The Ultimate Guide: Questions to Ask Residency Programs in Interviews

Why Your Questions Matter More Than You Think

Most applicants obsess over how to answer questions—but what you ask can be just as important. Thoughtful, well‑timed questions to ask residency programs show how you think, what you value, and whether you truly understand the specialty and the training environment.

Program directors repeatedly say that the best interviews feel like conversations, not interrogations. Smart questions signal:

• Genuine interest in their program (not just “any” program)
• Insight into what makes a healthy training environment
• Maturity about your own learning needs and career goals
• That you’ve done your homework and respect their time

This guide walks you through what to ask, whom to ask, and how to tailor your “interview questions for them” so you leave every interview day with the information you need to build a smart rank list.

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Core Principles for Asking Good Questions

Before diving into sample questions, anchor yourself in a few core principles. These will help you adapt any list to your own style and priorities.

1. Ask Specific, Open‑Ended Questions

Programs hear generic questions all season:

• “What are your strengths and weaknesses?”
• “What makes your program unique?”
• “Are residents happy here?”

These don’t teach you much and don’t show anything about you.

Better: Ask specific questions that invite narrative answers:

• “When residents graduate, in what ways do they say this program prepared them better than they expected?”
• “Looking back over the last three years, what changes to the program are you most proud of?”

These invite stories and concrete examples that reveal the program’s culture and direction.

2. Aim for Insight, Not Flattery

Avoid questions that sound like you’re fishing for compliments about the program:

• “Why is your program so highly regarded?”
• “Why should I rank your program #1?”

Instead, ask about processes, decisions, and lived experiences:

• “What are you actively working to improve in the next few years?”
• “How do you gather and respond to resident feedback?”

3. Match the Person to the Question

A powerful way to stand out is to know what to ask program leadership vs. faculty vs. residents. The same question can land very differently depending on the room.

For example:

• What to ask program director: Program vision, curriculum changes, resident support policies, graduate outcomes.
• What to ask residents: Day‑to‑day life, workload, culture, call, mentorship, “hidden curriculum.”
• What to ask faculty: Teaching style, expectations, autonomy, how they view residents as colleagues.

We’ll break this down in detail in later sections.

4. Avoid Questions Answered on the Website

Program directors consistently mention this red flag: asking about something clearly explained on the homepage or FAQs.

If you can find it online (salary, basic call schedule, number of positions), do your homework first. Then deepen it:

• Instead of: “How many residents do you take each year?”
• Ask: “With your class size of 10 per year, how does that influence opportunities for procedures and personalized mentorship?”

Demonstrate that you’ve prepared; then build from there.

5. Keep the Tone Curious, Not Critical

You should ask about challenges, improvements, and weaknesses—but frame them constructively:

• “What feedback have you gotten from residents in the last year, and how have you responded?”
• “What are the current growing edges of the program?”

This invites honesty without putting interviewers on the defensive.

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Strategic Question Themes: What You Really Need to Know

Not every question will matter equally to you. Start by clarifying your priorities and then choose questions that help you compare programs on those dimensions.

Below are major themes with examples of high‑yield questions to ask residency programs.

1. Program Culture and Resident Wellness

Goal: Understand how it feels to train there.

Use these with both leadership and residents (wording slightly adjusted depending on the audience).

To program leadership:

• “How would you describe the culture of your program in a way that someone outside would feel if they spent a day here?”
• “When a resident is struggling—academically, personally, or with burnout—what supports are practically available, and how are they activated?”
• “Can you describe a time when the program changed something in response to wellness concerns raised by residents?”
• “How do you cultivate psychological safety so residents feel comfortable speaking up, whether about patient safety or their own challenges?”

To residents:

• “What do you wish you had known about the program’s culture before starting?”
• “How comfortable do you feel asking for help on a hard day or after a bad outcome?”
• “When you have a rough call or rotation, what does support from co‑residents and faculty actually look like?”

These questions will surface whether the program’s stated values align with the lived experience.

2. Education, Teaching, and Feedback

Goal: Determine how intentionally they approach your growth as a physician.

To program director/APD:

• “What are the educational priorities you’re most focused on over the next 3–5 years?”
• “How is clinical teaching structured on busy services so that learning doesn’t get lost in throughput?”
• “How frequently do residents receive formal feedback, and in what format?”
• “Can you walk me through how a resident with a specific learning gap—say, procedural skills or clinical reasoning—is supported to improve?”

To faculty:

• “How do you balance autonomy and supervision with senior residents?”
• “What distinguishes residents who grow the most during their time here?”

To residents:

• “Do you feel the program protects educational time, or does service often override teaching?”
• “What kinds of feedback do you get beyond formal evaluations? How honest and actionable is it?”
• “Have you ever felt unsafe because of too much autonomy or too little supervision?”

You’re looking for concrete systems (structured feedback, specific conferences, mentorship) rather than vague reassurances.

3. Workload, Autonomy, and Call Structure

Goal: Get an honest picture of daily life, intensity, and progression of responsibility.

