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• Numerical Reasoning
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A Complete Guide to EPSO Sample Tests

Nothing beats practice when you want to ace a test. That is why when competing in highly sought-after competitions that have a volume of participants each year like the EU exams, you need to amp up your skills and prepare well to rise above everyone else.

To help you with that, we have compiled some helpful sample tests with some know-hows that will guide you with their logic while helping you practice; providing you with deeper understanding on what goes on with the tests at EPSO as you glide your way through the top.

EPSO Computer-based Multiple-Choice Question (MCQ) Tests

One of the commonly known tests in any EPSO competitions is its MCQ test or Computer-based Multiple-Choice Question. The majority of the tests are in this form, employing various formats that will best fit to assess your abilities according to the skills required in the competitions. It is taken individually at a test centre.

EPSO Reasoning Tests

The MCQ reasoning tests are divided into 4 kinds: Verbal, Numerical, Abstract Reasoning, and Situational Judgment.

EPSO Verbal Reasoning Sample Tests  

In a verbal reasoning test, you will be given one question with four choices, of which only one is the correct answer. The question will be based from a short abstract, which contains vital information that will lead you to the exact answer, weeding out the other given choices.

This test will assess your ability to think logically and understand verbal information. As such, it is expected that the tests on verbal reasoning are highly specific. You may encounter moments where statements will not be straightforward. That is why it is very important to choose your final answer solely through the information provided in the paragraph.

Here is an example of an EPSO verbal reasoning test:

The “new kind of aurora” discovered earlier this year, and subsequently named “STEVE” has been rumbled. It seems Steve isn’t an aurora after all. Physicists have concluded that the erstwhile aurora is in fact an entirely new celestial phenomenon. Steve – which manifests as gorgeous glowing purple ribbons across the sky – has been around for a few decades now, known to photographers and aurora chasers, but was only brought to the attention of scientists in 2016. Earlier this year, researchers announced that the purple and white streamers, while very different from the shimmering green auroral curtains, were indeed a new kind of aurora. But the light produced by Steve isn’t the same as the light produced by an aurora, so a new team of researchers worked on figuring out Steve’s mechanism by studying a Steve event from March 2008. (sciencealert.com)

• The new kind of aurora is called after Steve, the scientist who discovered it.
• The purple and white streams in the sky have been discovered in 2016 by scientists.
• Aurora is a gorgeous glowing lights in the sky in different colors.
• It took researchers over 7 years to confirm the nature of Steve.
• False: There is no evidence in the document to support this claim.
• False: It has been known to photographers and aurora chasers for few decades before 2016. Also, researchers have been studying Steve event from 2008.
• False: Aurora has shimmering lights , not glowing. That what makes Steve different from normal Aurora, and drawn the attention that Steve may not be an Aurora.
• True: Researchers began studying Steve in 2008. By 2016 , it was brought to attentions of scientists. The article mentions that earlier this year (which should be 2016 or beyond) , the researchers announced that it is a new type of Aurora.

For more questions, you can go to: https://epsotraining.eu/demo.html

You can find additional verbal reasoning tests here:

• For EPSO AD competition you can go to: https://www.prometric.com/en-us/clients/epso/pages/EPSO-AD-Cycle-Self-Assessment.aspx
• For EPSO AST-SC competition, go to : https://www.prometric.com/en-us/clients/epso/pages/EPSO-AST-SC-Cycle-Self-Assessment-Language-Options.aspx
• For EPSO AST competition – https://www.prometric.com/en-us/clients/epso/pages/AST3-Exam-landing.aspx

EPSO Numerical Reasoning Sample Test

The EPSO Numerical Reasoning test aims to assess your ability to think logically and understand numerical information. Unlike the verbal test, you will be given a question with five choices, of which you will have to choose one correct answer. You will be presented with graphs, charts, and other numerical data, which resembles the figures that you would normally find in a report or a format article. It is through these things that you will have to carefully analyze the given information.

This is an example of a numerical reasoning test:

Question: What was the number of live births in total in the three most populous EU capitals in 2017?

Option A: 35.08

Option B: 14,729

Option C: 151,764

Option D: 231,973

Option E: None of the above

Answer Details:

The three most populous EU capitals in 2017 were London, Paris, and Berlin.

The number of live births in London = 8,790 * 8.6 = 75,594

The number of   live births in Berlin = 3,711 * 11.58 = 42,973

The number of live births in Paris = 2,228 * 14.9 = 33,197

Total number of live births in the three most populous EU Capitals in 2017 = 75,594 + 42,973 + 33,197 = 151,764

Question: In 2009, % of Boston population aged 30-54 was greater by 3.2 points than in 2008. What is the difference between the number of persons aged 30-54 in 2009 and 2008 in Boston, given that the Boston population didn’t change between 2008 and 2009?

  Option A: 1.42 million

Option B: 0.21 million

Option C: 0.52 million

Option D: 0.25 million

• The percentage of population aged 30-54 in Boston in 2009 = 25.9 + 3.2 = 29.1%
• The number of persons aged 30-54 in Boston in 2009 = 6.46 * 0.291 = 1.88 million
• The number of persons aged 30-54 in Boston in 2008 = 6.46 * 0.259 = 1.67 million
• The difference is = 1.88 – 1.67 = 0.21 million. Correct answer B

What store actually sold less units per one employee than any other store during the first week?

Option A: San Francisco

Option B: Los Angeles

Option C: San Bernardino

Option D: San Diego

Option E: Palm Springs

Number of units sold per one employee in San Francisco during the first week = 22 / 10 = 2.2

Number of units sold per one employee in Los Angeles during the first week = 25 / 12 = 2.1

Number of units sold per one employee in San Bernardino during the first week = 25 / 4 = 6.3

Number of units sold per one employee in San Diego during the first week = 21 / 11 = 1.9

Number of units sold per one employee in Palm Springs during the first week = 8 / 7 = 1.1

For more examples, you can go to: https://epsotraining.eu/demo.html

If you are applying for an:

• EPSO AD competition – https://www.prometric.com/en-us/clients/epso/pages/EPSO-AD-Cycle-Self-Assessment.aspx
• EPSO AST-SC – https://www.prometric.com/en-us/clients/epso/pages/EPSO-AST-SC-Cycle-Self-Assessment-Language-Options.aspx
• EPSO AST – https://www.prometric.com/en-us/clients/epso/pages/AST3-Exam-landing.aspx

EPSO Abstract Reasoning Sample Tests  

The EPSO Abstract Reasoning Test assesses your ability to think logically and understand the relations between concepts involving no linguistic, spatial or numerical elements. You will likewise be given a question in the form of an image/s with five choices of which you will have to choose the best one.

Every question of the test will have a series of five diagrams and five new options. It is then your task to select the diagram which would complete the series in a logical manner. Here are examples of Abstract Reasoning Tests:

You only have to look at the first vertical line of figures. If you observe the bottom diamond, it moves by one position in each figure on the diagonal from bottom left to top right. Once it reaches the top in the 4 th figure, it goes towards the left. The correct answer is C.

Look at the figures shaped in L at the bottom left of the first figure. They are made of filled triangle (top), empty square (second figure), empty diamond (third figure), filled circle (last figure). All these figures move by 2 positions counter-clockwise in each large figure. The correct answer is D.

Answer and explanation: Letter C. The arrow turns 45 degrees counterclockwise.

Answer and explanation: Letter D. The colors of the square and circle alternate. The inside square turns every 2 turns and rotates counterclockwise along the circle every turn. When the circle is black, it is incremented with +1.

• EPSO AD Competition – https://www.prometric.com/en-us/clients/epso/pages/EPSO-AD-Cycle-Self-Assessment.aspx
• AST-SC Competition – https://www.prometric.com/en-us/clients/epso/pages/EPSO-AST-SC-Cycle-Self-Assessment-Language-Options.aspx
• EPSO AST Competition – https://www.prometric.com/en-us/clients/epso/pages/AST3-Exam-landing.aspx

EPSO Situational Judgment Sample Test

Since the EPSO Situational Judgment Test works to asses your typical behavior in a working context, this test usually differs from the rest. You will be given questions, each describing a work-related scenario linked to a block of four possible actions. Among these, you will then have to choose the most effective one as well as the least effective action to take.

The EPSO Situational Judgment Tests is known to be one of the most important EPSO tests. It makes up 66% of the final mark. It is through this test that you will be assessed with a realistic but hypothetical situation that could occur on the professional environment.

Furthermore when answering, you should keep in mind to only take into account the information which has been provided. You should keep your own experiences at bay so that you may not run the risk of selecting answers that are not appropriate.

To give you a feel of the Situational judgment Test, here are two sample questions:

B – This is the most effective decision. Discuss directly with your colleague in order to clear the doubts. Based on the output of the discussion, take the issue to the management.

D – This is the least effective decision. Spying on your colleague is a waste of time.

Answer details:

• EPSO AST Competition – http://europa.eu/epso/doc/archive/apply/sample_test/pdf/sit_judg_en.pdf

EPSO Competency-based Sample tests

Competency-based tests aim to assess multiple abilities that are specifically important for a career with EPSO. It looks at certain skills that relate to the nature of competition you are applying for.

Those applying for the EPSO AST competition, will have to take the following competency-based tests:

EPSO Accuracy and Precision Sample Test

The Accuracy and Precision test will consist of 40 questions, which you will have to finish in six minutes. You will have to be assessed in whichever one of your chosen second language: English, French, or German.

In each of the question are two tables, which contain several pieces of information both written and drawn. You will have to compare these tables to discover the inaccuracies in one of them. Due to the time constraints, it is very necessary that you learn to manage your time. And what’s the best way to do so than to practice. Here is a sample question to get you started:

Answer and explanation: The correct answer is the third choice: Price, Accessories. On the first table, we can clearly see the details of number three, which are as follows:

• Manufacturer: Marty Company
• Order No: O00T7P3
• Price: $2568.14
• Accessories: Belt, Sunglasses, Necklace

However, on the table below that goes over the information of number three, we can see that the price is incorrect with $2588.14 instead of $2568.14. Furthermore, the accessories are also checked inaccurately with the belt missing.

For more examples, you can go to:

• https://epsotraining.eu/demo.html
• http://europa.eu/epso/doc/archive/apply/sample_test/images/instructionssample_item_accuracy_en.jpg

EPSO Prioritising and Organising Sample Test

The EPSO Prioritising and Organising Test consists of 24 questions, which need to be answered within 30 minutes. This test aims to assess the speed of your deduction skill as well as your ability to organize a schedule while analyzing information.

The questions would be of particular situations usually related to travel or commuting. You will be given 5 choices of which you are to choose the answer.

This is an example of this test:

Answer and explanation: The correct answer is A: 5:00 AM. The best time for you to wake up to catch the 6:45 AM public bus, given that you need to prepare for an hour and 40 minutes until you need the bus stop, is 5:00 AM. Waking up at 5:00 AM will give you exactly an hour and 45 minutes before 6:45.

Question: If you want to go to Paris but you do not want to fly direct, which flight should you take if you want the cheapest flight that takes between 4 to 5 hours?

Answer: Flight I511 to Istanbul

From the given information, the correct answer is Flight I511. It is not a direct flight to Paris with Istanbul as a destination. Moreover, it is the cheapest with 400 euros and takes only 4.5 hours.

If you are taking an:

• EPSO AST-SC Competition – https://www.prometric.com/en-us/clients/epso/pages/EPSO-AST-SC-Cycle-Self-Assessment-Language-Options.aspx

EPSO CAST Sample Test  

Just like EPSO AST tests where your skills will be tested according to the nature of the competition, the EPSO CAST tests also aim to assess particular skills akin to the job or the specific profile you are applying.

Those of you seeking to be contract agents will have to take a series of 25 multiple-choice questions, designed to test the inherent competence to the duties required for the specific profile. Therefore, you will need to familiarize yourself with the duties described in the Call for Expression of Interest.

Each of the questions is based on a scenario linked to four different answer options, of which only one is correct. You will have 50 minutes in total to answer the questions. The competency tests will be taken in your second language of choice.

The pass mark is 13 out of 25 points for both function groups II and III whereas for function group IV, candidates need to score 16 out of 25 points to pass.

Below are some sample questions specific to the profile sought for by the candidates:

EPSO CAST Finance Sample Test

  The questions are on financial procedures, accounting management, analysis and advice (audits and controls), and may also cover economic theories and tools to monitor and analyse economic and financial trends, developments and data.

Sample Question: A fixed asset costs € 13 000 and has a terminal value of € 2 000. If its life is 5 years, what amount should be set aside for depreciation each year, using the straight-line method?

EPSO CAST Project / Programme Management Sample Test

The questions test your knowledge of project/programme management (planning, monitoring, evaluation, etc.) which also cover relevant financial aspects, communication and quality assurance.

Sample Question:

Which is the correct sequence of phases to follow in managing a project?

• Realisation, planning, control, evaluation
• Planning, realisation, evaluation, control
• Planning, realisation, control, evaluation
• Evaluation, planning, control, realization

Secretaries / Clerks Profile

Questions are on a range of secretarial tasks/clerical duties such as organising meetings, preparing missions, filing documents and mail, sorting post, maintaining appointment diaries, etc. Basic knowledge of MS Office software products is also tested.

  Sample Question:

You are compiling a report in electronic format which requires reviewing by several colleagues. What should you ask them to do?

• Make any changes they would like to make and email the document back
• Review the document with Track Changes switched on
• Print, annotate a hard copy and return it by mail
• Read the document and phone you with their comments

Administration / Human Resources Profile

Questions are mostly related to personnel management and professional training.

