UKCAT Official Guide2

2012
www.ukcat.ac.uk
UKCAT
Ofcial Guide
UK Clinical Aptitude Test for Medicine and Dentistry
UKCAT Ofcial Guide 2012
Foreward
This is the ofcial guide to the UKCAT 2012 and contains denitive information regarding the test and its content. We have produced this guide in response to candidate feedback that they would like a denitive 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.uk and 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 nd descriptions of each sub-test together with sample questions and answers. We hope you nd this information useful. If you have any feedback and suggestions for additional content please contact us.
www.ukcat.ac.uk
Address details???????? 2012 UKCAT Consortium. All rights reserved UKCAT 2012
UKCAT
Contents
Foreword What is UKCAT Key DATES 2012 Who takes the Test Who should take the test? Which Universities require the test? Where can I take the test? Exemptions from the test Booking your Test Registration Booking Paying for your test Bursaries Rescheduling and Cancelling Refund policy Candidates with Disabilities UKCATSEN Special examination arrangements What is in the Test? Overview Marking Verbal Reasoning (including sample questions) Quantitative Reasoning (including sample questions) Abstract Reasoning (including sample questions) Decision Analysis (including sample questions) Section 5 Situational Judgement Rationale and Answers to sample questions 2 4 5 5 5 6 7 7 8 8 9 9 9 10 10 11 11 12 13 13 14 15 19 22 25 28 28 31 Preparing for the Test Practice Tests Hints and tips Taking the Test Arriving at the test centre Documentation Personal belongings Environment Calculators Noteboards and pens Breaks After the Test Results delivery to you Results delivery to Universities Facts and Figures Complaints and Extenuating Circumstances Feedback 35 36 36 38 38 38 38 39 39 39 39 41 41 41 43 44
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What is UKCAT?
UKCAT is committed to achieving greater fairness in selection to medicine and dentistry and to the widening participation in medical and dental training of under-represented social groups. The UKCAT Consortium is a charity and company limited by guarantee. The members of the charity, who also nominate its board of directors, are the 26 universities that have agreed to adopt the UKCAT as part of their selection process for medicine and dentistry. The test helps universities to make more informed choices from amongst the many highly-qualied applicants to medical and dental programmes. It helps to ensure that candidates selected have the most appropriate mental abilities, attitudes and professional behaviour required for new doctors and dentists to be successful in their clinical careers. The UKCAT does not contain any curriculum or science content; nor can it be revised for. It focuses on exploring the cognitive powers of candidates and other attributes considered to be valuable for health care professionals. The test is run by the UKCAT Consortium in partnership with Pearson VUE, a global leader in computer-based testing and part of Pearson plc. It is delivered on computer worldwide through Pearson VUEs high street centres.
What is UKCAT?
2012 Test
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.
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.
Key dates 2012

Registration opens Bursary applications open Testing begins Registration deadline Bursary applications close Exemption applications close Last testing date UCAS application deadline 1 May 1 May 3 July 21 September 21 September 21 September 5 October 15 October
Which Universities require the test?

Candidates intending to apply in 2012 for entry to one of the universities and courses 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 Brighton and Sussex Medical School Queen Mary, University of London Cardiff University University of Dundee University of Durham University of East Anglia University of Edinburgh University of Exeter University of Glasgow Hull York Medical School Imperial College London Keele University Kings College London University of Leeds University of Leicester University of Manchester University of Newcastle University of Nottingham University of Plymouth Queens University Belfast University of Shefeld University of Southampton University of St Andrews St Georges University of London University of Warwick A100, A201 A100 A100, A101, A200, A201 A100, A104, A200, A204 A100, A104, A200, A204 A100 A100, A104 A100 A100 A100, A200 A100 A101 A100, A104 A100, A101, A102, A202, A205, A206 A100 A100, A101 A104, A106, A204, A206 A100, A101, A206 A100, A108 A100, A201 A100, A200 A100, A104, A200 A100, A101, A102 A100, A990, B900 A100 A100
WHAT IS UKCAT?
Where can I take the test?

