
‘logic syllogisms’ and the longer ones at the end with data/long texts.

—----------------------------------------------------------------------------------------------------

You MUST INFER on the longer data/narrative ones, but you CANNOT infer on
the syllogisms at the start

- The longer ones are sometimes called ‘interpreting information’ to highlight

the fact that you need to interpret and infer
 Let’s look at the short, logic Yes/No questions
first

● Don’t assume ANYTHING and consider any possibilities outside the

question For some
questions, it’s a
E.g. “A animals are faster than B animals, and B animals are faster good idea to
draw a venn
than C animals” diagram, while
for others it is
“Only A are faster than B” → This would be a NO - other animals not better to draw a
mentioned may also be faster than B flow chart - we’ll
look at both
kinds
● Absolute language is more likely to be incorrect: all/always vs
might/may/could
This is an example of a logic question. Logic questions are found
without data and usually require little reading.

- Don’t worry
about saying
no too often
- You must
consider
possibilities not
mentioned in
the question as
well)

For these ones, we read the

question “stem” first + predict
possible questions while reading
through it
Another logic question
 These are the most common statements you might find

WHAT SORT QUESTIONS MIGHT

WE DRAW VENN DIAGRAMS
FOR?
Let’s try this one with a venn diagram method
Let’s try this one with a venn diagram method
 Syllogisms vs interpreting information

We can infer anything that’s supported by data for these

Even if it’s not 100% certain, we go for the most likely

possibility!

WHAT WE CHECK FOR + DON'T INFER

● Values & units - 46 ≠ 46,000 {always check headings}

● Correlation ≠ causation {graphs only show correlation}
● Only the SAME group of people can be discussed

Don’t cross-connect groups: the graph shows that “60% of

scientists believe xyz” but the question: “60% of people believe
xyz” (NO)
5

We infer that the students voting about an

issue means that they care more strongly
about it and that they are engaged with the
debate… even though it is possible that there
were other factors at play (e.g. exams).
This is why I say as a rule of thumb: take
everything for data based questions at surface
level (what’s most likely - see how this is
different to the logic ones where we look for
extreme cases).
Some other question types (only if finished by
2.45ishPM!)
Algebraic/shape addition logic puzzles

Identify the equation with just two variables in.

Pick the more commonly occurring shape and

give this a value of one point!
 ABSTRACT
REASONING
 50 QUESTIONS TO
ANSWER IN 12
MINUTES

You get 9 of
these sets + it ABSTRACT 3 Types
should take you REASONING
~10 mins to do
all 45 questions Set A/B/N (not always N)
Next shape in the series
With the A/B/N, you have to figure out What completes the statement
the patterns in two sets, and then match
individual shapes to those sets
- 5 questions/shapes per set
- 1 minute to find the pattern, few
seconds to match each shape
That leaves 5 marks available for: 50 QUESTIONS TO
- “Next shape in the series” ANSWER IN 12
- “What completes the statement” MINUTES
3 Types
It’s worth spending around 30s on each one of
Set A/B/N (not always N)
these standalone questions.
Next shape in the series
What completes the statement
- These questions tend to be easier &
they’re only worth 10% of your marks
- When preparing, spend most of your time
on the set A/B/N ones
 6 7
Set A/B/Neither

Remember how many sides each of these shapes have

10 8

6
7
5 12
4
4 7

4 4
Approach to A/B/Neither

(1) Lean back and look at both sets at once, see if there are any large
scale patterns that are immediately obvious

For example, here:

(1) Immediately see lots of

curved sides in B →
what could that
indicate?
(2) Beware that more
patterns may exist
Approach to A/B/Neither

(1) Lean back and look at both sets at once, see if there are any large
scale patterns that are immediately obvious

For example, here:

(1) Immediately see lots of

curved sides in B and no
straight ones. This is
actually the first pattern -
at least one straight in A,
none in B
Beware that more patterns may
exist - e.g. it is also that there
are an odd vs an even number
of objects
Approach to A/B/Neither
(2) After going for the immediately obvious, then look at set A
specifically

First, look at the simplest box and take note of anything seen. Then
compare it to another box. Is anything in common between all boxes?