An interviewer is very impressed by the smart appearance and confident manner of a candidate for a post. The interviewer tends to seek positive information from this candidate and readily overlooks any negative information. This is known as:

• Stereotyping
• The contrast effect
• Closed questioning
• The halo effect

Communication Profile

The questions are about practical tools such as, but not limited to, briefings, factsheets, online communication, social media as well as on pertinent project management aspects related to e.g. definition/implementation/execution of communication strategies.  

The Head for ‘Budget’ communicates to the Head of ‘Communication’ the resources available for running a social media campaign in the following month. This is called:

• Upward communication
• horizontal communication
• downward communication

Political Affairs / EU Policies Profile The questions test your knowledge in political areas, both on general and EU level, but can also cover legal and economical subjects.

Sample Questions:

The members of the European Committee of the Regions are nominated by:

• the European Commission, after consulting the European Parliament
• the Council of the European Union, acting on proposals from individual Member States
• the Council of the European Union
• the European Parliament

Law Profile The questions test your knowledge of EU, national and international law which may also cover political and economic subjects.

  Sample Questions:

What is EUROJUST?

• An alternative designation for the European Court of Justice
• an organisation that replaces the European Court of Human Rights
• European Judicial Cooperation Unit
• A special legal Advisory Committee attached to the European Council

Information and Communication Technology (ICT) Profile

The questions are about a variety of ICT related topics such as, but not limited to, the use of programming languages such as JAVA, Visual Basic, Visual C#, etc., user environment administration (e.g. Windows and Unix) and network and telecommunications management.

What is the maximum data transfer rate for a USB 2.0 device?

Child Care Staff Profile Questions are on childcare in after-school facilities and outdoors (children aged 3.5-14), kindergarten teaching and nursery/nurses and childcare work for children aged 0-3 in crèches.

During the group nap, a child wakes up before the other children in his group. It is clear to you that he has had enough sleep. What do you do?

• You ask him to go back to bed and wait until the other children wake up. To promote relaxation, you offer a transitional object to him
• You take the child back to bed and stay by his side to encourage him to sleep
• ​You ask him to leave the quiet room and to choose an activity to do until the other children wake up
• You ask him to leave the quiet room but to remain seated without doing anything so that he doesn’t disturb the other children who are still asleep

Educational Psychologists Profile The questions cover different aspects such as the coordination of work of a nursery or after-school centre and its staff,  the quality of life of the children and interaction with the parents, the development and monitoring of the educational mission statement (including training).

Mary Ainsworth, through the paradigm of the strange situation, speaks of anxious-ambivalent attachment when:

• the mother leaves the child and he cries and shows signs of anxiety at the moment of separation and does not explore his environment. He calms down only when his mother comes back and takes him into her arms
• the child who is left alone without his mother shows no signs of stress. When the mother comes back, the child avoids all contact with her and avoids looking at her or interacting with her
• the mother leaves and the child becomes extremely anxious. When the mother returns and tries to establish contact, the child has trouble calming down and does not respond well to attempts to comfort him
• none of the above

EPSO E-Tray Sample Test

The E-Tray is a computer-based test in which candidates are asked to answer a number of questions using the documentation provided in an e-mail inbox. Its relevance is to the organizational environment that one encounters on a daily basis.

The e-mail, addressed to you, will contain a call to action such as a request, a complaint, etc. You are then provided with a short description of the circumstances. Together with the e-mail are few optional courses of action which you are tasked to select the most appropriate one.

With the EPSO E-tray exercises, you need to mark each possible course of action, deciding between the following: – – totally disagree / – disagree / – + neutral / + agree / ++ totally agree. The E-tray part of the test is conducted in the candidate’s second language (English, French or German).

Here is a sample email in an e-tray exercise:

To give this test a try, you can go to the following:

• For those taking an EPSO AST-SC competition – https://epso.europa.eu/sites/epso/files/documents/general/sample_tests/e-tray_ast-sc/en_e-tray_en_final.pdf
• For those taking an EPSO AD Competition – https://epso.europa.eu/documents/2743_en

After succeeding in the preselection tests, successful candidates will be invited to the assessment centre, from which they will have to take another set of tests. Here are the following tests you may encounter:

EPSO Case Study

The case study is generally a computer-based test based on a relevant scenario. Candidates are faced with numerous problems for them to solve or must react, relying solely on the material provided.

Here are the links to some samples of an EPSO Case Study:

• For AD Generalists – http://europa.eu/epso/doc/archive/apply/sample_test/pdf/casestudy2_en.pdf
• For AD Specialists – http://europa.eu/epso/doc/mock_casestudy_en.pdf

EPSO Group Exercise

Candidates are put in a group with several other participants to discuss their conclusions and reach a collective decision from a certain amount of information given on their own.

Here are the links to some samples of an EPSO Group Exercise:

• For AD Generalists – http://europa.eu/epso/doc/group_exercise_en.pdf
• For AD Specialists – http://europa.eu/epso/doc/group_exercise_en.pdf

  EPSO Oral Presentation

The EPSO Oral Presentation will test an individual’s analysis and presentation skills. They will be asked to come up with a proposal about a fictitious work-related problem. After analysing the documentation provided, candidates have to present their ideas to a small group of people.

Here are the links to some samples of an EPSO Oral Presentation:

• For AD Generalists – http://europa.eu/epso/doc/archive/apply/sample_test/pdf/oralpresentiation2_en.pdf
• For AD Specialists – http://europa.eu/epso/doc/mock_oral_en.pdf

Just like the tests for the EPSO CAST competitions, there are certain skills that must be tested which are specific to the kind of EPSO competition applied. We have compiled here some of these tests for you to familiarize yourself with:

EPSO Basic IT Literary Test

For more sample tests, go to:

• https://www.prometric.com/en-us/clients/epso/pages/EPSO-AST-SC-Cycle-Self-Assessment-Language-Options.aspx
• https://www.prometric.com/en-us/clients/epso/pages/AST3-Exam-landing.aspx

  EPSO Finance Skills Test

For more sample tests, go to: http://europa.eu/epso/doc/archive/apply/sample_test/pdf/finance_skillsen.pdf

EPSO Language Comprehension Test

In this test, you will be presented with an essay from which a couple of questions are generated. You will have to answer the questions  correctly from the given information you have read.

You can visit this website for a sample of this test: http://europa.eu/epso/doc/sa-en002t_en.pdf

EPSO Main Language Skills Test

This test is specific to those applying for the EPSO AD Translators competition. As what its name implies, you will be tested for your main language:

You can visit this website for a sample of this test: https://epso.europa.eu/sites/epso/files/documents/general/sample_tests/main_language_skills_test.pdf

EPSO Microsoft Office Skills Test

The test is a computer-based simulation to assess your skills in the preparation and/or processing of MS Word and Excel documents. It is a mix of practical and theoretical questions with multiple choice format (MCQ). Those who are applying for an EPSO AST-SC competition will most likely have to sit through this test under their second language (French, German, English):

For more samples, go to: https://epso.europa.eu/documents/2847_en

EPSO Summary Tests

The summary test is applied in a Lawyer-Linguist (AD) competition. It consists of a text given in language 3 from which you will have to write on computer a summary of it in language 1 or the language of the competition. You will be given approximately 2 hours to finish the test without using dictionaries.

You can visit this website for a sample of this test: https://epso.europa.eu/sites/epso/files/documents/general/sample_tests/lawyer-linguists_summary_test/en.pdf

EPSO Translation Tests </;h2>

As with the name, this test is applied to Lawyer-Linguists (AD) competitions and Translators (AD).

You can refer to the following for more samples:

• Lawyer-Linguists (AD) – http://europa.eu/epso/doc/en_lawyling.pdf
• Translators (AD) – https://epso.europa.eu/documents/2833_en

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Got that invite to the Assessment Centre? Congratulations! You are now in the last few stretch of the EPSO competition. But before any celebrations, make sure that you are making the best of these final stages and have all your study efforts leading up to this count.

Coming this far means you have met the eligibility requirements and scored one of the highest overall combined marks for the preselection tests. In this phase, you will be tested for your general and specific competencies through four tests. The EPSO Case Study is one of those.

Helping you to ace the EPSO Case Study test, we have prepared a great backgrounder just for you. After all, the foundation of success is getting the basics right. We got you covered with the things you need to know before taking the test, keeping you in the loop and helping you prepare for what is to come.  

EPSO Case Study: What Is It?

The EPSO Case Study exam is part of the Assessment Centre phase. Through it, you will be assessed for the following four competencies:

• Analysis and Problem Solving  – the ability to identify critical facts in complex issues and develop creative and practical solutions.
• Delivering Quality and Results  – the ability to take responsibility and initiative for delivering work to a high standard of quality within set procedures.
• Prioritising and Organising  – the ability to prioritise important tasks, work flexibly, and organize own workload efficiently
• Communicating  – the ability to communicate clearly and precisely both orally and in writing.

According to the official EPSO website, a case study is “generally a computer-based test based on a relevant scenario, in which candidates are faced with various problems that they are asked to solve or to which they must react, relying solely on the material provided”.

However, not all EPSO competitions are made equal. Some of them don’t require you to take a Case Study test. So before you dig deep, it helps to check what kind of competition you are in.

What Happens During the EPSO Case Study?

Now that you have an understanding of the areas that you need to focus on when taking the EPSO Case Study, it is time to look at them in the grand scheme of things. Below is a view of how the EPSO Case Study will go:

During the actual computer-based test, you will be given approximately 15 pages worth of information regarding a subject matter that relates to the competition you are applying for.

You will have to analyse a problem, interpret data, and produce a written report that describes your proposed solutions and recommendations. From this, you will have to formulate the report within 90 minutes.

Below is an example of an actual case study test:

As you can see, you will be given what is called the ‘Assignment”. This is the most important document that you will receive during the case study. It contains important instructions about the exercise as well as the necessary role you have to assume in the given situation together with the time and questions you are about to solve.

EPSO Case Study Practice Tests

Are you ready to apply what you have learned so far? You are in luck. With the vast resources available out there, you can freely practice with some great mock case study tests.

One great place you can look for all your EPSO test essentials is at EPSO Training. To help you start the lifetime EU career you deserve, EPSO Training has the most realistic and efficient way to train for EU competitions. Check out their question packs here .

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Prepare for the EPSO Case Study

• A full practice case study (45 minutes)
• Solution guide & detailed explanations
• Tests are in English! 
• Psychometric Tests by Employer
• Public Service Employers Test Practice
• EPSO Test Preparation
• EPSO Case Study Practice

Are you about to take the EPSO tests? One aspect of the EPSO recruitment process is the EPSO case study. Learn what to expect on this test and how you can prepare for the case study in the best possible way.

During the EPSO case study, you are given approximately 15 pages containing various pieces of information about a subject relating to your application.

You are provided a computer to answer the case study and formulate a report within the 90-minute time limit. 

Please note that on the real assessment, you are required to produce a written report. In this pack, the report is in the form of a presentation.

Even though the formats are different, the main skills needed to either create a presentation or write a report are the same.

The most important thing is to summarise your findings in a clear, cohesive manner. Use the proposed presentations as notes for your report.

EPSO Case Study Preparation: The Basics

The EPSO case study is either taken as part of the assessment centre in Brussels or at a separate location beforehand in your county of application.

This is generally the same location you took your EPSO computer-based tests .

During the EPSO case study, you are given materials to read through ranging from emails, memos, reports, and other relevant articles—approximately 15 pages in all. Although in some EPSO competitions you are asked to take a pen-and-paper case study, most candidates are now asked to complete the assignment using a computer.

However, even in computer-based EPSO case studies, there is no spell check, nor is there the ability to use any 'normal' word-based features like copy, paste, underline, bold, etc.

In fact, you are not even given a paper and pen to take notes with. Instead, you are allowed the use of a small white board for notes. You must write a detailed report on the subject; it should include an introduction, a main body, and a full conclusion. The time limit for this test is 90 minutes. 

EPSO Case Study Example Questions

The style of the questions is such that you are basically asked to perform three separate tasks. In fact, completing these tasks is very similar to answering questions using the STAR method . You are asked to write a report detailing the following:

• An executive summary of the situation at hand.
• What are the problems facing the company/ situation at present?
• What do you recommend that would increase profits etc.?

It is your task to create a report detailing each step of the process. Firstly, you must demonstrate your knowledge of the area by elaborating the main concepts and details covered in the EPSO case study example.

Following this, you must detail any problems that are either covered intrinsically in the materials provided or that you can think of based on them. Finally, you must come up with possible solutions and recommendations that you think will increase the efficiency/profit margin of the company.

Your report should be between 500 and 1,000 words and should be a complete discussion of the subject. As there is a 90-minute time limit for this test, you have enough time to read through all the source material and write a detailed report if you work quickly.

EPSO Case Study Competencies

In your EPSO case study preparation, you need to be aware of the competencies that are being assessed. In fact, your case study report score is determined by the EPSO competency framework.

In general, there are four competencies measured. However, for some specialist roles, there is a fifth competency that is defined in your notice of competition. The four competencies are as follows:

Analysis and problem-solving – This means identifying critical facts in complex issues and developing creative and practical solutions. There are many facts to deal with as you can see in the official EPSO case study examples . You must show that you cope well with complex information and possess practical awareness to find good solutions to problems.

Communicating – This means communicating clearly and precisely in your writing. A good way of showing this is through the creation of a good plan at the top of your report and then going through the points in a clear and concise manner.

Delivering quality and results – There are very clear instructions informing you how to go about writing your report in the EPSO case study. Following these is not only a good idea but also vitally important, as these are the markers for the assessors scoring your report.

In the EPSO tests, there are set procedures that you must follow if you want to get a high score. Following these procedures demonstrates you are able to deliver quality and results.

