CASPer & Interview Readiness Guide

Familiarize yourself with CASPer’s structure before you take it. Do the official CASPer sample test to get used to the pacing. You’ll have to think and type fast – for example, 5 minutes to answer 3 questions means you have to organize your thoughts quickly. Practice typing out answers to scenario questions within that time to gauge how much you can write (it’s okay if you don’t finish everything, but you want to articulate as much of a well-reasoned answer as possible). Ensure you have a stable internet connection and a quiet environment for test day. Small tip: during the real test, you can’t go back to previous questions, so treat each response separately and don’t panic if one question stumped you – move to the next. You are also not graded based on spelling so do not waste time fixing spelling mistakes. Additionally, you are graded based on answering each part so do not spend all your time on one part and miss the other two. Allow yourself enough time to at least answer the last question, even if only partially!

In any CASPer scenario, having a mental framework will help you organize your answer coherently. A common approach is: 1) Address the person’s feelings/needs (show empathy), 2) Gather more information if needed, 3) Consider the perspectives of all stakeholders, 4) Propose a reasonable solution or course of action, and 5) Acknowledge any limitations or ethical considerations. By quickly outlining your approach, you won’t forget a key aspect under time pressure. For instance, imagine a scenario: Your friend confides that they suspect a colleague is undermining them at work. A strong response might be: express empathy (“That sounds really upsetting, I’m sorry you’re dealing with this”), then suggest gathering more info (“Do you have any evidence, or could there be a misunderstanding? Maybe talk to other coworkers or the boss calmly to get clarity”), then advise a measured approach (“Before confronting the colleague, consider the professional consequences – maybe approach them politely or seek advice from a supervisor instead of an impulsive reaction”). In other words, don’t jump to rash actions; show thoughtfulness. Many prep resources talk about frameworks like “SPIES” (for breaking bad news: Set up, Perception, Information, Emotions, Strategy) or the Four Ethical Principles (Autonomy, Beneficence, Non-maleficence, Justice) for medical scenarios. These can be useful, but even a general consistent approach like the one above will ensure you cover empathy, information gathering, and action – key elements CASPer raters look for. Bottom line: having a structure in mind helps you organize your thoughts and communicate them quickly. Additionally, when suggesting that an individual talks to someone else about a situation, it is always best to approach someone in a private setting so that you can communicate effectively with that individual. 

CASPer will throw a mix of scenario types at you. Some are ethical dilemmas (e.g., you see a classmate cheating, what do you do?), some are professional conflicts (like an argument between colleagues), and some are straightforward personal questions (“Describe a time you failed. What did you learn?” or “What would you do if…?”). For ethical scenarios, get comfortable with identifying the core conflict and balancing options (usually it’s about doing the right thing vs. a tempting wrong, or balancing two rights). A good tip is to explicitly state the considerations and your reasoning. Don’t assume the reader knows what you’re thinking – spell it out. For example: “I would be torn between loyalty to my friend and honesty/integrity required in the workplace. However, my ethical duty would be not to ignore wrongdoing. I’d likely encourage my friend to come clean to our supervisor; if they didn’t, I’d have to decide whether to report it myself, knowing it could harm our friendship but maintain fairness.” This shows you understand the dilemma and how you’d resolve it. Make sure that you present both sides and demonstrate that you are able to empathize with someone else’s situation for there may be something going on in ther personal life which is causing them to act in that particular manner, so it is good to communicate that you will try to look for all aspects of the story and make a decision from there or help out the affected individual in whichever way you can offer support. For personal questions, prepare a “story bank” of a few versatile personal anecdotes (times you showed leadership, teamwork, conflict resolution, empathy, overcame a challenge, etc.). CASPer sometimes asks things like “Tell us about a time you faced an ethical dilemma” or “How would your friends describe you?” Having ready examples (and having reflected on them) will help you answer faster and with confidence. Just ensure you actually answer the question asked – tailor your story to the prompt. Also practice writing under time: it’s one thing to think of a great example, another to type it out coherently in 5 minutes!