Here by going to the

simplest boxes, we can
ignore the distracting
shapes in the middle and
see that the pattern is

3 arrows vs 2 arrows in
corners
When that doesn’t work
This is when you begin with the Obviously - not
Shape
systematic strategies everything:
Colour 1. straight/curved
Arrangement 2. rotations
a) SCANS OASIS Number 3. vertices
b) Making a table with key features Size
(number, colour, size, arrow
Orientation
direction)
Angles
Sides
Checking for all of these - wastes time. Intersections/Regions/Enclosure
That’s why we will look at the triggers Symmetry
FIRST!
SC: Sums & conditionals
 Try the systematic approach here!

Size
Colour
Arrangement
Number
Symmetry

Orientation
Angles
Sides
Intersections/Regions
Shape

Should record every one that you don’t recognise immediately in these categories on some sort of
document - it’s all about practising the finite numbers of patterns out there
 Abstract Reasoning - Patterns Type 1, Type 4

Horizontal vs vertical line of symmetry

Making a list of patterns is recommended
 So that took a lot of time…

Let’s look at some of the triggers that will immediately indicate a

certain type of pattern!

I’ll cover as many as I can now, and we’ll look at the remainder in the
future group lessons!
 The hardest sort of pattern - shape sum

These are the patterns where a certain type of

shape is worth a certain number of points:
Could be - square = 1, triangle = 2, circle = 3.
May then be that the sum in set A is 5 and the
sum in set B is 9.

A trigger for a shape sum pattern is if:

- There are boxes with just one of a certain
type of shape. When one sort of shape is
found, there are loads - when another type
of shape is found, there are very few

This pattern is what you would begin to assume

when others don’t work
First pick the box with just one - base shape (1 -
circle). Then square = ? Then triangle = ?
The hardest sort of pattern - shape sum

Move onto next

subsection by
3.25 at the latest!

Now try this one - what shape are we picking as

1 point?
Triggers: Always the same objects

If you always see the same objects in each set,

it’s likely to be an positioning pattern:

1) Is one object always above or below; to the

left or right of another
2) Are certain objects always found on a
certain side of the box (curved sides on the
left?)
3) Is an object oriented in a specific way (e.g.
crescent moon always faces the circle)

4) Are the objects always related to each other

in a certain way
 Trigger: Spirals
When just one spiral is seen, the pattern is usually
one of a few things:

1) The number of loops of the spiral

2) Whether the spiral crosses itself over
3) Whether the spiral moves clockwise or
anticlockwise.

Simpler patterns may be: set A = 2 loops; set B =

3 loops

But realistically it will be a conditional pattern

=> if there is something… then you find something

If a shape is only existing in two states - black/white triangle and is ALWAYS

present, it probably matters! In contrast, if something is only present half the
time: it might not be as essential.
 Whenever an arrow is seen, likely to be
Curveball Questions important:
- How many arrows are there
- Which ways the arrows point
- What colour the arrows are

When we see both black and white arrows in

set A and B, it means it’s likely to be
conditional:
The change is a little outside the box
here

To find it, look for what’s common between all

black arrows in set A.

Also a good idea: compare opposites from

different sets. What does this mean?
=> Since set A and B are opposites, black
arrow in A is likely to be similar to white arrow
in B.
So what do all A’s black arrows have in
common with all B’s white arrows?
SITUATIONAL
JUDGEMENT
 Situational Judgement

- Final, non-cognitive, section of the

UCAT
- For UCAT UK, it is scored from Around 80% for band 1,
bands 1-4. 60% for band 2
- 69Q, 26 mins
- Not time pressured - take your time
- Good Medical Practice
- Tomorrow’s Doctors
- Confidentiality & other guides on
GMC website
 Question Types in the SJT

● Type 1 Questions - decide how important or how appropriate a

certain action is (A, B, C, D)
- Partial marks available

● Type 2 Questions - drag and drop: just deciding unimportant vs

important
- Partial marks available

● Type 3 Questions - three actions are provided and one must rank them
from most to least appropriate
- No partial marks available
VAST MAJORITY OF MARKS ARE AVAILABLE FOR THE TYPE 1,
WHERE YOU SAY HOW APPROPRIATE/INAPPROPRIATE
B = considering this would
help but it wouldn’t make a big
difference
Vs
C = wouldn’t matter if we
considered it
D = considering it would harm

