A Hybrid Interview Model for Medical School Interviews: Combining Traditional and Multisampling Formats

Zaidi, Nikki L. Bibler; Santen, Sally A.; Purkiss, Joel; Teener, Carol A.

doi:10.1097/acm.0000000000001218

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…Multiple Mini Interviews (MMIs) are a series of highly structured, focused stations or encounters with separate interviewers or observers [4,5]. During the interview, participants are rated on their skill at deciphering an ethical conflict or problem and articulate a response to the hypothetical situation that reflects elements of emotional intelligence or psychological maturity [4,6].…”

Section: Introductionmentioning

confidence: 99%

“…During the interview, participants are rated on their skill at deciphering an ethical conflict or problem and articulate a response to the hypothetical situation that reflects elements of emotional intelligence or psychological maturity [4,6]. The purpose of the MMI is not to develop a station where there is a right or wrong answer, but rather to develop stations that can illuminate interviewee skills such as critical thinking, creativity, problem-solving, and personal and social awareness [4,5,7]. …”

Section: Introductionmentioning

confidence: 99%

“…Additionally, traditional interviews are time-intensive and taxing as they can last a wide-ranging timeframe depending on the situation [4,5]. Furthermore, traditional interviews have not been found to have a high predictive value for future success in clinical training, while grade point average (GPA) and other quantitative measures only predict success in the pre-clinical years [14,15].…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, MMIs allow multiple encounters between applicants and many different interviewers, thus reducing bias and allowing students who may perform poorly in one encounter to start fresh in a new encounter [5]. Additionally, MMIs are highly structured, with all applicants encountering the same cases and rating scales [9].…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, MMIs are highly structured, with all applicants encountering the same cases and rating scales [9]. Previous MMI evaluations have suggested that the MMI format produces more valid results and has better predictive value than standard interviews because it allows for a more holistic view of an applicant based on multiple observers [5,6,9]. Reduced time with applicants has been cited as both a pro and con of the MMI format (5–8 min compared to 45-min traditional interviews) [5].…”

Section: Introductionmentioning

confidence: 99%

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Using multiple mini interviews as a pre-screening tool for medical student candidates completing international health electives

Satterfield

Dacso²,

Patel³

2018

Medical Education Online

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There continues to be an increase in the number of learners who participate in international health electives (IHEs). However, not all learners enter IHEs with the same level of knowledge, attitude, and previous experience, which puts undue burden on host supervisors and poses risks to student and patient safety. The Multiple Mini-Interview (MMI) is a technique that has become a popular method for undergraduate and postgraduate-level health science admissions programs. This paper describes the MMI process used by our program to screen first-year medical students applying for pre-clinical IHEs. Two country-specific cases were developed to assess non-cognitive skills. One hundred percent (100%) of the students (n = 48) and interviewers (n = 10) who participated in MMIs completed anonymous surveys on their experience. The majority of students rated the scenarios as realistic (>90%); 96% found the MMI format fair and balanced; 96% of students felt that they were able to clearly articulate their thoughts; 75% of students stated that they had a general understanding of how the MMIs worked; only 33% of students would have preferred a traditional one-to-one interview. Feedback from both interviewers and students was positive toward the MMI experience, and no students were identified as unfit for participation. Ultimately, 43 students participated in pre-clinical IHEs in 2016. In this paper, we will outline our MMI process, detail shortcomings, and discuss our next steps to screen medical students for IHEs.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using multiple mini interviews as a pre-screening tool for medical student candidates completing international health electives

Satterfield

Dacso²,

Patel³

2018

Medical Education Online

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An equivalence study of interview platform: Does videoconference technology impact medical school acceptance rates of different groups?

Ballejos

Oglesbee

Hettema

et al. 2018

Adv in Health Sci Educ

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Web-based interviewing may be an effective element of a medical school's larger approach to promotion of holistic review, as recommended by the Association of American Medical Colleges, by facilitating the feasibility of including rural and community physicians in the interview process. Only 10% of medical schools offer videoconference interviews to applicants and little is known about the impact of this interview modality on the admissions process. This study investigated the impact of overall acceptance rates using videoconference interviews and face-to-face interviews in the medical school selection process using an equivalence trial design. The University of New Mexico School of Medicine integrated a videoconferencing interview option for community and rural physician interviewers in a pseudo-random fashion during the 2014-2016 admissions cycles. Logistic regression was conducted to examine whether videoconference interviews impacted acceptance rates or the characteristics of accepted students. Demographic, admissions and diversity factors were analyzed that included applicant age, MCAT score, cumulative GPA, gender, underrepresented in medicine, socioeconomic status and geographic residency. Data from 752 interviews were analyzed. Adjusted rates of acceptance for face-to-face (37.0%; 95% CI 28.2, 46.7%) and videoconference (36.1%; 95% CI 17.8, 59.5%) interviews were within an a priori ± 5% margin of equivalence. Both interview conditions yielded highly diverse groups of admitted students. Having a higher medical college admission test score, grade point average, and self-identifying as disadvantaged increased odds of admission in both interview modalities. Integration of the videoconference interview did not impact the overall acceptance of a highly diverse and qualified group of applicants, and allowed rural and community physicians to participate in the medical school interview process as well as allowed campus faculty and medical student committee members to interview remotely.

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Transition to multiple mini interview (MMI) interviewing for medical school admissions

Langer¹,

Ruiz²,

Tsai³

et al. 2020

Perspect Med Educ

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Introduction The multiple mini interview (MMI) has been incorporated into the holistic review process in the selection of students to US medical schools. The MMI has been used to evaluate interpersonal and intrapersonal attributes which are deemed as necessary for future physicians. We hypothesized that there would be little difference in overall MMI evaluation data compared with traditional interview ratings. Methods The University of North Carolina School of Medicine developed an interview process that included a traditional interview and MMI format during the 2019 admissions cycle. Evaluation data along with key demographic variables for 608 MD program applicants were analyzed using descriptive and inferential statistical analyses. Results The MMI format slightly favored female over male applicants (p = 0.002) but did not select for or against applicants based on age, race/ethnicity, un-T. Langer and C. Ruiz should be regarded as joint first authors

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A Hybrid Interview Model for Medical School Interviews: Combining Traditional and Multisampling Formats

Cited by 11 publications

References 9 publications

Using multiple mini interviews as a pre-screening tool for medical student candidates completing international health electives

Using multiple mini interviews as a pre-screening tool for medical student candidates completing international health electives

An equivalence study of interview platform: Does videoconference technology impact medical school acceptance rates of different groups?

Transition to multiple mini interview (MMI) interviewing for medical school admissions

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