Candidates from the following countries must take the UKCAT. 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 of Ireland Romania Saudi Arabia Singapore Slovakia Slovenia South Africa South Korea Spain Sri Lanka Sweden Switzerland Taiwan Tanzania Thailand Trinidad & Tobago Turkey Uganda United Arab Emirates United Kingdom United States of America Zambia Zimbabwe
Exemptions from the Test

If 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.
Booking your test

There 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.
Registration
You 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.
BOOKING YOUR TEST
Booking
Once 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 Test

The following test fees apply in 2012: Tests taken in the EU between 3rd July and 31 August Tests taken in the EU between 1st September and 5th October Tests taken outside the EU
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.
Bursaries
The following EU candidates are eligible for a bursary to cover the full cost of the test fee: 65 Candidates in receipt of Educational Maintenance Allowance (EMA) 80 100 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 benet 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 benet to one of the above
There is no difference in content between the UKCAT sat during the summer or autumn period. The increased price reects 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.
BOOKING YOUR TEST
Further information regarding applying for a bursary can be found on our website www.ukcat.ac.uk
Rescheduling and Cancelling

Candidates may either reschedule or cancel their test by going through the Pearson VUE site and managing their booking.
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 identication.
Refund policy
Candidates 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.
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CANDIDATES WITH DISABILITIES
Candidates with Disabilities

UKCATSEN
Candidates 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 decit disorder, or working memory decit. This may also apply to a range of other medical conditions.
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CANDIDATES WITH DISABILITIES
If you book the UKCATSEN, you do not need to supply UKCAT with evidence of your medical condition. The UKCAT universities, to which you apply, will ask you to send evidence to them later in the admissions cycle. Your UKCAT result may be declared void if you do not present adequate supporting evidence when it is asked for by one of the universities. Your Universities will require the following evidence: If you are currently at school, college or University, an ofcial letter stating that on the basis of a diagnosis from a qualied medical practitioner, educational psychologist or specialist teacher, you are entitled to additional time in public examinations (or have had additional time in public examinations within the last two years) or If you are no longer at school, college or university, a diagnosis or report from a qualied medical practitioner, educational psychologist or specialist teacher dated within two years of your test. If you are not sure if you are eligible to take the UKCATSEN or if you would normally expect to offer different evidence of your condition, please contact UKCAT ukcat@nottingham.ac.uk before booking your test. The UKCATSEN is not intended for candidates for whom English is an additional language. It is for those with learning difculties or medical conditions for which they require additional time in examinations.
Special examination arrangements

Candidates may require a particular test-centre environment due to a medical condition or disability. This may also apply if you need to take medication during testing as it is not routinely possible to schedule breaks. Special examination arrangements cannot be handled by our online registration system. If you have such requirements, please email Customer Services. If you have already registered and booked a test date you need to contact us immediately. It is possible that subject to your needs your test date, time or place may need to be changed. If we agree to special examination arrangements, the test centre will be aware of these when you arrive.
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WHAT IS IN THE TEST?
What is in the test?

Overview
The test assesses a range of abilities identied by university Medical and Dental Schools as important. For candidates sitting the examination in summer 2012, the UKCAT will include: Verbal reasoning - assesses candidates ability to think logically about written information and to arrive at a reasoned conclusion. Quantitative reasoning - assesses candidates ability to solve numerical problems. Abstract reasoning - assesses candidates ability to infer relationships from information by convergent and divergent thinking. Decision analysis - assesses candidates ability to deal with various forms of information, to infer relationships, to make informed judgements, and to decide on an appropriate response, in situations of complexity and ambiguity. Situational Judgement Test - assesses judgement regarding situations encountered in the workplace. There is no curriculum content as the test examines innate skills. The standard test is delivered in 2 hours. Each subtest is in a multiple-choice format and is separately timed. UKCAT - Regular Timing Time (including introduction) 22 minutes 23 minutes 16 minutes 32 minutes 27 minutes
Section Verbal Reasoning Quantitative Reasoning Abstract Reasoning Decision Analysis Situational Judgement Test
Items 44 items 36 items 65 items 26 items Up to 60 items*
* Number of items currently being reviewed; to be conrmed before testing begins