To program director or chief residents:

• “How does resident responsibility and autonomy change from intern year through senior years?”
• “What metrics do you track to ensure workload is intense but sustainable—for example, patient caps, admissions per shift, or duty hour monitoring?”
• “Have there been recent changes to call structure or coverage models based on resident feedback?”

To residents (where you’ll get the clearest answers):

• “On a typical [ward/ICU/ED] rotation, what does your day actually look like from sign‑in to sign‑out?”
• “Do you commonly stay late to finish notes or tasks, or is that the exception?”
• “How often are you truly at your duty hour limit?”
• “Do senior residents feel ready to make decisions, or do they feel either under‑ or over‑supervised?”

If answers are extremely vague or everyone uses identical phrases, probe gently with follow‑up questions or examples: “Could you walk me through what that looked like last week?”

4. Procedural and Clinical Exposure

Goal: Ensure you will graduate competent and confident, particularly with procedures in procedural specialties or core skills in all fields.

For procedural specialties / rotations:

• “How do you track procedural competence (not just count) for residents?”
• “If a resident is behind in their procedure numbers by mid‑PGY‑3, what are the concrete steps taken?”
• “Are there opportunities for simulation labs or skills workshops, and how frequently do residents attend?”

For all specialties:

• “What kinds of patients or pathologies are most common, and which are less common here? How do you supplement any gaps?”
• “How does the program ensure that graduating residents are comfortable managing bread‑and‑butter cases independently?”

Ask residents if they feel prepared for fellowship/independent practice based on their case mix and procedural experiences.

5. Career Support, Fellowship, and Job Placement

Goal: Understand how the program launches graduates into their next steps.

To program director and PD of fellowships (if relevant):

• “When your residents graduate, where do they typically go—fellowship vs. practice, academic vs. community?”
• “How does the program support residents applying to competitive fellowships?”
• “What structured career mentorship is in place? When does that typically start?”

To residents, especially seniors:

• “How early did you start talking with mentors about your long‑term career?”
• “Did you feel sponsored—meaning faculty actively opened doors for you—not just mentored?”
• “Have there been any recent graduates whose paths you feel especially exemplify what this program prepares you for?”

If you have a specific interest (global health, medical education, rural practice, research careers), ask directly: “Can you share examples of recent graduates who pursued X, and how the program helped them get there?”

6. Diversity, Equity, and Inclusion (DEI)

Goal: Assess whether DEI is embedded in the program culture or simply a buzzword.

To leadership:

• “How do you intentionally recruit and support residents and faculty from underrepresented backgrounds?”
• “What DEI initiatives have had the biggest impact here, and how do you measure that impact?”
• “Can you share how resident feedback has shaped DEI‑related changes in the last couple of years?”

To residents:

• “Do you feel the program environment is inclusive? Can you think of concrete examples?”
• “How are microaggressions, discriminatory behavior, or patient bias handled in real time?”

Look for specifics: affinity groups, structured training, faculty leadership roles in DEI, and examples of action taken in response to issues.

7. Location, Lifestyle, and Life Outside the Hospital

Goal: Understand what your life will look like when you’re not on call.

To residents:

• “Where do most residents live, and what are the pros and cons?”
• “What do you and your co‑residents do for fun on days off?”
• “How manageable is the cost of living on the resident salary here?”
• “For residents with partners or families, what are some of the common challenges and supports?”

To program leadership (for context):

• “What do you see as the main advantages and challenges of this location for residents?”

Ask yourself: Can you realistically see yourself living and thriving here for 3–7 years?

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Tailored Question Lists by Interviewer Type

Many applicants ask: “What do I actually say when I’m in front of the program director vs. residents vs. faculty?” Below are organized lists you can adapt for your own use.

Use them as menus, not scripts—choose what fits your goals and the flow of the conversation.

Questions to Ask the Program Director / Associate PD

These are your best opportunities to ask big‑picture, program‑level questions. When planning what to ask program director specifically, aim for topics only leadership can address.

Strong options include:

1. Program Vision and Direction

   • “Where do you see this program in five years, and what steps are you taking to get there?”
   • “What recent changes are you most proud of, and what prompted them?”
   • “If you had unlimited resources, what’s the first thing you would change or add to the program?”

2. Resident Voice and Governance

   • “How do residents participate in program decision‑making?”
   • “Can you share an example of a recent resident‑driven change to the curriculum or schedule?”

3. Support and Remediation

   • “How do you identify residents who are struggling early, and what does support look like beyond the formal policies?”
   • “What does successful remediation typically look like in your program?”

4. Outcomes and Graduate Success

   • “In what ways do your graduates stand out when they enter fellowship or practice?”
   • “Are there any areas where you consistently get feedback from alumni about things they wish they had more of during training?”

Choose 2–4 of these per interview; you won’t have time for all.

Questions to Ask Faculty Interviewers

Faculty can speak to both the learning environment and how residents are viewed as future colleagues.