B = not optimal but addresses

the issue
Vs
C = won’t help or harm
 4 Pillars of Medical Ethics

- AUTONOMY
- BENEFICENCE
- NON-MALEFICENCE
- JUSTICE
 CONFIDENTIALITY

Good Medical Practice: ‘patients have a right to expect that doctors and their staff will hold
information about them in confidence, unless release of information is required by law or
public interest considerations’.
 Key Idea for the SJT - Who’s Who
Students can:

Different roles bring different responsibilities:

Students:
- Should not deliver results to patients
- Should not give medical advice
- Should not act unsupervised
- Should not prescribe medications
- Should take patient history when asked to do so

Junior doctors:
- Should act within the limits of their competence
- Should seek advice from a senior doctor when unsure
- Should not be making any complex decisions without discussing with a senior doctor

Any doctors
- Should avoid treating family members or patients with whom they have a personal
connection
There are things that should be done even when a patient lacks capacity - what is the
correct approach to a small child resisting some form of necessary treatment?

Key Idea for the SJT - Informed Consent

Obtaining the informed consent of the patient is essential before any action is taken or
change is made that could affect the patient.

For consent to be valid:

1. The patient should be provided with all relevant information
2. The patient should be able to understand all information provided

A patient who is able to understand all information provided has mental capacity:
- They are able to:
- Understand it
- Weigh it up (pros and cons)
- Retain it
- Communicate it

A question asking “that the patient has access to relevant information on xyz…” is always
A, very important as without this there can be no informed consent.
Some General Pointers to Remember:

● Patient safety is always very important - #1 priority in any case

● Dishonesty is always very inappropriate
● All mistakes should be reflected on and be admitted to - any cover up would be
very inappropriate
● It’s better to raise an issue with an individual before escalating to superior
 - To be correct, the answer option has to solve one problem, but it does
Strategy not have to cover everything. We are not assuming that it is the only
thing being done
- May be correct even if it’s not to be done immediately
(Medical
Mistakes)

FIRST: Identify what is the main issue in the question and who is the key
individual C confidentiality
MAIN TYPES OF ISSUES: CHEAP PET H honesty
E empathy
SECOND: Decide whether the factor is important/unimportant or A autonomy
appropriate/inappropriate. P professionalism

THIRD: Consider whether there are any mitigating factors that make the P patient safety
situation more/less appropriate or more/less important. E equality (EDI)
T teamwork
Strategy Always what you should do, not what you would do
 Vocabulary

Less APPROPRIATE
APPROPRIATE

PROPOSE THREATEN
ENCOURAGE BLAME
EXPLORE REFUSE
SUPPORT AVOID
RECOMMEND DENY
ASK IGNORE
ENQUIRE INTIMIDATE
ACCUSE
TELL
TYPE ONE QUESTION - IMPLEMENT THE
STRATEGY Partial marks are available

This is just another way of rephrasing

autonomy. That the patient is entitled to
autonomy is ALWAYS very important,
regardless of scenario
Obviously in the right direction - why might just telling someone
that something is important not necessarily be the right approach
Notice the difference: to “ask” is always
better than to “tell”
More type 1

Patient safety always comes before education -

which side is this on?
More type 1 For D, would have to be something like
“That she would enjoy this experience”

Learning is significant mitigation to go from D to C

Patient safety always comes before education -

which side is this on?
 Let’s hear from one of our outstanding students - Priyali!

- Priyali achieved 6 UK medical school offers this year as an

international student!

- KCL, Edinburgh, Birmingham, Newcastle + 2 outside UCAS: Brunel,

UCLAN
 Let’s hear from another amazing student - Victoria!
She holds an unconditional offer to join me at the University of Oxford
this October.

She’s going to tell us a little about her experience as a reapplicant.

Victoria can also be contacted for tutoring in UCAT + A levels.

Q&A Time