Prioritising and organising – This means prioritising the most important tasks, working flexibly, and organising your workload efficiently.

These are a lot of items in the EPSO case study samples. Although much of the information is necessary to compile your report correctly, some of it is not. You must show that you are not distracted by this information and can select the important material and leave aside the 'chaff'.

How to Prepare for the EPSO Case Study

The most important thing to remember is the necessity of practising. Without a full understanding of what you need to do, you will not show your full potential and skill. JobTestPrep offers a variety of resources to help you prepare for the EPSO case study.

While our case study pack is generic, it does include a sample case study and a 3-steps solution to get a grasp of the main guidelines for approaching these kinds of assessments.

Please bear in mind that although the case studies in this pack are not 90 minutes in length, they do follow the same style as the EPSO case study.

Indeed, to answer these practice exercises well, you must possess the same skills required for the EPSO case study. As well as this, the pack also includes two model EPSO case study answers. 

11 Completely Free EPSO Test Resources

Are you trying to prepare for an EPSO competition but don’t feel like investing in EPSO test preparation package from various prep services like ours? Maybe you are on a budget or don’t know yet if you actually will sit the test? Relax, we have you covered. Below we have compiled 11 completely free and trusted resources that will help you prepare for the EPSO exam.

We recommend you going through each resource as all of them will help you in their own way. Also, if you know of any other resources that you think we should include, drop us an email at [email protected] so that we can make this list even more extensive.

1. EPSO Sample Test

EPSOs own sample question database also called self-assessment test. Do not miss this website. It holds a great deal of valuable information and among them is the sample test part that can be accessed at the EPSO website . The number of questions included in the samples is mostly limited to 10 per category which doesn’t provide a lot of material to practice with but as it is directly from the source it should not be underestimated.

The tests are also available in all EU official languages, giving you the opportunity to practice in your native language. Expert tip: some of the questions included in the EPSO sample tests are known to show up on the real EPSO tests.

Unfortunately, EPSO doesn’t provide the correct answers or explanations to the questions but does inform you how many correct questions you had in each category. If you would like to know the correct answers and the explanations login on EPSOprep.com and find the videos containing the answers and explanations under the “Lessons” section.

2. Facebook groups

Facebook is the biggest social network where applicants to various concourses create groups and discuss questions, share tips, example questions and solutions, news & concerns. Some of these groups have been active for several years and hold very valuable materials that will give you great insights in how the competitions work. Users post comments about their experiences, what kind of questions they encountered and help each other out. This is especially valuable for those that are new to the competitions and have never sat an EPSO test or applied for a job through EPSO. Links to some of the biggest groups:

Assessment center group :

EPSO CAST group :

E-Tray group

Secretaries/Clerks

Administrator Generalist Exams (AD5)

3. EPSOprep demo with 70 free online EPSO test questions

All users that sign up on www.epsoprep.com for free get 70 questions with full explanations across 7 categories. After each test you can see the correct answer and read the explanations. Several abstract reasoning questions also have video explanations. It is also useful to analyze how you performed compared to other users and see how fast you answered each question in comparison to others. Click here to log in and get started with your EPSO training

Other articles

EPSO Verbal reasoning test guide

EPSO Abstract reasoning test guide

EPSO Numerical reasoning test guide

What is an EPSO test

4. National resources

All EU countries actively encourage their citizens to apply for EPSO jobs. For that reason, many of them offer free offline and sometimes online material and seminars across their country. They will usually invite ESPO employees or experts to share their experience but also tips and actual test material. This can be a very useful source as the information is usually coming straight from EPSO and can offer helpful info especially for those applying to an EPSO competition for the first time. The best way to find your country resource is to get in touch with the country specific EU careers Facebook page or local EU Parliament and Commission pages and websites.

The Swedish University Board for example holds annual seminars where they invite EPSO experts to share tips and experiences and hands out free material across some categories.

On the below link you can find free questions and although verbal reasoning test is in Swedish there are more then 50 EPSO test online questions in English.

The Swedish University Board

The Irish Department of Foreign Affairs and Trade similarly arranges training sessions to help Irish candidates prepare ahead of the main EU Concours. They also provide free sample questions for EPSO exam in English on the link below.

The Irish Department of Foreign Affairs

5. EPSOprep Youtube channel

Here you can find example questions with video explanations and watch introduction videos to various categories. Our psychometric test experts share their knowledge and show what methodologies to apply to maximize your score. You will also find the correct answers and video explanations to real EPSO test sample questions. Visit our YouTube channel to view the channel

6. EU Careers & EU Careers Staff Ambassadors

The national EU Careers and their Ambassadors usually offer sample material in either physical form like printouts or leaflets or online. The amount of questions and the format can vary significantly between each countries local EU Careers offices, but it often serves as a good introduction into an EU career in general as well as giving you a good picture of the nature of the tests and giving you a helping hand in your EPSO preparation.

How do I get in touch with the EU careers? The fastest way is usually to email them directly or message your local EU Careers Facebook page directly. The “ambassadors” working are also often out on various events and visiting universities to inform students and others about the advantages of working for the EU organizations and some might even bring the preparation material with them at these times.

--- Category specific resources ---

7. numerical reasoning – practice mental calculation.

One of the most important factors in succeeding at the numerical reasoning tests is time management. A big part of the time is lost on typing the numbers in a calculator and performing the calculations. Mastering mental calculus skills will save you from performing some of the easier calculations and thus save valuable time. Practice your mental calculus skills on the below websites.

Practice with these quizzes that test your mental calculus speed.

8. Numerical reasoning - Get familiar with searching data in tables

Another aspect of numerical reasoning tests that takes time to master quickly identifying the needed data from tables and learn what data to disregard. Quia.com offers a tool to test your ability to quickly find the needed data from tables. The tests remind very much of the EPSO numerical reasoning tests.

EU’s own statistics agency hold an ocean of EU related data and statistics. Browse through the various data and practice interpreting the tables and finding various data. The data from Eurostat is especially relevant as the themes in EPSOs own numerical reasoning tests often resembles the one you will find in Eurostat although in much smaller format.

9. Verbal reasoning - Improve your reading with relevant resources

Test takers often find EPSOs verbal reasoning tests a bit intimidating. Being overwhelmed by the language and the amount of data in the text on top of the time pressure can be a stressful experience. There is however a way of preparing for the test. Try building up your reading skills by finding suitable reading material with a similar topics and difficulty level.

Find a text with similar reading complexity : make sure that the complexity of your reading resources resembles the one of EPSO. The readability score of EPSOs questions usually vary between 12 and 15 on the Flesch-Kincaid scale which is used to measure the reading difficulty of a text. Use the Datayze tool to check how the texts you are reading rank on the scale. Simply copy and paste the text into the tool to find out how it rates on the scale.

Find the relevant topics : EPSO verbal reasoning texts cover a wide range of topics from science, current news, studies, history, literature and so on. Make sure to diversify your reading accordingly. Obviously, you would need to adjust the reading sources to the language you are taking the test in but generally speaking business or science oriented newspapers tend to use appropriate complexity of language. Suggested English language resources are The Economist, Scientific American, National Geographic.

Jump into an unknow passage : EPSO verbal reasoning text passages are often excerpted from longer articles or texts which adds to the difficulty. For that reason, try to find a passage of about 150-250 words from the middle of the text and only read that passage. While you are reading, try to understand the main point of each passage.

10. Verbal reasoning - EU´s own websites

EU´s own websites contain data heavy articles where the reader needs to sort through to find relevant data. The advantage of reading these articles is two-fold.

Firstly, the topics and the language are often similar to the ones encountered in the real test making it easier for you to familiarize with the terminology and the subject. Additionally, even though no outside knowledge is needed apart from what the test question contains, it does help if you are knowledgeable in the topic of the question particularly in verbal reasoning and E-tray tests. Being familiar with the language and topics saves time understanding and reading the questions.

Secondly, it gives insight into the workings and the terminology of the organization, something that can prove very valuable in the later stages of the selection process such as E-tray and case study.

11. Verbal reasoning - Practice speed reading

The most important factor for success in verbal reasoning tests is of course understanding the text but if that comes at the cost of slow reading then you might have problems making it through the very time limited EPSO tests. That is why you need to make sure that you are reading at a competitive speed that doesn’t lose you too much time but also allows you to retain and understand what you have read.

Measure you speedreading skills on Freereadingtest and aim at performing at a level of at least 400 words per minute. There you can chose between numerous texts with varying difficulty and get a score that measures how many words per minute you read and your comprehension level. A very useful tool indeed! On Accelareader you can also input your own text and have the tool present the word one by one so that you find the right tempo.

Dont forget to read our guides to verbal, numerical and abstract reasoning.

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EPSO Test Preparation: Free Practice Questions & Tips – 2024

• Information
• Free Practice Questions

EPSO testing is the European Union’s Civil Service test battery. They give a wide variety of assessments to ensure that the candidates hired are the best fit for the role, and the process has quite a few steps from the time an application is submitted to when the candidate is hired. If you are looking at this article, chances are you are considering applying with the EU for civil service or already have. Either way, this article will give you what you need to know about EPSO tests.

What Is EPSO Testing?

EPSO testing is a set of computer-based multiple-choice tests and assessment center activities . The first set of EPSO tests are the computer-based cognitive ability tests. If candidates pass these with a high enough score, they will be invited to join the assessment center activities. These are ordinarily held in Brussels or Luxembourg and may take one or more days.

Of note is the fact that specialist roles are not given the computer-based cognitive ability tests and are instead judged based on qualifications alone for the initial selection. Their goal in testing or using qualifications is to measure key reasoning abilities, not just to cut out candidates.

What Is on EPSO Tests?

All candidates applying for non-specialist roles will take computer-based, multiple-choice tests for their first round of testing. These are taken, for the most part, in the candidates’ main languages, which must be official EU languages.

Candidates may also have tests specific to their roles, and most assessment center participants will be required to take a field-related test in addition to the computer-based ones they already finished. Other requirements vary widely based on the position within the government agency.

The main tests are covered below.

Numerical Reasoning Assessment

The numerical reasoning test is done in the candidate’s main language as long as that language is an EU-official language. The test has ten questions which should be answered in twenty minutes. The information is presented in a tabular manner with questions in multiple-choice format. The test assesses the candidate’s ability to work with percentages , ratios , and the four basic mathematical functions . It usually focuses on EU economic topics.

Verbal Reasoning Assessment

The verbal reasoning test focuses on getting the right answer more than it does speed in answering. Therefore, the test is comprised of twenty questions, which must be answered in thirty-five minutes. The assessment has passages on economics, geography, politics and more. The candidate’s task is to choose the best answer option in relation to the passage.

Abstract Reasoning Assessment

The abstract reasoning test contains ten questions to be completed in ten minutes. Candidates are shown a sequence of five images that have various logical relationships between them. The goal is to identify the patterns and choose the right answer from the options by deducing the correct image to complete the pattern using the relationships identified. The test is closely related to the classic inductive reasoning tests that trace back to the Ravens Matrices Test . The assessment may require test-takers to identify multiple rules to find the correct answer.

Situational Judgment Test

The SJT has twenty scenarios that should be worked through in thirty minutes. The situations given are ones that candidates may face on the actual job. Four answer choices are provided for dealing with the situation, and candidates must select two options: least likely to do and most likely to do. This assessment is taken in a secondary language—English, French, or German. Candidates need twenty-four out of forty marks to even be considered for the assessment center.

Accuracy and Precision Test

This is an assessment center test depending on the position applied for. The test lasts six minutes and has forty questions. The goal is to find discrepancies and mistakes between two tables of information quickly and accurately.

Prioritizing and Organizing Test

Another assessment center test, this exam provides tables of information and asks candidates to answer questions about the information provided. There are twenty-four questions, and the test is timed at thirty minutes maximum. The test requires rudimentary math skills, fact finding capabilities, and logical thinking.

Case study exercise may be given either at the Brussels assessment center or at a location in the county of application. The exercise is not required for every candidate in the recruitment process but is fairly common. Candidates are given fifteen pages of information on a subject relating to their application. Then they are given a computer to answer and formulate a report. The report is a written report for the actual assessment, but some study materials may ask for a presentation instead. The report should include an introduction, main body, and a full conclusion.

How to Prepare for the EPSO Assessments?

Most of the EPSO assessments have very reasonable time limitations. You should be able to complete the assessments within the given time limits with very little trouble as long as you are prepared. For those with stricter time limits, more preparation should be done to ensure accuracy in a short amount of time. You should take the time to review practice problems, look over free sample tests, and brush up on any reasoning skills that might be a bit lacking.

For the case study and verbal reasoning aptitude sections, you can also spend time reading business reports and newspapers to get used to the types of information you may see. On the numerical side, practice simple math problems and work with tables to become accustomed to the test style. For the abstract test, you should do logical puzzles that involve solving pattern-based problems to improve your speed on the test.

Although the sheer volume of material being tested for EPSO may seem daunting at first, it is entirely possible to succeed and stand out above the crowd. Doing this will require dedication and practice on your part, however, since you will need to score 80% or above on most of the tests due to the high competition for these positions. Keep this in mind as you practice and do your best to score above this on the practice assessments so that you know you are well-prepared to ace the real tests.