Consider:

• “From your perspective as a faculty member, what characteristics distinguish your strongest residents?”
• “How do you typically involve residents in research, QI, or education projects, if they’re interested?”
• “What do you think residents here most appreciate about the faculty culture? What might they find challenging?”
• “How has resident input shaped the way you teach or structure your services?”

These questions show that you’re thinking about how you’ll fit into the community as a learner and future colleague.

Questions to Ask Residents (Including Social Events)

Resident time—especially unstructured sessions and socials—is where you should ask your most candid, practical questions. Don’t waste it on things they cannot control (e.g., major curriculum redesign); focus on lived experience:

• “What surprised you the most about this program after you started?”
• “If you had to pick, what are the top two reasons you would choose this program again—and one thing you’d change?”
• “How approachable are attendings if you disagree with their plan or need to escalate concerns?”
• “Do you feel comfortable using sick days? How has that been handled in real situations?”
• “What does an ideal day off look like for you here?”
• “Do people actually take vacation? Are there any rotations where it’s harder to unplug?”

Listen not just to what they say, but how: body language, consistency across residents, and whether answers sound rehearsed or real.

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Putting It All Together: Building Your Personal Question Strategy

Having a long list of “interview questions for them” isn’t enough. You need a plan so you neither run out of questions nor ask the same thing in every room.

Step 1: Clarify Your Top 3–5 Priorities

Common priorities include:

• Strong fellowship match in a specific field
• Supportive, non‑malignant culture
• High procedural volume or particular clinical experiences
• Location near family or specific communities
• Robust mentoring and career development
• Commitment to DEI and underserved care

Write these down before interview season. Your priorities should drive your questions.

Step 2: Create a Reusable Core List + Program‑Specific Add‑ons

Use a simple structure:

• 3–4 core questions you ask almost everywhere (to compare programs on your top priorities).
• 2–3 program‑tailored questions that show you’ve researched the specific site.

Example:

• Core: “How is resident feedback collected and acted upon?”
• Program‑specific: “I saw you recently added a global health track. What led to that decision, and how are residents integrated into it?”

Step 3: Match Questions to the Right Person

Before each interview day, review your schedule and jot down:

• 2 questions for the program director
• 1–2 for faculty interviews
• 3–5 for residents / social events

That way, you’re never in the position of scrambling mentally at the end of an interview when they ask, “What questions do you have for us?”

Step 4: Take Notes Immediately After

You don’t want to be flipping through a notebook on Zoom, but jot down impressions right after each session:

• Quickly note the most revealing answers (good or bad).
• Star or highlight differences from other programs.

Later, when you’re building your rank list, these notes will be far more helpful than vague memories of “nice people” and “good vibe.”

Step 5: Avoid Common Pitfalls

A few things to avoid when planning questions to ask residency programs:

• Salary/benefits as your first question. These matter, but asking about money first can send the wrong message. Check the website; ask follow‑ups only if something’s unclear.
• Overly aggressive or adversarial questions. You can ask about weaknesses and challenges, but don’t frame things as “gotchas.”
• Monologuing. A “question” that’s actually a 2‑minute speech about you is a missed opportunity. Keep it concise and then listen.
• Asking nothing. Saying you have no questions can signal disinterest or lack of preparation.

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Frequently Asked Questions (FAQ)

How many questions should I ask in each interview?

Typically, you’ll have time for 1–3 questions per interviewer, depending on how long the session is and how conversational it feels. It’s better to ask one thoughtful question and discuss it meaningfully than to rapid‑fire five shallow ones.

Aim for:

• 2–3 for the program director
• 1–2 for faculty interviews
• 3–5 for residents and social events (combined)

Have a few extra prepared in case time permits.

Is it okay to ask the same question at multiple programs?

Yes—and you should, especially for your highest‑priority topics. Asking the same or similar questions across programs helps you compare:

• Culture
• Workload
• Fellowship/job support
• Education quality

Just avoid reading from a script. Adapt wording to the context and the person you’re talking to.

Can I ask about program weaknesses or red flags directly?

You can, but frame it constructively. For example:

• “Every program has areas it’s working to improve. What are the main ones you’re focused on right now?”
• “What feedback from residents has been most challenging for the program to address, and how are you approaching it?”

This invites honesty without sounding accusatory. Pay attention to how comfortable and specific interviewers are in responding.

What if they already answered my planned question earlier in the day?

Acknowledge that briefly and pivot:

• “You touched earlier on how you collect resident feedback. I was hoping you could elaborate on how you close the loop and communicate changes back to the residents.”

This shows you were listening while still allowing you to explore the topic more deeply.

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Thoughtful, well‑targeted questions to ask residency programs do more than fill awkward silence. They help you evaluate fit, demonstrate maturity, and turn interviews into genuine two‑way conversations. Start with your priorities, match your questions to the right people, and use the answers you hear to guide a rank list that aligns with the physician—and person—you want to become.