In your CASPer responses, adopt a professional yet compassionate tone. Raters want to see you can handle situations maturely. That means avoiding overly harsh judgment or extreme actions. For instance, if the scenario involves someone doing something wrong, don’t immediately vilify them; consider motives or pressures they might have. Often, the best answers balance empathy with principled action. Additionally, be mindful of cultural sensitivity and inclusivity in your answers (CASPer may include scenarios around social issues). Write as if you’re already a professional interacting with colleagues or patients/clients. Also, don’t try to “game” the test by writing what you think is perfectly ideal if it doesn’t feel authentic – the scenarios are often nuanced, and rote answers can come off as insincere. Instead, imagine what you’d truly do if you were in that situation with real people you care about; then articulate that in a structured way. Your real-life interpersonal skills are a good guide – CASPer is basically seeing if you have common sense, empathy, and ethics under pressure. You likely do this every day in small ways (resolving a dispute between friends, dealing with a rude customer politely, etc.), just make sure to convey those instincts in writing.

On test day, ensure you’re in a quiet environment free from distractions. Have a notepad handy if you want to jot quick notes during the video (though you can also type notes in the answer box). Typing speed matters – if yours is slow, consider practicing typing to improve. There are websites that you can utilize for free to work on typing speed. However, content trumps length; it’s better to have a shorter, well-reasoned answer than a long, rambling one. If you run out of time on a question, don’t fret – it happens to many. Raters understand the time crunch and they score each response independently, so a blank or weak response on one won’t kill your entire score. Just make sure the answers you do give are organized and address the questions. Answer every question if you can, even if briefly. And finally, keep an eye on the clock during the test but try not to let it panic you – it’s a delicate balance of speed and thoughtfulness. The more you practice, the better you’ll get at it. Some prep companies offer CASPer simulation tests; those can be useful dress rehearsals if you’re especially anxious.

Anything on your application (your experiences, personal statement, hobbies) is fair game. Be ready to discuss them in depth. Also, have a solid answer for “Why this school?” and “Why this profession?” – these are almost guaranteed questions. Research the school’s program, mission, unique opportunities (so you can genuinely say why you’d be excited to attend). You should also speak on which aspects of the program you relate to or that you would involve yourself in if you matriculate there. 

 For traditional interviews, practice answers to “Tell me about yourself,” “Why do you want to be a ___?”, “What are your strengths/weaknesses?”, “Describe a challenge you overcame,” etc. For MMI, practice tackling ethical scenarios, policy questions, and personal prompts. While you can’t script MMI answers (and shouldn’t memorize scripts for traditional either), having a mental outline and practicing a response regarding these topics before will make you more articulate and comfortable.

When asked something like “Tell me about a time when you [worked in a team/handled a conflict/etc.]”, use the STAR method – Situation, Task, Action, Result. Briefly set the context (Situation/Task), then focus on what you did (Action), and end with what happened or what you learned (Result). This helps you deliver a concise and organized story rather than rambling. For example: “In my research lab (situation), we hit a setback two weeks before a conference – our data wasn’t reproducible (task/problem). I took initiative to troubleshoot by doing XYZ and coordinated extra meetings (action). In the end, we identified the issue and presented on time; my mentor praised my leadership under pressure (result) or because of this experience I learned XXX.” This framework ensures you cover all points clearly.

Many interview questions, especially in MMIs, aim to see your moral compass and how you handle sensitive situations. Just like in CASPer, when facing an ethics or scenario question in an interview, discuss multiple perspectives and show empathy. For instance, an MMI station might ask, “A patient refuses a life-saving treatment. What do you do?” A strong answer would acknowledge the patient’s autonomy and feelings, seek to understand their reasoning, including any cultural or religious reasons behind the decision, ensure they’re fully informed of the consequences, involve support (like a counselor, chaplain, or family if appropriate), and attempt to find a solution that respects their values while advocating for their health. The key is to show you’re not judgmental, you communicate respectfully, and you grasp the ethical principles involved. Even for non-medical fields, empathy matters – e.g., a law interview might ask how you’d work with a client you morally disagree with; they want to see you’d still treat the client with respect and uphold your duty.

• Tone: This is usually a conversational format. Your goal is to connect with the interviewer(s) and convey your story and enthusiasm. Maintain good eye contact, listen actively, and treat it like a professional conversation. It’s okay to be thoughtful and take a second to gather your answer; you can even say, “That’s a great question, let me think for a moment,” for tough ones.