UKCAT Ofcial Guide 2012 13
UKCATSEN - Special Educational Needs Time (including introduction) 28 minutes 29 minutes 20 minutes 40 minutes 33 minutes
Marking
The 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 inuence 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.
Section Verbal Reasoning Quantitative Reasoning Abstract Reasoning Decision Analysis Situational Judgement Test
Items 44 items 36 items 65 items 26 items Up to 60 items*
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Verbal Reasoning
The Verbal Reasoning subtest assesses your ability to read and think carefully about information presented in passages and to determine whether specic conclusions can be drawn from information presented. Time 22 minutes (one minute for instruction and 21 minutes for items) Items
44 items associated with 11 reading passages
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 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. If you are nding a question difcult, 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 ag it. You may have time to return to it once you have nished the section.
Why Verbal Reasoning?

Doctors and dentists need excellent verbal reasoning skills in many aspects of their work. An ability to understand complex information and communicate this clearly and simply to patients is obviously essential. Medical practitioners must also be able to interpret ndings 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 ndings.
Verbal Reasoning Items

You 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.
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Example items
Greener Jet Engines The recent decision by the European Parliament to include air trafc 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 efciency 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-efcient engines to meet the stringent emissions tariffs set by the European Union. A. True B. False C. Cant Tell 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. A. True B. False C. Cant Tell 4. According to the EU, by 2020 airlines will contribute 3% of total greenhouse gas emissions across Europe. A. True B. False C. Cant Tell
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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 ourishing 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 a capture 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 uctuated: 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 in the winter of 1995/6. Fox numbers may be inuenced 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 relationship between the numbers of foxes captured, and those observed by local people. B. The numbers of foxes captured and those observed by scientists will be the same. C. Where there are rodents, as numbers of rodents go up, so will the number of foxes. D. Where there are rodents, as numbers 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 the number of Barnacle geese. B. Low reindeer numbers led to the 1996 crash in the number of foxes. C. Methods for estimating fox numbers are imprecise. D. The variations in animal population numbers are cyclic.
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Example items
Arctic Foxes (continued) 3. Which of the following statements about the disappearance of foxes in 1996 could be justied from the passage? A. The foxes died from starvation. B. The foxes were subject to predation by other animals. C. The foxes died from disease. D. The foxes had all been trapped. B. Trappers did not report their experiences in diaries after 1973. C. Polar bears declined after 1973. D. There were fewer carcasses. 4. After 1973, which of the following seems the least feasible reason for the decline in observed foxes? A. There were fewer trappers.
The correct answers and rationales to these items can be found on pages 31
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Quantitative Reasoning
The 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 23 minutes (one minute for instruction and 22 minutes for items) Items 36 items associated with 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 Items

You 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 with four items that relate to that table, chart or graph. For each item, there are ve 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 to assist 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 nding a question difcult, 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 ag it. You may have time to return to it once you have nished the section. Practice your mental arithmetic to speed up your answering.
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Example items
The table shows the total cost of renting different 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. Cost per Hour 25 60 75 100 Total cost 135 330 _ 1,095 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. B. C. D. E. 15.00% 50.00% 56.25% 72.25% 75.00% 3. The total cost of renting a Type E motorboat 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. B. C. D. E. 1:3 15:28 14:23 5:7 23:27
Type A B C D
Hours 2 4 8 10
Deposit _ _ 100 95
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. B. C. D. E. 695.00 699.75 750.20 754.25 950.00
2. Marthas total cost of renting a Type C motorboat was 325. For how many hours did she rent the motorboat? A. B. C. D. E. 1 2 3 4 5
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Abstract Reasoning
The 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 satised 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 16 minutes (one minute for instruction and 15 minutes for items) Items 65 items associated with thirteen pairs of Set A and Set B shapes
Abstract Reasoning Items

You 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 ve '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 ve 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 identied 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 ag them and move on you may get the next set really easily.
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.
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Example items Set A Set B
1. Test shape: A. Set A B. Set B C. Neither
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Example items
3. Test shape: A. Set A B. Set B C. Neither 5. Test shape: A. Set A B. Set B C. Neither
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Decision Analysis
The 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 32 minutes (one minute for instruction and 31 minutes for items) Items 26 items associated with one scenario
Decision Analysis Items

