First experience with multiple mini interview for medical school admission in Brazil: Does it work in a different cultural scenario?

Abstract

The general reliability of the selection process was excellent, and it was fully accepted by the applicants and raters.

Medical School Applicants’ Online Interviews during COVID-19 Epidemic

“…There are experiences described about their use in universities of Asia, Oceania [24] and South America [25], Variable number of MMI stations (5)(6)(7)(8)(9)(10)(11)(12), number of raters per station (1-2) and time of the interview (5-12 min) did not impact the outcome. The number of stations seems more relevant than the number of raters for reproducibility of the results [26]. The importance of training raters is well recognized.…”

Personal domains assessed in multiple mini interviews (MMIs) for healthcare student selection: A narrative synthesis systematic review

“…No information was returned by nine authors regarding domains and domain source; therefore these articles were also excluded. Ultimately, 80 articles were included in this review reporting data from 65 individual studies (Ahmed et al, 2014;Alaki et al, 2016;Alweis et al, 2015;Barbour and Sandy, 2014;Brownell et al, 2007;Callwood et al, 2014;Cameron and MacKeigan, 2012;Cameron et al, 2017;Campagna-Vaillancourt et al, 2014;Corelli et al, 2015;Cottingham et al, 2014;Cowart et al, 2016;Cox et al, 2015;Daniel-Filho et al, 2017;Dodson et al, 2009;Dore et al, 2010;Dowell et al, 2012;El Says et al, 2013;Eva et al, 2004aEva et al, , 2004bEva et al, , 2009Eva et al, , 2012Eva and Macala, 2014;Finlayson and Townson, 2011;Foley and Hijazi, 2013;Foley and Hijazi, 2015;Fraga et al, 2013;Gale et al, 2016;Grice, 2014;Griffin and Wilson, 2012;Harris and Owen, 2007;Hecker et al, 2009;Hecker and Violato, 2011;Hissbach et al, 2014;Hofmeister et al, 2008;Hofmeister et al, 2009;Hopson et al, 2014;Humphrey et al, 2008;Husbands and Dowell, 2013;Jerant et al, 2012;…”

Perfil de competencias para los nuevos residentes de medicina: una visión desde los líderes que los forman

“…Este formato, originado en la Universidad McMaster de Canadá, es una metodología que consiste en una serie de entrevistas estructuradas o estaciones con diferentes entrevistadores u observadores 12 . El objetivo es descubrir habilidades no cognitivas, como habilidades interpersonales, de comunicación y profesionalidad, que serían difíciles de percibir en una entrevista tradicional 13 . El diseño de los circuitos de aspirantes en esta estrategia debe ser cuidadosamente analizado, ya que, incluso la secuencia de las entrevistas, como en otras estrategias de evaluación, puede tener implicaciones en el desempeño de los participantes 14 .…”