• Common Questions Mastery: Prepare for all the expected questions: “Why do you want to be a ___?”, “Why our school?”, “What are your strengths/weaknesses?”, “Tell me about a leadership experience,” “Discuss a current issue in the field,” etc. For the “why our school,” be specific – mention particular programs, opportunities, or aspects of their mission that align with you. For weaknesses, choose something real but not devastating, and importantly, discuss how you’re working to improve it, or what you have learned from it. For example, “I can be shy speaking up in large groups, but I’ve pushed myself to take on presentation roles in class to get more comfortable. It’s still a work in progress, but I’ve gotten much more confident.” That shows self-awareness and growth.

• Behavioral and Situational Questions: These might include ethics scenarios similar to CASPer (especially if no MMI). E.g., “What would you do if you saw a classmate cheating?” Answer similarly to CASPer: show integrity (you don’t ignore it), empathy (maybe talk to the classmate first to understand, if appropriate), and duty (you’d feel obliged to address it through proper channels if needed). If they ask about teamwork conflict, explain how you communicated and resolved it amicably. Always end such answers with a positive resolution or lesson learned.

• Ask Questions: Typically, you’ll get to ask the interviewers questions too. Have a couple of insightful questions ready (not something easily found on their website). For instance, ask about opportunities for students to engage in community projects if that interests you, or about the culture of the program. This shows interest and that you’re thinking about fit. You can also ask them questions about what they see as a good fit for their program or about the support system for students (ie. open door policy for teachers, research assistance, ect). 

• Understand the Logistics: In an MMI, each station is independent. You get a prompt (on a door or given by an interviewer), often with 2 minutes to read/think, then ~5-8 minutes to respond. If you answer the prompt, they may ask you a follow-up question about your response or ask you another question to fill the entire time. When time’s up, you rotate to the next station. Some stations are scenarios with an actor (e.g., you have to console a person or resolve a conflict in a role-play), others are direct questions or tasks (like interpret data or discuss a policy). The interviewer usually stays neutral. If one station goes poorly, wipe it from your mind – the next station is a fresh start, because interviewers in different stations generally don’t know how you did elsewhere and you will be scored by all reviewers.

• Approach to Scenario Stations: Treat it similar to CASPer: identify the core issue, address the actor or question, show empathy, gather info if needed by asking open questions, and work toward a solution or a stance. If it’s a role-play, engage with the actor – listen actively and respond to their emotions. For example, if an actor is playing an upset friend who admits to substance abuse, show concern (“I’m really sorry to hear that, that must be tough”), encourage them (“I’m glad you told me; I’m here for you”), and maybe suggest seeking help in a supportive way (“Have you considered talking to a counselor? I can go with you if you want”). They’re looking at your ability to communicate and care, not to solve everything perfectly.

• Ethical/Policy Stations: These might be questions like “Should doctors be forced to treat unvaccinated children?” or “Discuss an ethical issue in healthcare/law/etc.” Use a balanced approach: discuss both sides of the issue, use basic ethical principles (e.g., beneficence vs. autonomy in that vaccine question), and then give a reasoned conclusion. It’s fine to have an opinion as long as it’s well-reasoned and not extreme, avoid what could be seen as polarizing political responses. If you don’t know a lot of factual background, focus on the principles and common-sense reasoning. They mainly want to see you can reason through an unfamiliar problem. Also, if it’s a task like interpreting a graph or doing a quick math/logic puzzle, talk through your thinking so they see your analytical process.

• Personal Stations: Some MMIs include a station that is basically a traditional interview question (“Tell me about a time you failed” or “What do you do for stress relief?”). These are gifts – you can use your prepared examples. Just remember to still be structured and concise due to time. If asked about failure, briefly describe what happened and spend more time on what you learned or changed afterward (show growth mindset).

• MMI Timing: 5-8 minutes can go by fast. Practice speaking for that amount of time on common prompts so you develop a sense of pacing. You don’t want to finish in 2 minutes and sit in awkward silence, but you also shouldn’t still be mid-sentence when the bell rings every time. It’s okay if an interviewer stops you due to time; that’s common. Just smile, wrap up if they allow, and move on without panic and thank them for their time. If you finish early, the interviewer may ask follow-ups – be ready for that by thinking of additional points or an example you didn’t mention. If no follow-up, it’s fine to sit calmly; don’t start rambling off-topic just to fill time.