You 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 ve 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 items Decision 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 t. This should at least narrow down your options even if you are still unsure.
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.
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Example items
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 has managed to decode so far are presented in the table below: General Rules A = positive B = increase C = opposite D = cold E = fast F = generalise G = combine H = future J = stop K = top Basic Codes 1 = personal 2 = people 3 = air 4 = re 5 = water 6 = earth 7 = sun 8 = moon 9 = dwelling 10 = move 11 = today 12 = light 13 = bag 14 = look 15 = paper 16 = communicate 17 = breathe 1. What is the best interpretation of the following coded message: 2, 11, 16, C, H, 9, 4 A) Today we are chatting about the risk of house res B) People talk too much about house res C) We had a nice chat around the re D) People today talk too much on domestic disasters E) People are talking about yesterday's house re 2. What is the best interpretation of the following coded message: K(C,B,2) C, A, 16 A) Our Chief is talking nonsense B) Few people can remain silent C) Most Chiefs can communicate well D) More senior people should voice their opinions E) When the Chief talks I feel depressed 3. (reverse codes) What would be the best way to encode the following: Today it got very dark during the solar eclipse A) B) C) D) E) 11, C, 12, 78 11, B C 12, 7G8 11, C 12, 7G8 11, B C 12, 78 H 11, C 12, 7G8
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.
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Table A General Rules A = positive B = increase C = opposite D = cold E = fast F = generalise G = combine H = future J = stop K = top Basic Codes 1 = personal 2 = people 3 = air 4 = re 5 = water 6 = earth 7 = sun 8 = moon 9 = dwelling 10 = move 11 = today 12 = light 13 = bag 14 = look 15 = paper 16 = communicate 17 = breathe Additional Codes 101 = speed 102 = injury 103 = danger 104 = fun 105 = carry 106 = empty 107 = time 108 = forwards 109 = similar 110 = male Emotions 201 = hurt 202 = excited 203 = worried 204 = angry 205 = surprise 206 = sad 207 = kind
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 the hill have stopped using boats B) The best men had to hold their breath and swim C) He held his breath and swam under water D) Tall men can swim without breathing E) A short man fell in the river and drowned 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) B) C) D) E) Home Slept Cave River Past
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Section 5
UKCAT 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 nal 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 27 minutes (one minute for instruction and 26 minutes for items) Items Up to 60 items*
Why Situational Judgement?

SJTs are a popular selection method for assessing professional role-related attributes. Research indicates that they have signicant 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 identied 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 based on analysis of the medical/dental role and therefore the test content reects the most important situations relevant to the role.
Situational Judgement Test Items

In 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 are not negatively marked for incorrect answers. Move on if youre struggling try and respond to the items as best you can and then ag it. You may have time to return to it once you have nished the section.
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Example items
1. A consultation is taking place between a senior doctor and a patient; a medical student is observing. The senior doctor tells the patient that he requires some blood tests to rule out a terminal disease. The senior doctor is called away urgently, leaving the medical student alone with the patient. The patient tells the student that he is worried he is going to die and asks the student 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 these questions to the senior doctor when he returns A very appropriate thing to do Appropriate, but not ideal Inappropriate, but not awful A very inappropriate thing to do D Tell the patient that he should not worry and that it is unlikely that he will die A very appropriate thing to do Appropriate, but not ideal Inappropriate, but not awful A very inappropriate thing to do
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Rationale and Answers to Sample Questions