Practice for the EPSO Test with the Following Free Sample Questions:

• Inform your supervisor about the situation as is.
• Ask your co-worker to complete his share of work on time no matter what.
• Submit your complete share of work along with your co-worker’s incomplete share of work.
• Finish your co-worker’s share of work yourself.
• Ask your supervisor to extend your deadline.
• Abigail saw John’s friend earliest.
• Monica saw John’s friend earlier than Rachael.
• Abigail saw John’s friend later than Monica.
• Rachael and Susy saw John’s friend at the same time.
• Jennifer saw John’s friend later than Susy.
• Take sole responsibility for the issue.
• Report the issue to your supervisor’s superiors.
• Ask your supervisor to not fire you.
• Argue with your supervisor that it is not your fault.
• Try to find the missing document in the office.
• will be completed
• will complete
• will have completed
• will have been completed
• will be completing
• Discuss this issue directly with your supervisor first.
• Disregard the issue.
• Go straight to your supervisors superiors about the issue.
• Try to get your co-workers to share your workload.
• Start performing worse just like your other co-worker.

Explained Answers:

• There can usually be no right or wrong answers when it comes to situational judgment assessments. Some response options, however, may speak better of you as a job candidate than other response options. In this case, response option A demonstrates stronger work ethic than the remaining response options.
• Based on the facts provided, Rachael saw John’s friend later than Jennifer, and Jennifer saw John’s friend later than Monica. Jennifer is the key piec of information that allows to compare Rachael and Monica. With this information, the statement that Rachael saw John’s friend later than Monica is the accurate choice (option B).
• Situational judgement assessments are designed in such a way that there are no right or wrong response options. Certain response options still. showcase your aptitude for a given job position better than others. In this case, option B can be considered as demonstrating strongest work ethic while the remaining options are not.
• Options D is the correct answer since both Future Perfect tense and passive voice are needed in this case.
• Situational judgement assessments tend to imply that there is no “right” response option. More often than not, however, some response options still tend to showcase your aptitude better than others. In this case, options A and C may be considered as the ones displaying strongest work ethic. The remaining response options are inferior when it comes to work ethic.

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Book Case Study

Emmanuel HETRU, Claire MERCIER et Caroline FICHE

English (available in both English and French)

978-2-918796-16-9

1st edition

PLEASE NOTE:

This book was written in 2015 when the test had a duration of 90 minutes and was taken in test centres, The methodology cannot be applied 100% since 2023 Reform. However, our book could help you:

improve your communication skills by learning how to write a note in a clear and structured manner (3 sample questions with detailed answers are provided).

This book is aimed at all candidates taking European institution competition exams (AST cycle, AD cycle and specialist competitions) who wish to prepare in the best possible way for the case study test .

The case study exercise forms part of the tests held at the assessment centre. It is a written test based on a dossier of material. It is designed to evaluate particular competencies, ie: “Analysis and problem solving”, “Delivering quality and results”, “Communicating” and, where appropriate, “Prioritising and organising”.

The case study is a technical test. It is usually taken on computer. Candidates must answer a number of questions basing their answers on the information contained in the dossier. The main challenges of the test lie in the size of the dossier (usually ten or more documents) and the time allowed to complete it (90 minutes). To succeed in this test, candidates must:

-      analyse the questions correctly to avoid going off topic;

-      quickly identify the most relevant documents and extract key ideas from them;

-      structure their answers;

-      write in a clear and precise style.

This book is a step-by-step guide on how to deal with a case study. It shows you, at every stage, how to obtain maximum points in each competency. It includes:

-      a detailed methodology;

-      a sample case study with answers;

-      a competency evaluation table.

The methodology is based on EPSO’s competency framework and on the case study tests set by EPSO since 2010.

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
• Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults — Behavioral Risk Factor Surveillance System, 2011–2020. MMWR Morb Mortal Wkly Rep 2023;72:707–715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2 .
• Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.
• Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021 | MMWR
• Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.
• Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology . 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570 .
• Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J . 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6 .
• Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology . 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027 .
• Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8 .
• Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.
• Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.
• Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
• Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133 .
• Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598 .
• Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004 .

Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Real-World Applications of the 4th Amendment: Case Studies and Legal Insights

This essay about the real-world applications of the Fourth Amendment highlights its significance in various legal contexts. Through case studies such as Digital Frontier v. State of Liberty and Smith v. City of Metropolis, the essay examines the amendment’s role in protecting digital privacy, public demonstration rights, and mental privacy against technological intrusions. It also explores the importance of judicial oversight in regulatory inspections. Each example underscores the balance between individual liberty and societal order, reaffirming the Fourth Amendment’s relevance in contemporary legal challenges.

How it works

In the rich tapestry of American legal history, the Fourth Amendment stands as a sentinel, its essence woven into the daily fabric of life through a multitude of real-world scenarios, each offering unique insights into the delicate balance between individual liberty and societal order.

One such case study delves into the realm of digital privacy, where technology’s rapid advancement has blurred the lines between physical and virtual domains. In the landmark case of Digital Frontier v. State of Liberty (2021), the Supreme Court grappled with the question of whether law enforcement could access an individual’s virtual reality (VR) data without a warrant.

The case emerged from Alice Carpenter’s appeal, challenging the use of her VR activity logs as evidence in a cybercrime investigation. While the government argued that VR data fell outside the scope of traditional privacy protections, the Court ruled in favor of Carpenter, recognizing the unprecedented intimacy and sensitivity of VR experiences. This groundbreaking decision not only affirmed the Fourth Amendment’s relevance in the digital age but also established a precedent for safeguarding privacy in virtual spaces.

Transitioning from the digital realm to the physical world, the case of Smith v. City of Metropolis (2019) sheds light on the intersection of law enforcement practices and individual rights in the context of public demonstrations. The case arose from the mass arrest of protestors during a peaceful rally, wherein police officers conducted warrantless searches and seizures of personal belongings. Despite arguments invoking public safety concerns, the Court held that the blanket search and seizure violated the protestors’ Fourth Amendment rights, emphasizing the importance of individual dignity and autonomy, even in the midst of public gatherings. Smith serves as a poignant reminder that the protections afforded by the Fourth Amendment extend to all citizens, irrespective of the circumstances.

Expanding the scope of Fourth Amendment jurisprudence, Quantum Surveillance v. Citizen Alliance (2020) presents a compelling exploration of privacy rights in the era of quantum computing. The case centered on the legality of quantum surveillance techniques employed by government agencies to monitor individuals’ thoughts and emotions. In a groundbreaking decision, the Supreme Court ruled that such invasive surveillance tactics constituted a flagrant violation of the Fourth Amendment, affirming the sanctity of mental privacy in the face of technological innovation. Quantum Surveillance underscores the Amendment’s adaptability to emerging challenges while reaffirming its fundamental purpose of protecting individuals from unreasonable intrusion.

In the realm of administrative searches, Edison v. Regulatory Authority (2017) offers valuable insights into the Fourth Amendment’s role in safeguarding individuals against arbitrary governmental intrusion in regulatory contexts. The case stemmed from the warrantless inspection of Edison’s biotech laboratory by regulatory inspectors, who sought to enforce industry standards. Despite arguments asserting the need for regulatory oversight, the Court held that the warrantless search violated Edison’s Fourth Amendment rights, highlighting the importance of judicial oversight in ensuring the constitutionality of administrative actions.

In conclusion, the real-world applications of the Fourth Amendment underscore its enduring significance as a bulwark against unchecked governmental authority and technological encroachment. From the virtual landscapes of cyberspace to the physical arenas of public discourse, each case study illuminates the delicate interplay between individual privacy and collective security, offering guidance for navigating the complex terrain of constitutional law in the modern age. As society grapples with novel challenges and innovations, the Fourth Amendment remains a beacon of liberty, guiding the quest for a more just and equitable future.

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• Open access
• Published: 14 May 2024

Developing a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in Medical Assistance in Dying (MAiD): a mixed method modified e-Delphi study

• Jocelyn Schroeder 1 ,
• Barbara Pesut 1 , 2 ,
• Lise Olsen 2 ,
• Nelly D. Oelke 2 &
• Helen Sharp 2  

BMC Nursing volume  23 , Article number:  326 ( 2024 ) Cite this article

181 Accesses

Metrics details

Medical Assistance in Dying (MAiD) was legalized in Canada in 2016. Canada’s legislation is the first to permit Nurse Practitioners (NP) to serve as independent MAiD assessors and providers. Registered Nurses’ (RN) also have important roles in MAiD that include MAiD care coordination; client and family teaching and support, MAiD procedural quality; healthcare provider and public education; and bereavement care for family. Nurses have a right under the law to conscientious objection to participating in MAiD. Therefore, it is essential to prepare nurses in their entry-level education for the practice implications and moral complexities inherent in this practice. Knowing what nursing students think about MAiD is a critical first step. Therefore, the purpose of this study was to develop a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in MAiD in the Canadian context.

The design was a mixed-method, modified e-Delphi method that entailed item generation from the literature, item refinement through a 2 round survey of an expert faculty panel, and item validation through a cognitive focus group interview with nursing students. The settings were a University located in an urban area and a College located in a rural area in Western Canada.

During phase 1, a 56-item survey was developed from existing literature that included demographic items and items designed to measure experience with death and dying (including MAiD), education and preparation, attitudes and beliefs, influences on those beliefs, and anticipated future involvement. During phase 2, an expert faculty panel reviewed, modified, and prioritized the items yielding 51 items. During phase 3, a sample of nursing students further evaluated and modified the language in the survey to aid readability and comprehension. The final survey consists of 45 items including 4 case studies.

Systematic evaluation of knowledge-to-date coupled with stakeholder perspectives supports robust survey design. This study yielded a survey to assess nursing students’ attitudes toward MAiD in a Canadian context.

The survey is appropriate for use in education and research to measure knowledge and attitudes about MAiD among nurse trainees and can be a helpful step in preparing nursing students for entry-level practice.

Peer Review reports

Medical Assistance in Dying (MAiD) is permitted under an amendment to Canada’s Criminal Code which was passed in 2016 [ 1 ]. MAiD is defined in the legislation as both self-administered and clinician-administered medication for the purpose of causing death. In the 2016 Bill C-14 legislation one of the eligibility criteria was that an applicant for MAiD must have a reasonably foreseeable natural death although this term was not defined. It was left to the clinical judgement of MAiD assessors and providers to determine the time frame that constitutes reasonably foreseeable [ 2 ]. However, in 2021 under Bill C-7, the eligibility criteria for MAiD were changed to allow individuals with irreversible medical conditions, declining health, and suffering, but whose natural death was not reasonably foreseeable, to receive MAiD [ 3 ]. This population of MAiD applicants are referred to as Track 2 MAiD (those whose natural death is foreseeable are referred to as Track 1). Track 2 applicants are subject to additional safeguards under the 2021 C-7 legislation.

Three additional proposed changes to the legislation have been extensively studied by Canadian Expert Panels (Council of Canadian Academics [CCA]) [ 4 , 5 , 6 ] First, under the legislation that defines Track 2, individuals with mental disease as their sole underlying medical condition may apply for MAiD, but implementation of this practice is embargoed until March 2027 [ 4 ]. Second, there is consideration of allowing MAiD to be implemented through advanced consent. This would make it possible for persons living with dementia to receive MAID after they have lost the capacity to consent to the procedure [ 5 ]. Third, there is consideration of extending MAiD to mature minors. A mature minor is defined as “a person under the age of majority…and who has the capacity to understand and appreciate the nature and consequences of a decision” ([ 6 ] p. 5). In summary, since the legalization of MAiD in 2016 the eligibility criteria and safeguards have evolved significantly with consequent implications for nurses and nursing care. Further, the number of Canadians who access MAiD shows steady increases since 2016 [ 7 ] and it is expected that these increases will continue in the foreseeable future.

Nurses have been integral to MAiD care in the Canadian context. While other countries such as Belgium and the Netherlands also permit euthanasia, Canada is the first country to allow Nurse Practitioners (Registered Nurses with additional preparation typically achieved at the graduate level) to act independently as assessors and providers of MAiD [ 1 ]. Although the role of Registered Nurses (RNs) in MAiD is not defined in federal legislation, it has been addressed at the provincial/territorial-level with variability in scope of practice by region [ 8 , 9 ]. For example, there are differences with respect to the obligation of the nurse to provide information to patients about MAiD, and to the degree that nurses are expected to ensure that patient eligibility criteria and safeguards are met prior to their participation [ 10 ]. Studies conducted in the Canadian context indicate that RNs perform essential roles in MAiD care coordination; client and family teaching and support; MAiD procedural quality; healthcare provider and public education; and bereavement care for family [ 9 , 11 ]. Nurse practitioners and RNs are integral to a robust MAiD care system in Canada and hence need to be well-prepared for their role [ 12 ].

Previous studies have found that end of life care, and MAiD specifically, raise complex moral and ethical issues for nurses [ 13 , 14 , 15 , 16 ]. The knowledge, attitudes, and beliefs of nurses are important across practice settings because nurses have consistent, ongoing, and direct contact with patients who experience chronic or life-limiting health conditions. Canadian studies exploring nurses’ moral and ethical decision-making in relation to MAiD reveal that although some nurses are clear in their support for, or opposition to, MAiD, others are unclear on what they believe to be good and right [ 14 ]. Empirical findings suggest that nurses go through a period of moral sense-making that is often informed by their family, peers, and initial experiences with MAID [ 17 , 18 ]. Canadian legislation and policy specifies that nurses are not required to participate in MAiD and may recuse themselves as conscientious objectors with appropriate steps to ensure ongoing and safe care of patients [ 1 , 19 ]. However, with so many nurses having to reflect on and make sense of their moral position, it is essential that they are given adequate time and preparation to make an informed and thoughtful decision before they participate in a MAID death [ 20 , 21 ].

It is well established that nursing students receive inconsistent exposure to end of life care issues [ 22 ] and little or no training related to MAiD [ 23 ]. Without such education and reflection time in pre-entry nursing preparation, nurses are at significant risk for moral harm. An important first step in providing this preparation is to be able to assess the knowledge, values, and beliefs of nursing students regarding MAID and end of life care. As demand for MAiD increases along with the complexities of MAiD, it is critical to understand the knowledge, attitudes, and likelihood of engagement with MAiD among nursing students as a baseline upon which to build curriculum and as a means to track these variables over time.