How to approach: This is a chance to combine passion with evidence. Structure it by speaking to (a) the origin of your interest, (b) what you’ve done to explore/confirm that interest, and (c) what you hope to contribute in the future.

Example answer outline: “I first became interested in medicine when I saw how a compassionate doctor cared for my younger sister during her battle with leukemia (origin). That inspired me to volunteer at my local hospital and later pursue biomedical research in college to understand the disease better (exploration). Through those experiences, I realized it’s not just the science aspect that I loved, but working directly with patients – I found great fulfillment in comforting a scared patient before surgery as a volunteer. I’m drawn to medicine because it’s the perfect blend of science and service for me. I’ve shadowed physicians in both rural and urban settings (confirmation), which solidified that I enjoy the problem-solving and teamwork aspects of healthcare. Ultimately, I want to become a physician who not only treats illness but also advocates for preventive care in underserved communities (future contribution).” This kind of answer shows motivation, experience, and vision.

Remember to tailor slightly if asked “Why our school specifically?” – then add a part about the school: “…and that’s why I’m particularly excited about XYZ Medical School’s focus on community health and its free clinic, which aligns with my goals.”

How to approach: This scenario tests honesty, integrity, and fairness. Outline the conflict: loyalty to a friend vs. duty to the institution and fairness to other applicants. Then weigh and decide.

Example talking points: “This is a difficult situation because as a friend, I’d want to support them, but as an admissions committee member, I have a responsibility to ensure honesty and integrity in the process. First, I would likely recuse myself from directly evaluating my friend’s application to avoid bias – that’s standard practice to maintain fairness. However, the bigger issue is the nondisclosure of a serious disciplinary action. If an application asks for disclosure of such events (which most do), failing to disclose is a breach of integrity. I feel I would have to bring this to the attention of the admissions office, because admitting a student who lied on their application could be problematic; it’s unfair to others who were truthful, and it could violate the school’s honor code. Before doing that, if appropriate, I might privately reach out to my friend and encourage them to come forward about the omission – giving them a chance to correct it themselves. I’d explain that not disclosing could have severe consequences if discovered. Ultimately, though, if they refused, I would still report the information to the committee leadership (without inserting my personal bias), because my obligation to the integrity of the admissions process and the safety of future patients (if this is med school) outweighs my personal loyalty. It’s an awful position to be in, but I believe ethical standards in our profession have to start from day one in the admissions process. I could also offer to assist my friend with rectifying the situation or coming up with solutions on how to present this to committees without a detriment to the application. I would hope my friend understands that as well.”

This answer shows you considered both friend and duty, and chose integrity while still caring about your friend (by warning them). It demonstrates ethical reasoning, fairness, and courage to do the right thing even when it’s hard – qualities desired in any professional.

How to approach: Use STAR framework. Pick a genuine failure that isn’t catastrophic, but significant enough to talk about growth. Focus less on the failure itself and more on your reaction and learning.

Example answer: “In my second year of undergrad, I failed Organic Chemistry the first time (that was a harsh wake-up call for me). Situation: I was balancing too many responsibilities – a full course load, part-time work, and family issues – and I didn’t prioritize studying enough. Task: I needed to pass this course for my degree, and more importantly, rebuild my confidence. Action: After failing, I was initially devastated and even questioned if I was cut out for medicine. But I decided to treat it as a learning opportunity. I met with my academic advisor and we developed a plan. I reduced my work hours for the next semester, enrolled in fewer credits, and retook Organic Chemistry. I also sought help – I regularly attended tutoring sessions and formed a study group instead of trying to do it all alone. I improved my study strategies, focusing on practice problems daily. Result: The second time, I earned a B+ in the class and learned more about time management and asking for help when needed. More importantly, I learned resilience – that a setback doesn’t define me, but how I respond to it does. Now, in tougher upper-level courses, I apply those study habits and have excelled in these classes since. I actually think that failure made me a stronger student and a more empathetic person – I understand what it’s like to struggle and how to overcome it, which I believe will help me connect with future patients/clients facing challenges.”

This answer is honest (admitting a failure), shows accountability (not blaming the professor or anyone), demonstrates action and improvement, and ends positively with lessons learned. It turns a negative into a growth experience, which is exactly what interviewers want to see – someone who is self-aware and resilient.