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 rst 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 production is growing. 3. Answer: True. Rationale: This is inferred by the majority of the information in the third paragraph, particularly in the nal sentence which states that the geared turbofan creates a 15% improvement in fuel efciency and a smaller, lighter housing. 4. Answer: False. Rationale: This is inferred by the rst 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 uctuated. 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 a protected species then there will be fewer trappers probably not reporting their experiences.
UKCAT Ofcial Guide 2012 31
Quantitative Reasoning
1. Answer: B. Rationale: Deposit for Type D motorboat on Sundays = 95 + 5 95/100 = 95 + 4.75 = 99.75. Total cost of renting a Type D motorboat for 6 hours on a Sunday = Deposit + Cost per hour number of hours = 99.75 + 100 6 = 99.75 + 600 = 699.75. 2. Answer: C. Rationale: Total cost of renting a Type C motorboat for x hours = Deposit + Cost per hour number of hours = 100 + 75x Or, 325 = 100 + 75x Or, 75x = 325 - 100 = 225 Or, x = 225/75 = 3. 3. Answer: B. Rationale: Total cost of renting a Type E motorboat for 1 hour = Deposit + Cost per hour 1 Deposit = 100 240 = 100 + Cost per hour of Type E motorboat Or, Cost per hour of Type E motorboat = 240 100 = 140 Cost per hour of Type C motorboat = 75 Required ratio = 75: 140 = 15:28.
4. Answer: C. Rationale: Total cost of renting a Type A motorboat for 3 hours = Deposit + Cost per hour number of hours For a Type A motorboat, if the deposit is x, then 135 = x + 2 25 Or, 135 = x + 50 Or, x = 135 50 = 85 Therefore, Total cost of renting a Type A motorboat for 3 hours on Monday = 85 + 3 25 = 160 Total cost of renting a Type C motorboat for 2 hours on Tuesday = 100 + 75 2 = 250 Percentage increase in Alans total cost from Monday to Tuesday = (250 - 160) 100/160 = 56.25%.
Abstract Reasoning
Set A Rule Regardless of the nature of the shapes themselves there must be an equal number of black and shaded shapes but the combined total is always at least one more than the total number of white shapes Set B Rule Regardless of the nature of the shapes themselves there must be an equal number of black and white shapes but the combined total is always at least one fewer than the total number of shaded shapes.
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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 res (introduces risk and no use of opposite future) B) People talk too much about house res (no use of the codes opposite and future) C) We had a nice chat around the re (no use of the codes today or dwelling) D) People today talk too much on domestic disasters (over generalises from res to disasters) E) People are talking about yesterdays house re (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 (unspecic 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 and boat 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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PREPARING FOR THE TEST

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.
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Practice Tests
To 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 rst four sections of the test are provided. The practice tests will not generate a UKCAT result. At the end of the Practice Test, the nal 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 nal 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 t to take the test. We will not consider health issues as extenuating circumstances. Candidates tell us that you only need a few 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 multiplechoice question is the inclusion of one or more answer options that are wrong but almost right. Work hard to nd 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.
36
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 nd 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 nd some questions and some sections easier than others.
37
TAKING THE TEST

Arriving at the Test Centre
When you book your test you will be able to choose a convenient test centre location. You may access online directions to your chosen centre through our Test Centre Locator. Before you set off for our test, make a note of the Test Centres address and phone number and nd it on a map. Please arrive at the Test Centre at least 15 minutes before your scheduled test time so that you can complete the check-in formalities. If you arrive late for an exam, you may be refused admission. Late admission is at the discretion of the Test Centre staff. If you are refused admission you will be recorded as a no-show and will forfeit your appointment and test fee. If you are a no show you will need to book another test and pay again. Please refer to Rescheduling and Cancelling for further details. This applies in cases of family illness, family emergency, accident, arrest, transport problems and security alert as well as forgetfulness. It also applies to those who arrive with inadequate or invalid identication.
Documentation
You should bring to the Test Centre a printout of the mail that you were sent conrming your test registration; you must also bring photographic identication from our approved list. If you do not bring acceptable photographic identication you will not be allowed to sit the test. Full details regarding acceptable photographic identication can be found on our website www.ukcat.ac.uk.
Personal belongings
You will be asked to store your personal belongings in a locker at the test centre. Personal belongings (including bags, coats, papers, books, pens, watches, wallets, keys, IDs, mobile phones, sweets and drinks) are not allowed into the testing room. For clarity, nothing is allowed into the testing room apart from you and the indoor clothes you are wearing, this includes drinks.
38
TAKING THE TEST
Environment
You will be allocated a desk space at which you will nd 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 nish 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.
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 Pen

You 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 assistance during 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.
Calculators
A 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:
39
TAKING THE TEST
Breaks
Please 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.
Problems
If 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.
University of Leicester
40
AFTER THE TEST