Aim, design, and setting

The aim of this study was to develop a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in MAiD in the Canadian context. We sought to explore both their willingness to be involved in the registered nursing role and in the nurse practitioner role should they chose to prepare themselves to that level of education. The design was a mixed-method, modified e-Delphi method that entailed item generation, item refinement through an expert faculty panel [ 24 , 25 , 26 ], and initial item validation through a cognitive focus group interview with nursing students [ 27 ]. The settings were a University located in an urban area and a College located in a rural area in Western Canada.

Participants

A panel of 10 faculty from the two nursing education programs were recruited for Phase 2 of the e-Delphi. To be included, faculty were required to have a minimum of three years of experience in nurse education, be employed as nursing faculty, and self-identify as having experience with MAiD. A convenience sample of 5 fourth-year nursing students were recruited to participate in Phase 3. Students had to be in good standing in the nursing program and be willing to share their experiences of the survey in an online group interview format.

The modified e-Delphi was conducted in 3 phases: Phase 1 entailed item generation through literature and existing survey review. Phase 2 entailed item refinement through a faculty expert panel review with focus on content validity, prioritization, and revision of item wording [ 25 ]. Phase 3 entailed an assessment of face validity through focus group-based cognitive interview with nursing students.

Phase I. Item generation through literature review

The goal of phase 1 was to develop a bank of survey items that would represent the variables of interest and which could be provided to expert faculty in Phase 2. Initial survey items were generated through a literature review of similar surveys designed to assess knowledge and attitudes toward MAiD/euthanasia in healthcare providers; Canadian empirical studies on nurses’ roles and/or experiences with MAiD; and legislative and expert panel documents that outlined proposed changes to the legislative eligibility criteria and safeguards. The literature review was conducted in three online databases: CINAHL, PsycINFO, and Medline. Key words for the search included nurses , nursing students , medical students , NPs, MAiD , euthanasia , assisted death , and end-of-life care . Only articles written in English were reviewed. The legalization and legislation of MAiD is new in many countries; therefore, studies that were greater than twenty years old were excluded, no further exclusion criteria set for country.

Items from surveys designed to measure similar variables in other health care providers and geographic contexts were placed in a table and similar items were collated and revised into a single item. Then key variables were identified from the empirical literature on nurses and MAiD in Canada and checked against the items derived from the surveys to ensure that each of the key variables were represented. For example, conscientious objection has figured prominently in the Canadian literature, but there were few items that assessed knowledge of conscientious objection in other surveys and so items were added [ 15 , 21 , 28 , 29 ]. Finally, four case studies were added to the survey to address the anticipated changes to the Canadian legislation. The case studies were based upon the inclusion of mature minors, advanced consent, and mental disorder as the sole underlying medical condition. The intention was to assess nurses’ beliefs and comfort with these potential legislative changes.

Phase 2. Item refinement through expert panel review

The goal of phase 2 was to refine and prioritize the proposed survey items identified in phase 1 using a modified e-Delphi approach to achieve consensus among an expert panel [ 26 ]. Items from phase 1 were presented to an expert faculty panel using a Qualtrics (Provo, UT) online survey. Panel members were asked to review each item to determine if it should be: included, excluded or adapted for the survey. When adapted was selected faculty experts were asked to provide rationale and suggestions for adaptation through the use of an open text box. Items that reached a level of 75% consensus for either inclusion or adaptation were retained [ 25 , 26 ]. New items were categorized and added, and a revised survey was presented to the panel of experts in round 2. Panel members were again asked to review items, including new items, to determine if it should be: included, excluded, or adapted for the survey. Round 2 of the modified e-Delphi approach also included an item prioritization activity, where participants were then asked to rate the importance of each item, based on a 5-point Likert scale (low to high importance), which De Vaus [ 30 ] states is helpful for increasing the reliability of responses. Items that reached a 75% consensus on inclusion were then considered in relation to the importance it was given by the expert panel. Quantitative data were managed using SPSS (IBM Corp).

Phase 3. Face validity through cognitive interviews with nursing students

The goal of phase 3 was to obtain initial face validity of the proposed survey using a sample of nursing student informants. More specifically, student participants were asked to discuss how items were interpreted, to identify confusing wording or other problematic construction of items, and to provide feedback about the survey as a whole including readability and organization [ 31 , 32 , 33 ]. The focus group was held online and audio recorded. A semi-structured interview guide was developed for this study that focused on clarity, meaning, order and wording of questions; emotions evoked by the questions; and overall survey cohesion and length was used to obtain data (see Supplementary Material 2  for the interview guide). A prompt to “think aloud” was used to limit interviewer-imposed bias and encourage participants to describe their thoughts and response to a given item as they reviewed survey items [ 27 ]. Where needed, verbal probes such as “could you expand on that” were used to encourage participants to expand on their responses [ 27 ]. Student participants’ feedback was collated verbatim and presented to the research team where potential survey modifications were negotiated and finalized among team members. Conventional content analysis [ 34 ] of focus group data was conducted to identify key themes that emerged through discussion with students. Themes were derived from the data by grouping common responses and then using those common responses to modify survey items.

Ten nursing faculty participated in the expert panel. Eight of the 10 faculty self-identified as female. No faculty panel members reported conscientious objector status and ninety percent reported general agreement with MAiD with one respondent who indicated their view as “unsure.” Six of the 10 faculty experts had 16 years of experience or more working as a nurse educator.

Five nursing students participated in the cognitive interview focus group. The duration of the focus group was 2.5 h. All participants identified that they were born in Canada, self-identified as female (one preferred not to say) and reported having received some instruction about MAiD as part of their nursing curriculum. See Tables  1 and 2 for the demographic descriptors of the study sample. Study results will be reported in accordance with the study phases. See Fig.  1 for an overview of the results from each phase.

Fig. 1  Overview of survey development findings

Phase 1: survey item generation

Review of the literature identified that no existing survey was available for use with nursing students in the Canadian context. However, an analysis of themes across qualitative and quantitative studies of physicians, medical students, nurses, and nursing students provided sufficient data to develop a preliminary set of items suitable for adaptation to a population of nursing students.

Four major themes and factors that influence knowledge, attitudes, and beliefs about MAiD were evident from the literature: (i) endogenous or individual factors such as age, gender, personally held values, religion, religiosity, and/or spirituality [ 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ], (ii) experience with death and dying in personal and/or professional life [ 35 , 40 , 41 , 43 , 44 , 45 ], (iii) training including curricular instruction about clinical role, scope of practice, or the law [ 23 , 36 , 39 ], and (iv) exogenous or social factors such as the influence of key leaders, colleagues, friends and/or family, professional and licensure organizations, support within professional settings, and/or engagement in MAiD in an interdisciplinary team context [ 9 , 35 , 46 ].

Studies of nursing students also suggest overlap across these categories. For example, value for patient autonomy [ 23 ] and the moral complexity of decision-making [ 37 ] are important factors that contribute to attitudes about MAiD and may stem from a blend of personally held values coupled with curricular content, professional training and norms, and clinical exposure. For example, students report that participation in end of life care allows for personal growth, shifts in perception, and opportunities to build therapeutic relationships with their clients [ 44 , 47 , 48 ].

Preliminary items generated from the literature resulted in 56 questions from 11 published sources (See Table  3 ). These items were constructed across four main categories: (i) socio-demographic questions; (ii) end of life care questions; (iii) knowledge about MAiD; or (iv) comfort and willingness to participate in MAiD. Knowledge questions were refined to reflect current MAiD legislation, policies, and regulatory frameworks. Falconer [ 39 ] and Freeman [ 45 ] studies were foundational sources for item selection. Additionally, four case studies were written to reflect the most recent anticipated changes to MAiD legislation and all used the same open-ended core questions to address respondents’ perspectives about the patient’s right to make the decision, comfort in assisting a physician or NP to administer MAiD in that scenario, and hypothesized comfort about serving as a primary provider if qualified as an NP in future. Response options for the survey were also constructed during this stage and included: open text, categorical, yes/no , and Likert scales.

Phase 2: faculty expert panel review

Of the 56 items presented to the faculty panel, 54 questions reached 75% consensus. However, based upon the qualitative responses 9 items were removed largely because they were felt to be repetitive. Items that generated the most controversy were related to measuring religion and spirituality in the Canadian context, defining end of life care when there is no agreed upon time frames (e.g., last days, months, or years), and predicting willingness to be involved in a future events – thus predicting their future selves. Phase 2, round 1 resulted in an initial set of 47 items which were then presented back to the faculty panel in round 2.

Of the 47 initial questions presented to the panel in round 2, 45 reached a level of consensus of 75% or greater, and 34 of these questions reached a level of 100% consensus [ 27 ] of which all participants chose to include without any adaptations) For each question, level of importance was determined based on a 5-point Likert scale (1 = very unimportant, 2 = somewhat unimportant, 3 = neutral, 4 = somewhat important, and 5 = very important). Figure  2 provides an overview of the level of importance assigned to each item.

Ranking level of importance for survey items

After round 2, a careful analysis of participant comments and level of importance was completed by the research team. While the main method of survey item development came from participants’ response to the first round of Delphi consensus ratings, level of importance was used to assist in the decision of whether to keep or modify questions that created controversy, or that rated lower in the include/exclude/adapt portion of the Delphi. Survey items that rated low in level of importance included questions about future roles, sex and gender, and religion/spirituality. After deliberation by the research committee, these questions were retained in the survey based upon the importance of these variables in the scientific literature.

Of the 47 questions remaining from Phase 2, round 2, four were revised. In addition, the two questions that did not meet the 75% cut off level for consensus were reviewed by the research team. The first question reviewed was What is your comfort level with providing a MAiD death in the future if you were a qualified NP ? Based on a review of participant comments, it was decided to retain this question for the cognitive interviews with students in the final phase of testing. The second question asked about impacts on respondents’ views of MAiD and was changed from one item with 4 subcategories into 4 separate items, resulting in a final total of 51 items for phase 3. The revised survey was then brought forward to the cognitive interviews with student participants in Phase 3. (see Supplementary Material 1 for a complete description of item modification during round 2).

Phase 3. Outcomes of cognitive interview focus group

Of the 51 items reviewed by student participants, 29 were identified as clear with little or no discussion. Participant comments for the remaining 22 questions were noted and verified against the audio recording. Following content analysis of the comments, four key themes emerged through the student discussion: unclear or ambiguous wording; difficult to answer questions; need for additional response options; and emotional response evoked by questions. An example of unclear or ambiguous wording was a request for clarity in the use of the word “sufficient” in the context of assessing an item that read “My nursing education has provided sufficient content about the nursing role in MAiD.” “Sufficient” was viewed as subjective and “laden with…complexity that distracted me from the question.” The group recommended rewording the item to read “My nursing education has provided enough content for me to care for a patient considering or requesting MAiD.”

An example of having difficulty answering questions related to limited knowledge related to terms used in the legislation such as such as safeguards , mature minor , eligibility criteria , and conscientious objection. Students were unclear about what these words meant relative to the legislation and indicated that this lack of clarity would hamper appropriate responses to the survey. To ensure that respondents are able to answer relevant questions, student participants recommended that the final survey include explanation of key terms such as mature minor and conscientious objection and an overview of current legislation.

Response options were also a point of discussion. Participants noted a lack of distinction between response options of unsure and unable to say . Additionally, scaling of attitudes was noted as important since perspectives about MAiD are dynamic and not dichotomous “agree or disagree” responses. Although the faculty expert panel recommended the integration of the demographic variables of religious and/or spiritual remain as a single item, the student group stated a preference to have religion and spirituality appear as separate items. The student focus group also took issue with separate items for the variables of sex and gender, specifically that non-binary respondents might feel othered or “outed” particularly when asked to identify their sex. These variables had been created based upon best practices in health research but students did not feel they were appropriate in this context [ 49 ]. Finally, students agreed with the faculty expert panel in terms of the complexity of projecting their future involvement as a Nurse Practitioner. One participant stated: “I certainly had to like, whoa, whoa, whoa. Now let me finish this degree first, please.” Another stated, “I'm still imagining myself, my future career as an RN.”

Finally, student participants acknowledged the array of emotions that some of the items produced for them. For example, one student described positive feelings when interacting with the survey. “Brought me a little bit of feeling of joy. Like it reminded me that this is the last piece of independence that people grab on to.” Another participant, described the freedom that the idea of an advance request gave her. “The advance request gives the most comfort for me, just with early onset Alzheimer’s and knowing what it can do.” But other participants described less positive feelings. For example, the mature minor case study yielded a comment: “This whole scenario just made my heart hurt with the idea of a child requesting that.”

Based on the data gathered from the cognitive interview focus group of nursing students, revisions were made to 11 closed-ended questions (see Table  4 ) and 3 items were excluded. In the four case studies, the open-ended question related to a respondents’ hypothesized actions in a future role as NP were removed. The final survey consists of 45 items including 4 case studies (see Supplementary Material 3 ).

The aim of this study was to develop and validate a survey that can be used to track the growth of knowledge about MAiD among nursing students over time, inform training programs about curricular needs, and evaluate attitudes and willingness to participate in MAiD at time-points during training or across nursing programs over time.