Results Delivery to You
When you leave the test centre you will be given a copy of your test result. This test result is valid for the 2012 UCAS Admissions cycle (for entry into medical or dental school in 2013 or deferred entry to 2014). If you need any additional copies of your UKCAT score report, these will be available for a fee of 25 GBP. You can order additional copies of your score report by emailing Pearson VUE customer services. You may only sit the test once in any test cycle. You will have your test result before the UCAS deadline so please ensure you use your result to help inform your UCAS choices.
Results Delivery to Universities

After the UCAS deadline has passed (15th October 2012), liaison between UKCAT and UCAS begins. UKCAT obtains details of the Consortium Universities to which you have applied and ensures that they receive your result. You do not need to pass your result to your universities yourself.
Your University Choices

All our consortium members provide information on their websites regarding how they use the test in their admission processes. It is critical that you check this information once you have your test result and before you submit your UCAS application. Otherwise you might be wasting an application. Our Universities use the test in a variety of ways. For some the UKCAT score is a signicant factor in their consideration of your application. For others it may be a less signicant factor or only used in marginal situations.
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AFTER THE TEST
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 signicant one or may only contribute a small amount to the nal 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.
42
FACTS AND FIGURES

In 2011, 24,951 candidates took the test. Mean scores for each of the sub-tests were as follows: Verbal Reasoning Quantitative Reasoning Abstract Reasoning Decision Analysis Total Score 580 631 625 640 2,476 13,988 candidates (56%) were female and 10,963 (44%) were male. Candidates reported their ethnicity as follows: White Asian Black Mixed Chinese Other and withheld 13,275 6,537 1,437 909 1,396 1,397
Percentile rankings were allotted to candidates as follows: Percentile 10 20 31 40 50 60 71 80 91 99 Score range 2,130 2,140 2,270 2,360 2,430 2,490 2,550 2,620 2,690 2,790 2,800 3,040 3,360
81% of candidates for whom we obtained information were dened 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 prole of applicants was as follows: Age <20 20-24 25-34 >34 Number of candidates 17,328 5,038 1,610 319 % of candidates 71.40 20.68 6.61 1.31
24% of candidates were applying as graduate applicants, whilst 76% had school-leaver qualications.
UKCAT Ofcial Guide 2012 43 UKCAT Ofcial Guide 2012 43
EXTENUATING CIRCUMSTANCES AND COMPLAINTS

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 t to take the test. If you are not t 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 nal 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.
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EXTENUATING CIRCUMSTANCES AND COMPLAINTS
During the Test

If 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 difcult 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.
Complaints
If 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.
Pictures on pages 40, 42 and 44 courtesy University of Leicester
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www.ukcat.ac.uk
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2012

UK Clinical Aptitude Test for Medicine and Dentistry

UKCAT Ofcial Guide 2012

UKCAT Ofcial Guide 2012

UKCAT Ofcial Guide 2012

UKCAT Ofcial Guide 2012

Who should take the test?

Key dates 2012

UKCAT Ofcial Guide 2012

Which Universities require the test?

UKCAT Ofcial Guide 2012

Where can I take the test?

Exemptions from the Test

UKCAT Ofcial Guide 2012

Booking your test

UKCAT Ofcial Guide 2012

BOOKING YOUR TEST

Paying for your Test

UKCAT Ofcial Guide 2012

BOOKING YOUR TEST

Rescheduling and Cancelling

UKCAT Ofcial Guide 2012

CANDIDATES WITH DISABILITIES

Candidates with Disabilities

UKCAT Ofcial Guide 2012

CANDIDATES WITH DISABILITIES

Special examination arrangements

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

What is in the test?

Items 44 items 36 items 65 items 26 items Up to 60 items*

* Number of items currently being reviewed; to be conrmed before testing begins

WHAT IS IN THE TEST?

Items 44 items 36 items 65 items 26 items Up to 60 items*

* Number of items currently being reviewed; to be conrmed before testing begins

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

44 items associated with 11 reading passages

Verbal Reasoning Strategies

Why Verbal Reasoning?

Verbal Reasoning Items

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

Why Quantitative Reasoning?

Quantitative Reasoning Items

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

Quantitative Reasoning Strategies

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?

Abstract Reasoning Items

Abstract Reasoning Strategies

Why Abstract Reasoning?

UKCAT Ofcial Guide 2012

WHAT IS IN THE TEST?