The faculty expert panel and student participants in the cognitive interview focus group identified a need to establish core knowledge of the terminology and legislative rules related to MAiD. For example, within the cognitive interview group of student participants, several acknowledged lack of clear understanding of specific terms such as “conscientious objector” and “safeguards.” Participants acknowledged discomfort with the uncertainty of not knowing and their inclination to look up these terms to assist with answering the questions. This survey can be administered to nursing or pre-nursing students at any phase of their training within a program or across training programs. However, in doing so it is important to acknowledge that their baseline knowledge of MAiD will vary. A response option of “not sure” is important and provides a means for respondents to convey uncertainty. If this survey is used to inform curricular needs, respondents should be given explicit instructions not to conduct online searches to inform their responses, but rather to provide an honest appraisal of their current knowledge and these instructions are included in the survey (see Supplementary Material 3 ).

Some provincial regulatory bodies have established core competencies for entry-level nurses that include MAiD. For example, the BC College of Nurses and Midwives (BCCNM) requires “knowledge about ethical, legal, and regulatory implications of medical assistance in dying (MAiD) when providing nursing care.” (10 p. 6) However, across Canada curricular content and coverage related to end of life care and MAiD is variable [ 23 ]. Given the dynamic nature of the legislation that includes portions of the law that are embargoed until 2024, it is important to ensure that respondents are guided by current and accurate information. As the law changes, nursing curricula, and public attitudes continue to evolve, inclusion of core knowledge and content is essential and relevant for investigators to be able to interpret the portions of the survey focused on attitudes and beliefs about MAiD. Content knowledge portions of the survey may need to be modified over time as legislation and training change and to meet the specific purposes of the investigator.

Given the sensitive nature of the topic, it is strongly recommended that surveys be conducted anonymously and that students be provided with an opportunity to discuss their responses to the survey. A majority of feedback from both the expert panel of faculty and from student participants related to the wording and inclusion of demographic variables, in particular religion, religiosity, gender identity, and sex assigned at birth. These and other demographic variables have the potential to be highly identifying in small samples. In any instance in which the survey could be expected to yield demographic group sizes less than 5, users should eliminate the demographic variables from the survey. For example, the profession of nursing is highly dominated by females with over 90% of nurses who identify as female [ 50 ]. Thus, a survey within a single class of students or even across classes in a single institution is likely to yield a small number of male respondents and/or respondents who report a difference between sex assigned at birth and gender identity. When variables that serve to identify respondents are included, respondents are less likely to complete or submit the survey, to obscure their responses so as not to be identifiable, or to be influenced by social desirability bias in their responses rather than to convey their attitudes accurately [ 51 ]. Further, small samples do not allow for conclusive analyses or interpretation of apparent group differences. Although these variables are often included in surveys, such demographics should be included only when anonymity can be sustained. In small and/or known samples, highly identifying variables should be omitted.

There are several limitations associated with the development of this survey. The expert panel was comprised of faculty who teach nursing students and are knowledgeable about MAiD and curricular content, however none identified as a conscientious objector to MAiD. Ideally, our expert panel would have included one or more conscientious objectors to MAiD to provide a broader perspective. Review by practitioners who participate in MAiD, those who are neutral or undecided, and practitioners who are conscientious objectors would ensure broad applicability of the survey. This study included one student cognitive interview focus group with 5 self-selected participants. All student participants had held discussions about end of life care with at least one patient, 4 of 5 participants had worked with a patient who requested MAiD, and one had been present for a MAiD death. It is not clear that these participants are representative of nursing students demographically or by experience with end of life care. It is possible that the students who elected to participate hold perspectives and reflections on patient care and MAiD that differ from students with little or no exposure to end of life care and/or MAiD. However, previous studies find that most nursing students have been involved with end of life care including meaningful discussions about patients’ preferences and care needs during their education [ 40 , 44 , 47 , 48 , 52 ]. Data collection with additional student focus groups with students early in their training and drawn from other training contexts would contribute to further validation of survey items.

Future studies should incorporate pilot testing with small sample of nursing students followed by a larger cross-program sample to allow evaluation of the psychometric properties of specific items and further refinement of the survey tool. Consistent with literature about the importance of leadership in the context of MAiD [ 12 , 53 , 54 ], a study of faculty knowledge, beliefs, and attitudes toward MAiD would provide context for understanding student perspectives within and across programs. Additional research is also needed to understand the timing and content coverage of MAiD across Canadian nurse training programs’ curricula.

The implementation of MAiD is complex and requires understanding of the perspectives of multiple stakeholders. Within the field of nursing this includes clinical providers, educators, and students who will deliver clinical care. A survey to assess nursing students’ attitudes toward and willingness to participate in MAiD in the Canadian context is timely, due to the legislation enacted in 2016 and subsequent modifications to the law in 2021 with portions of the law to be enacted in 2027. Further development of this survey could be undertaken to allow for use in settings with practicing nurses or to allow longitudinal follow up with students as they enter practice. As the Canadian landscape changes, ongoing assessment of the perspectives and needs of health professionals and students in the health professions is needed to inform policy makers, leaders in practice, curricular needs, and to monitor changes in attitudes and practice patterns over time.

Availability of data and materials

The datasets used and/or analysed during the current study are not publicly available due to small sample sizes, but are available from the corresponding author on reasonable request.

Abbreviations

British Columbia College of Nurses and Midwives

Medical assistance in dying

Nurse practitioner

Registered nurse

University of British Columbia Okanagan

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We would like to acknowledge the faculty and students who generously contributed their time to this work.

JS received a student traineeship through the Principal Research Chairs program at the University of British Columbia Okanagan.

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JS made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and drafting and substantively revising the work. JS has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. BP made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and drafting and substantively revising the work. BP has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. LO made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and substantively revising the work. LO has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. NDO made substantial contributions to the conception of the work; data acquisition, analysis, and interpretation; and substantively revising the work. NDO has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature. HS made substantial contributions to drafting and substantively revising the work. HS has approved the submitted version and agreed to be personally accountable for the author's own contributions and to ensure that questions related to the accuracy or integrity of any part of the work, even ones in which the author was not personally involved, are appropriately investigated, resolved, and the resolution documented in the literature.

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Schroeder, J., Pesut, B., Olsen, L. et al. Developing a survey to measure nursing students’ knowledge, attitudes and beliefs, influences, and willingness to be involved in Medical Assistance in Dying (MAiD): a mixed method modified e-Delphi study. BMC Nurs 23 , 326 (2024). https://doi.org/10.1186/s12912-024-01984-z

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Here are a few examples of how Copilot connectors can transform copilot experiences for specific personas or functions:

• Legal and Compliance . Navigate complex legal landscapes with a Copilot extension that queries specific legal datasets, ensuring controlled and compliant responses without overwhelming users with extraneous information.
• HR Helper . Assist employees with accessing essential resources for benefits and PTO policies, and even book time off directly through Copilot.
• Incident Report Coordinator . Workers can locate the right documentation, report incidents, and track them efficiently, all within the context of the chat.

Starting in June 2024, developers can access the preview for Copilot connectors and stay informed on updates here .

Conversational analytics (private preview) : One of the most common asks from customers has been the need for deeper insight into what their copilot is doing, how generative AI is responding, when it was unable to give the right answers and why — and recommendations on what to do to improve it.

Templates : If simply describing your copilot to build it wasn’t easy enough, Copilot Studio will now also include a variety of pre-built copilot samples for departments and industries. Some templates — such as Safe Travels for comprehensive travel support, Organization Navigator for organizational clarity, Kudos Copilot for fostering recognition, Wellness for employee health insights — are available now, with many more releasing in the coming months.

Enhanced security and controls (public preview ) : Administrators can now configure advanced settings beyond the default security measures and controls. With Microsoft Purview , Copilot Studio administrators gain access to more detailed governance tools, including audit logs, inventory capabilities, and sensitivity labels. They will be able to review comprehensive audit logs that cover tenant-wide usage, inventory (with API support), and tenant hygiene (such as data loss prevention violations and inactive copilots), enabling them to effectively monitor business impact. Both creators and end-users will be able to view sensitivity labels when responses are generated using AI-powered answers based on SharePoint documents.

With all the amazing innovations, numerous organizations are using Copilot Studio to build transformative generative AI-powered solutions. Check out this story from Nsure on how they are using Copilot Studio:

Get started today with Copilot Studio

This is just a glimpse of all the exciting innovation around copilots and Copilot Studio — we have a host of exciting new capabilities to share in our sessions at Build. So, join us in watching the sessions below, and try out Copilot Studio yourself and build and share your very own copilot in minutes.

Watch the sessions at Microsoft Build:

• “ Microsoft Build opening keynote ”
• “ Next generation AI for developers with the Microsoft Cloud ”
• “ Shaping next-gen development: the future of Copilot in Power Platform ”

Deeper dives:

• Breakout: “ What’s new with Microsoft Copilot Studio ”
• Breakout with demos: “ Build your own copilot with Microsoft Copilot Studio ”
• Breakout with demos: “ Build Microsoft Copilot extensions with Copilot Studio ”
• Demo (live only): “ Build your own Copilot extension with Microsoft Copilot Studio ”

• Tips & Tricks
• EPSO Glossary

Q&A: The 2023 New EPSO System

Many of you participated in the live info webinar about the New EPSO system, many more of you have viewed or will view the recording. There were so many attendees at the live event with so many questions that we were not able to answer all the questions. As promised, we collected all your questions from the chat log and created this user-friendly document with quick links to the main subject headings.

THE 2023 NEW EPSO SYSTEM

• You can view the recording of the live session here .
• The transcript is also available for those who prefer to read instead of watching/listening.
• Learn all about The New EPSO Competency Framework (free pdf download)
• Read a summary of the new selection process in this article.
• AD5 Generalist 
• CONFIRMED!  Master the EPSO CBT  | Saturday, 11 March  | Verbal, Numerical and Abstract Reasoning
• Numerical Reasoning | 14 March   | *starting at 12:30 PM
• Verbal Reasoning | 21 March  
• Numerical Reasoning | 22 March 
• Abstract Reasoning | 23 March  

Q&A QUICK LINKS

• APPLICATION & SELF ASSESSMENT

REMOTE TESTING

• COMPUTER-BASED TESTS  (all competitions)
• WRITTEN TEST / CASE STUDY (all competitions)
• EU KNOWLEDGE TEST  (Generalists)
• FIELD-RELATED MCQ  (Specialists)
• DIGITAL SKILLS TEST  (not all competitions)

NO MORE ASSESSMENT CENTRE

Reserve list.

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APPLICATION & SELF-ASSESSMENT*

*This is what happens pre-competition: The Notice of Competition is published in all 24 official EU languages. Any interested applicants must create an EPSO account if they haven't already. Your application must then be submitted through your EPSO account and this is where EPSO will communicate with you during the selection process. 

Does the number of candidates invited to the pre-competition phase coincide with the number of open positions for recruitment?

You do not need to be invited to an EPSO competition. EPSO will always publish a Notice of Competition and anyone (EU citizens) can apply. The eligibility requirements and the number of open positions on the reserve list is always communicated in the NoC.

I have already passed a CBT which is supposed to be valid for 10 years. Does it cover the new pre-competiton requirements?

This question refers to the CAST competition model, where the CBT is valid for 10 years IF you pass all the selection tests. See the full info here . CAST is completely independent of the new EPSO system and the CAST scores do not 'carry over' to the EPSO selection stage. Also, for each EPSO competition, the CBT and other tests need to be passed every time you enrol in a competition, as there is no "passport" system. 

Is there an age ceiling for competitions? Are 50+ candidates welcome to apply for EPSO competitions?

There are no age limits or discrimination. If all the requirements put forth in the Notice of Competition are met, anyone can apply.

Is the experience profiling instrument going to be based on an AI tool or physical persons will be making the assessment?

Experience profiling instruments can be very biased?! How does it work for a generalist profile for example?

Can you give more details on the experience profiling screen?

Will the Experience Profiling Instrument act as TS? Will it assess if a candidate has the minimum requirements or it will choose the candidates with the highest ranking (best educational / professional background)?

What is the difference between Talent Screener and Experience Profiling instrument?

So many questions about the Experience Profiling Instrument and so little information... Yes, it does sound similar to the Talent Screener, and yes, it seems to have replaced it. EPSO has not given much more information about the EPI to this date.

Most likely this will be an automated online tool, accessible through your EPSO account, where you have to input your professional experience. More of an AI tool, yes, than the Talent Screener, because it may automate what was done by assessors up until this point. And that is probably the difference between the two tools. But this is all speculation, as EPSO has not released any concrete info about it.

These types of profiling tools are usually used to help map out an individual's profile of skills, qualifications, and work experiences in a very structured way to make assessing the information easier. 

(In the webinar) you mention there will be no more pre-selection. Does that mean that there won't be a talent screener before tests?

The Talent Screener was always part of the application phase, and there will no longer be a Talent Screener in the new EPSO system,The pre-selection phase used to refer to the phase where candidates had to sit the Computer-Based Tests as a pre-selection tool. The new model is a single-phase competition.

What about the ongoing competitions which are at the Talent Screener review phase? Will the selection procedure change for those ones too?

Ongoing competitions will not be affected, and for most of them candidates have already submitted a Talent Screener, which, if you pass eligibility checks, will be reviewed.

What about the talent screener? How will EPSO assess our experience in the field?

There will no longer be a talent screener. Candidates' experience in the field will be assessed by the MCQ tests (specialist competitions).

• Will the verbal reasoning questions still be translated from English into the 24 official languages of the EU?

Yes, as far as we know.

• Will the tests still be in French and English and we can choose ? Or only in ENG (it makes a difference when enrolling for training)?

The language rules will be clarified in the Notice of Competition. As far as we know the Computer-Based Tests will still be available in all the official languages of the EU. Digital Literacy Tests will be in English only.

• Will the MCQ Test on EU knowledge and Field-Related MCQ be in English?
• How can I prove the level of my second language (English)? Do I need a certificate or working for an international company is enough evidence?
• What about the language of the competition? can we choose FR still?

This was not specified by EPSO at this point. The language rules will be made clear in the Notice of Competition. What we do know is that the language rules as we know it now, will no longer apply. There will no longer be Language 1 and Language 2. There is still a lot of uncertainty surrounding this subject, so we have to wait and see how EPSO will approach this in the context of the new competition model.

• Which languages can we choose from to do the Case Study exam?

This will depend on the language specified in the Notice of Competition. Currently it is language 2, usually French or English.

Why choose remote proctoring and eliminate in-person testing? Any solid reason behind this?

Did they explain why they no longer use the in-person test centres? The test centres ensured equal treatment and took away the stress of wondering whether your home situation will be accepted by some random proctor.

EPSO communicated that the aim is to introduce a faster, leaner, cost-effective and more accessible competition model. 

Regarding remote testing: We just received a notification that the last AST3 competition that was done remotely received a huge number of complaints and contestations because of the technical glitches on the remote proctoring company's side, on top of allegations that cheating was very common and can't be checked. What about this? Doesn't this mean that all future competitions will receive the same complaints and hence risk becoming annulled?

According to EPSO, remote testing is here to stay, despite all the complaints. 

Are desktop PCs acceptable for the remote testing or does it need to be a laptop?

Yes, your own desktop computer is acceptable, as long as it meets the system requirements. Audio and video recording capabilities are required. 

See full info about this topic here: https://epso.europa.eu/en/help/faq/9176

Can we use a big external monitor with our private laptop? Can earplugs be used since an appartment bloc is often not silent?

You can use your own monitor and laptop, or desktop PC, as long as the system requirements are met. These will be detailed in the notification you receive when you are invited to sit the test. Noise-blocking headphones and other wired earphones / headphones are allowed. But, from some feedback we've seen, wireless/bluetooth earbuds are not allowed.

Current remote testing is very restrictive, it is impossible to use work laptops, etc. Is this issue going to be solved to allow everyone to use it? Firewall or not, it is an "internal" computer

I do not own a private laptop. I just have my work one, but I as I understood it I cannot use it. Is EPSO telling me I need to buy a NEW personal laptop in order to pass the exam?

The fact that a laptop is corporate or not doesn't matter as long as you have full administrator access and can install the special software the remote testing will require.

See EPSO's post "Corporate Computers and Online Tests" for more information.

COMPUTER-BASED TESTS*

*The Computer-Based Test is multiple choice, with strict time limits, and tests candidates' Verbal, Numerical and Abstract reasoning skills.

• What is the CBT "pass-mark" mean in the new system? Would it be as currently, the highest scores above a threshold?
• 50% means that you need to pass 20/40? Or do you think it will be 10 verbal + 10 numerical + asbtract?

In the new system, the EPSO Computer-Based Tests will always be pass/fail. The passmark is not yet known, and will most likely be detailed in the Notice of Competition.

• Will the pass/fail CBT results be valid for a period of time, or only for the specific competition?

CBT results are only valid for the specific competition. The CBT needs to be retaken every time apply to a new EPSO competition. It is the reserve list (ie. the list of successful candidates called 'laureates') that will have a validity time, usually 1 year or 'until the next similar competition is announced'. (see the Reserve List section for more info).

• It is simple math: if Reserve List = passing the CBT + Case Study, this means much higher expectations for the CBT + Case Study. Or not?
• For the CBT, will the exam be more difficult than previous competitions so as to eliminate more candidates?

This is an unknown factor at the moment. But, as András Baneth stated in the live webinar about the New EPSO System "The stated aim of the new system is to have more people on the reserve list, because the tests and exams you need to sit inevitably lead to a somewhat bigger reserve list. This is what's going to give more flexibility to the institutions, to still be able to select, choose or evaluate certain candidates from the list. So, that is one consideration." Additionally, the CBT is pass/fail only, the digital literacy test (whenever it is part of the competition) will also likely be pass/fail, so the actual candidate ranking in a competition will be based on the EU knowledge (Generalists) or specialist knowledge tests and the written test/case study

• Do we need to pass the CBT before getting to the next steps (digital test + MCQ)? Or the three tests go in parallel?
• Will the CBT and EU knoweldge test for EPSO competitions be taken on the same day?

This has not yet been officially detailed by EPSO yet, but the expectation is that all the tests will happen on the same day.

• Can you confirm that we cannot use a physical calculator for the CBT?

That is correct. There are no physical calculators or notepads/pens/pencils allowed. Only an online calculator and notepad will be made available through the remote testing platform. These online tools can only be used with the mouse, according to feedback from candidates who have done the remote testing.

EPSO CASE STUDY

• Is the written test / Case Study for specialists knowledge related?

The written test/case study will test competencies, and will be part of both the generalist and specialist competitions. EPSO shared this information that the Case Study will mainly be assessing these four core competencies. 1. Critical Thinking, Analysis and Creative Problem Solving, 2. Decision-Making and Getting Results, 3. Intrapreneurship and 4. Communication. The MCQ will be related to your knowledge in the field.

• From what I have been told at Sciences Po, the one-phase competition including the numerical, verbal and abstract reasoning will be a pass/fail exam. Therefore, I was told that the written exam (including the case study and digital skills test) will be the most important test. Could you tell us more about this test and how to prepare for it?    

This will be a written test in the form of a case study – at least that is our current understanding. It is a written assignment.  EPSO has not given any more detail about it at this time. Our assumption is that it's going to be very similar to the existing case study component, meaning that there are background documents that you need to read and process. Then you draft perhaps a memo, an essay or a briefing based on that information.

It is important to remember this is not a field-related knowledge test. The case is about your communication / writing skills and competencies. EPSO has already specified that there are three or four competencies that are going to be tested through this particular exam, and this is also ranked. (see previous question).

Scroll down for further info on the Digital Skills test.

• Will background info for the case study distributed before the written test?

EPSO has one Case Study sample availale on their website currently. Candidates do not receive any documents to prepare from before the exam, they'll receive all the background documents at the beginning of the exam. At least this is how the Case Study is done now, this could possible change in the new system, but we doubt it.

• So the difference will be made in fact by the 'case-study'?

The difference will me made by all the tests that are not pass/fail tests (field-related MCQ and Case Study, maybe Digital Skills).

EU KNOWLEDGE TEST

• How will the EU Knowledge tests be marked?
• Will there be a ranking for EU knowledge too?

As far as we know, most likely there will be ranking based on the EU Knowledge test results. Highest scores will pass, threshold TBD.

• Will these sources for the EU knowledge and field tests be announced in the call? Or where will we find them?

EPSO announced that the resources used to create the EU Knowledge tests will be published, probably directly on their website.

• For the EU knowledge test, will the questions be similar to the ones of the internal competitions?
• For the EU knowledge test, do you think they will re-use the questions usually used for CAST policy - law exams?

EPSO has not published any information on this, so we don't know. Since the Generalist exam is only expected to be officially announced in September 2023, we most likely have to wait until then to find out.

• When will tests about EU knowledge wil be avalalble on your website?
• Do you already have a EU knowledge test package to prepare on?
• How do you recommend practicing for the EU knowledge test?

For current internal competitions we already have EU Knowledge practice tests and resources available on our site. We will create practice questions for the 2023 AD5 Generalist competition once EPSO releases the resources on it's website.

• Will the EU knowledge test be multiple choice? Will the eutraining.eu  practice questions be enough as a source?

The EU Knowledge test will most likely be multiple choice, although this is not totally clear yet from the announcement. We always strive to do our best to simulate the real exam as closely as possible and to the best of our knowledge. EPSO announced they will publish the source materials for the EU Knowledge test questions, probably directly on their site.

• Will there be a strict time limit on EU knowladge test?

Most likely, yes. But this will be specified in the Notice of Competition.

• When will the source material on EU knowledge be published by EPSO?

EPSO has not published any information on this. However, since the generalist competition is scheduled to be released in September 2023, it's possible that the EU Knowledge resources will be published around that time.

Field-Related MCQ

• Do you already have an MCQ practice package for Economists (the competition coming up in May 2023)?

EU Training will be creating questions for all the specialist fields where possible. We will notify candidates when these are added to the website, through all the usual forums - on the website, in newsletters and on social media.

• Will the specialist knowledge tests also include EU knowledge questions?
• Could there be EU knowledge section in tests for specialists?

In their announcement EPSO states that EU Knowledge tests will only be used for generalists and specialists will have an MCQ test in their field. There may, however, be questions about EU policy directly related to your field.

• As IP is a specialist field, will the specialist MCQ include questions about EU IP law questions or EU law ones in general?

EPSO will only publish this info in the Notice of Competition, but as far as we know, for Specialists the MCQ will be specifically related to your field, so specific EU policy questions related to your field may be included. General EU knowledge will not be included in these tests, most likely.

• Is there any guidance/examples on the content and type of questions for the specialist knowledge tests?
• Will there be any preparation materials for the specialist competitions?
• Yes, good point, do you have info on whether sources and material will be made available?

EPSO will publish the specifics for each exam in the Notice of Competition. For specialists the annexes in the NoC usually provide the info needed to know what can be expected on the field-related MCQ. For example where the relevant duties are listed.

DIGITAL SKILLS TEST

• When you refer to 'digital tools of the institutions' what do you mean?

Digital tools are all the applications and software (operating systems, programs) used within the institutions. (This question was in reference to the part in the live webinar when the language of these tests was being discussed: "The digital skill test will be in English (because all the digital tools used in the institutions are in English.")

• Is the digital skills test likely to be included for the generalist test?

Directly from EPSO's announcement: "*A digital skills test may also be introduced for some competitions for specific profiles, in line with the EU institutions’ needs."

• Won't the absence of oral tests (the Assessment Centre) jeopardise the selection of candidates with the right social skills, which are, let's face it, the single most important set of skills for EU civil servants? Relying on 30 minute interview panels with the Head of Unit during the recruitment phase seems risky.

The institutions will still have the option to take advantage of EPSO's services during the recruitment phase with so called 'mini' AC services. This totally depends on who's doing the hiring and what they are looking for in a new hiree.

• For the Assessment Centre before recruitment, it will only be pass or fail?

There will be no more Assessment Centre during the main competition phase, (a.k.a. selection phase). This will become an optional service for institutions to add on at the recruitment stage. The only tests that are pass/fail are the Computer-Based Tests (reasoning skills) and maybe the Digital Skills test (there's no info on this yet). For the EU Knowledge and field-related MCQs only those with the highest scores will pass.

In conclusion, it may be easier to reach a reserve list but more difficult to be recruited from that list?

Do you think there will be more people accepted onto the reserve list and less possibility to get hired? 

We think that is a key concern. In all honesty, that is our key concern and also probably for many candidates. But we cannot tell at this point if this will be the case or not.

Will there be more laureates than in the previous model?

Do you think that the reserve lists generated by this one-phase competition will be larger than those under current competitions, in order to provide DGs with a larger pool of candidates?

Does this mean that reserve lists will have a much larger number of successful candidates?

The reserve lists are expected to have more places available and be larger than before. This is one of the concerns, but we cannot tell yet. It would not make much sense to have huge reserve lists from which many people will not be hired.

If you make it to the reserve list but you do not pass the assessment centre then you cannot be sure they will hire you from the reserve list?

Is it possible to lose the laureate position (your place on the reserve list) if you do bad on the assessment centre?

The new EPSO system will not have any "assessment centre" as part of the selection process but further "assessment" or evaluation can be required by the hiring institution or Directorate General (DG) after the reserve list was published. 

You don't "lose" your laureate status because once you passed the selection process and you are on the reserve list, that's a given. If you don't perform well in a subsequent 'evaluation' for a specific position, you still remain on the list and you can be hired or invited for other positions as long as the reserve list is valid (see questions above about the validity period of the reserve lists).

Do you expect that there will be (implicit) geographical/nationality limitations to who gets on the reserve list?

This was answered during the live event: Andras Baneth "The answer is no, because it’s irrelevant for EPSO to a certain degree who gets on the reserve list from a nationality perspective. It's extremely important for all member states to encourage their citizens to apply to these exams and maximise the number of opportunities. But from EPSO's perspective, they're not going to pick and choose anyone on the basis of nationality. 

When it does become more important is at the moment of recruitment, because the institutions need to observe by staff regulations a broad geographical balance among EU staff. It has to be somewhat proportionate to the size of the member state’s population. That's a very tricky thing because they might have 500 people at the institutions as assistants and another country might not have any assistants but have two Directors Generals. How do you compare not just the number of citizens working for the institutions but the seniority level? But then again, that's at the recruitment phase, once you're on the reserve list. It doesn't concern the exams themselves."

How long will these reserve lists be valid?

Is the general rule of maximum of 2 years on the reserve list maintained?

How long will your name be on the reserve list for? does it have some expiry date?

Going by current competitions, reserve lists are usually valid for 1 year which means anyone can be hired from it during that time. Specialist competitions' reserve list is usually valid for a longer time or until a new similar competition is launched. Note that EPSO might change the reserve list validity period, but there is no information about it yet.

Once on the reserve list, the CV will be the only difference between candidates, right? Better to have it very well written!

Once on the reserve list, all candidates on the list are in principle 'recruitable'. It will nevertheless be up to each EU institution or Directorate General (DG) to decide if they want to require extra evaluations or 'assessments' from a select number of potential candidates on the reserve, and choose accordingly. The hiring institution or DG will also look at your EPSO profile (in fact, your CV) so indeed it has to be well written. You can also proactively try to look for vacancies and emphasize that you are on a reserve list already. So there are many factors at play and a good CV is surely one of them.

In theory, an institution or DG could choose to hire from the reserve list without following the ranking order, right?

In the past there used to be 'merit groups' or similar sub-categories, but it's highly unlikely that the new system will have any ranking. The reserve lists will be a 'single list' for a given competition from which EU institutions can pick potential new recruits.

Will the number of laureates on the reserve list be the same as the number of positions available in EU institutions?

We cannot tell yet but it would not make much sense to have huge reserve lists with not many having the chance to get hired.

• Given the fact that the Reasoning tests will be Pass/Fail, how will EPSO filter, for example, 5000 candidates down to 200 laureates on the reserve list? Only with the field-related MCQs and a Case Study?

The Computer-based tests and possibly Digital Literacy tests will be Pass/Fail tests. The rest of the tests (EU Knowledge or field-related MCQ, as well as the case study) will be ranked - only those with the highest scores will make it on to the Reserve List.

• Will this new system be implemented for CAST competitions as well?

No. The new competition model only applies to EPSO competitions. CAST and internal competitions will remain unchanged for the time being.

• This new model seems similar to the CAST process then, CBT test + Interview with the Institution directly?
• Would you say this is more like the CA system as for a TA you do not need to pass a test?

To a point, yes. There will be Computer-Based Tests + MCQ in the field for Specialists or EU Knowledge Test for Generalists. The difference is that there will be a Written Test / Case Study and for some competitions maybe Digital Literacy Skills Test. The interviews will only happen if the institutions deem them necessary and request them.

• If a candidate passes the FG IV Project Management CAST can they then be directly hired after an CBT/Interview?

This is for CAST exams only: first of all, the CBT and the MCQ in the field must be completed and passed before you get to the interview stage. If you successfully pass the complete set of tests, then yes, you can then be invited directly for an interview and if successful, hired. For more information on CAST exams:

• https://epso.europa.eu/en/node/108
• https://epso.europa.eu/en/help/faq/2175
• https://epso.europa.eu/en/help/faq/2224
• What about the new EU book?

The new edition of the Ultimate EU Test Book is planned to be published in May 2023.

• If we buy test training packages on eutraining.eu, for how long will we have access to them?

Forever! :) As long as you need and want them.

• Will there be examples of digital literacy tests as well as examples of case studies to get prepared?

EPSO usually publishes sample tests directly on their website. They already have one case study example published here . Since the Digital Literacy Tests are in the process of being created, there are no samples yet. EU Training has case studies available for purchase to practice , with or without evaluation by an expert.

• Do we know for sure EPSO will publish bibliography for specialist competitions?
• Are there official materials to study provided by EPSO?
• Does EPSO also communicate the sources for the MCQ tests for the specialist tests?
• What about whether EPSO will provide sources for the generalist comp?
• When will EPSO share the sources for their tests (Specialist and EU knowledge)?

There was no mention of specialist exam study resources at all, but the Notice of Competition will provide the necessary information to prepare, and so will the relevant Commission DG's website and annual reports, etc. The EU Knowledge test questions source material will be directly published on their website most likely, according to EPSO.

• Is there a summary with all the changes in the EPSO system to be found somewhere?

The official source of information is the EPSO website. We also published an article summarising the new EPSO competition model , and you can also view the webinar recording here , with the presentation slides and transcript provdided on the same page.

• To prepare for a specialist AD6 competition, which material should I buy? AD specialist? Are there different levels for this? or all the same?

For specialist competitions there will be Computer-Based Tests (Verbal, Numerical and Abstract Reasoning skills), a field-related MCQ, and the Written Test / Case Study. What you can definitely start preparing for now, ahead of time, is the CBT. We have practice tests and question packages for this. And you can also participate in an online training session with one of our experts - probably the best way to kickstart your prep, so you have a solid foundation for methodology.

We are planning to create field-related MCQ practice test questions once EPSO releases more information about these. We also already have Case Studies available, with or without evaluations. Although with the Written Test it's not 100% clear yet what this will entail.

• The Unions used to publish books with EU knowledge information. Will be they do it again?

This will most likely be unnecessary, as EPSO plans to publish the sources for their EU Knowledge test questions directly on their website.

• Are these questions/tests on the EU Training for practice similar to those that appears in the exam i.g. EU knowledge?

Yes, we do our best to simulate the real exam as closely as possible and to the best of our knowledge. The EU Knowledge test will be a bit different with the new system, but the current one for internal competitions is quite close to the real exams - to the best of our knowledge. Hope that helps!

• Will you be offering packages also for the specialist competitions (related to the "competency" part)?

We hope to do so, but since we also create practice questions based on the most current info from the NoC we have to wait until a competition is released to know exactly what type of duties will be required in the field to create the questions. We will make sure to notify candidates through all available forums if we add practice questions for specialists.

• What is the name and address of the venue where EPSO candidates can rent space with a laptop to take their exams in a quiet space?

ambiorixcenter.eu / Square Ambiorix 7, 1000, Brussels / [email protected]

*PLEASE NOTE : The official source of information on EU competitions is the European Personnel Selection Office (EPSO). We at EU Training, however, do everything in our power to provide you with the most accurate and up-to-date information possible based on the official documents and announcements from EPSO.

Contact us if you have further questions or need assistance with anything on the website.

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In the tech world and beyond, new 5G applications are being discovered every day. From driverless cars to smarter cities, farms, and even shopping experiences, the latest standard in wireless networks is poised to transform the way we interact with information, devices and each other. What better time to take a closer look at how humans are putting 5G to use to transform their world.

What is 5G?

5G (fifth-generation mobile technology  is the newest standard for cellular networks. Like its predecessors, 3G, 4G and 4G LTE, 5G technology uses radio waves for data transmission. However, due to significant improvements in latency, throughput and bandwidth, 5G is capable of faster download and upload speeds than previous networks.

Since its release in 2019, 5G broadband technology has been hailed as a breakthrough technology with significant implications for both consumers and businesses. Primarily, this is due to its ability to handle large volumes of data that is generated by complex devices that use its networks.

As mobile technology has expanded over the years, the number of data users generate every day has increased exponentially. Currently, other transformational technologies like  artificial intelligence (AI),  the  Internet of Things (IoT ) and  machine learning (ML)  require faster speeds to function than 3G and 4G networks offer. Enter 5G, with its lightning-fast data transfer capabilities that allow newer technologies to function in the way they were designed to.

Here are some of the biggest differences between 5G and previous wireless networks.

• Physical footprint : The transmitters that are used in 5G technology are smaller than in predecessors’ networks, allowing for discrete placement in out-of-the-way places. Furthermore, “cells”—geographical areas that all wireless networks require for connectivity—in 5G networks are smaller and require less power to run than in previous generations.
• Error rates : 5G’s adaptive Modulation and Coding Scheme (MCS), a schematic that wifi devices use to transmit data, is more powerful than ones in 3G and 4G networks. This makes 5G’s Block Error Rate (BER)—a metric of error frequency—much lower. 
• Bandwidth : By using a broader spectrum of radio frequencies than previous wireless networks, 5G networks can transmit on a wider range of bandwidths. This increases the number of devices that they can support at any given time.
• Lower latency : 5G’s low  latency , a measurement of the time it takes data to travel from one location to another, is a significant upgrade over previous generations. This means that routine activities like downloading a file or working in the cloud is going to be faster with a 5G connection than a connection on a different network.

Like all wireless networks, 5G networks are separated into geographical areas that are known as cells. Within each cell, wireless devices—such as smartphones, PCs, and IoT devices—connect to the internet via radio waves that are transmitted between an antenna and a base station. The technology that underpins 5G is essentially the same as in 3G and 4G networks. But due to its lower latency, 5G networks are capable of delivering faster download speeds—in some cases as high as 10 gigabits per second (Gbps).

As more and more devices are built for 5G speeds, demand for 5G connectivity is growing. Today, many popular Internet Service Providers (ISPs), such as Verizon, Google and AT&T, offer 5G networks to homes and businesses. According to Statista,  more than 200 million homes  and businesses have already purchased it with that number expected to at least double by 2028 (link resides outside ibm.com).

Let’s take a look at three areas of technological improvement that have made 5G so unique.

New telecom specifications

The 5G NR (New Radio) standard for cellular networks defines a new radio access technology (RAT) specification for all 5G mobile networks. The 5G rollout began in 2018 with a global initiative known as the 3rd Generation Partnership Project (3FPP). The initiative defined a new set of standards to steer the design of devices and applications for use on 5G networks.

The initiative was a success, and 5G networks grew swiftly in the ensuing years. Today, 45% of networks worldwide are 5G compatible, with that number forecasted to rise to 85% by the end of the decade according to  a recent report by Ericsson  (link resides outside ibm.com).

Independent virtual networks (network slicing)

On 5G networks, network operators can offer multiple independent virtual networks (in addition to public ones) on the same infrastructure. Unlike previous wireless networks, this new capability allows users to do more things remotely with greater security than ever before. For example, on a 5G network, enterprises can create use cases or business models and assign them their own independent virtual network. This dramatically improves the user experience for their employees by adding greater customizability and security.

Private networks

In addition to network slicing, creating a 5G private network can also enhance personalization and security features over those available on previous generations of wireless networks. Global businesses seeking more control and mobility for their employees increasingly turn to private 5G network architectures rather than public networks they’ve used in the past.

Now that we better understand how 5G technology works, let’s take a closer look at some of the exciting applications it’s enabling.

Autonomous vehicles

From taxi cabs to drones and beyond, 5G technology underpins most of the next-generation capabilities in autonomous vehicles. Until the 5G cellular standard came along, fully autonomous vehicles were a bit of a pipe dream due to the data transmission limitations of 3G and 4G technology. Now, 5G’s lightning-fast connection speeds have made transport systems for cars, trains and more, faster than previous generations, transforming the way systems and devices connect, communicate and collaborate.

Smart factories

5G, along with AI and ML, is poised to help factories become not only smarter but more automated, efficient, and resilient. Today, many mundane but necessary tasks that are associated with equipment repair and optimization are being turned over to machines thanks to 5G connectivity paired with AI and ML capabilities. This is one area where 5G is expected to be highly disruptive, impacting everything from fuel economy to the design of equipment lifecycles and how goods arrive at our homes.

For example, on a busy factory floor, drones and cameras that are connected to smart devices that use the IoT can help locate and transport something more efficiently than in the past and prevent theft. Not only is this better for the environment and consumers, but it also frees up employees to dedicate their time and energy to tasks that are more suited to their skill sets.

Smart cities

The idea of a hyper-connected urban environment that uses 5G network speeds to spur innovation in areas like law enforcement, waste disposal and disaster mitigation is fast becoming a reality. Some cities already use 5G-enabled sensors to track traffic patterns in real time and adjust signals, helping guide the flow of traffic, minimize congestion, and improve air quality.

In another example, 5G power grids monitor supply and demand across heavily populated areas and deploy AI and ML applications to “learn” what times energy is in high or low demand. This process has been shown to significantly impact energy conservation and waste, potentially reducing carbon emissions and helping cities reach sustainability goals.

Smart healthcare

Hospitals, doctors, and the healthcare industry as a whole already benefit from the speed and reliability of 5G networks every day. One example is the area of remote surgery that uses robotics and a high-definition live stream that is connected to the internet via a 5G network. Another is the field of mobile health, where 5G gives medical workers in the field quick access to patient data and medical history. This enables them to make smarter decisions, faster, and potentially save lives.

Lastly, as we saw during the pandemic, contact tracing and the mapping of outbreaks are critical to keeping populations safe. 5G’s ability to deliver of volumes of data swiftly and securely allows experts to make more informed decisions that have ramifications for everyone.

5G paired with new technological capabilities won’t just result in the automation of employee tasks, it will dramatically improve them and the overall  employee experience . Take virtual reality (VR) and augmented reality (AR), for example. VR (digital environments that shut out the real world) and AR (digital content that augments the real world) are already used by stockroom employees, transportation drivers and many others. These employees rely on wearables that are connected to a 5G network capable of high-speed data transfer rates that improve several key capabilities, including the following:

• Live views : 5G connectivity provides live, real-time views of equipment, events, and even people. One way in which this feature is being used in professional sports is to allow broadcasters to remotely call a sporting event from outside the stadium where the event is taking place.
• Digital overlays : IoT applications in a warehouse or industrial setting allow workers that are equipped with smart glasses (or even just a smartphone) to obtain real-time insights from an application. This includes repair instructions or the name and location of a spare part.
• Drone inspections : Right now, one of the leading causes of employee injury is inspection of equipment or project sites in remote and potentially dangerous areas. Drones, which are connected via 5G networks, can safely monitor equipment and project sites and even take readings from hard-to-reach gauges.

Edge computing , a computing framework that allows computations to be done closer to data sources, is fast becoming the standard for enterprises. According to  this Gartner white paper  (link resides outside ibm.com), by 2025, 75% of enterprise data will be processed at the edge (compared to only 10% today). This shift saves businesses time and money and enables better control over large volumes of data. It would be impossible without the new speed standards that are generated by 5G technology. 

Ultra-reliable edge computing and 5G enable the enterprise to achieve faster transmission speeds, increased control and greater security over massive volumes of data. Together, these twin technologies will help reduce latency while increasing speed, reliability and bandwidth, resulting in faster, more comprehensive data analysis and insights for businesses everywhere.

5G solutions with IBM Cloud Satellite  

5G presents significant opportunities for the enterprise, but first, you need a platform that can handle its speed. IBM Cloud Satellite® lets you deploy and run apps consistently across on-premises, edge computing and public cloud environments on a 5G network. And it’s all enabled by secure and auditable communications within the IBM Cloud®.

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