Association Between a Medical School Admission Process Using the Multiple Mini-interview and National Licensing Examination Scores

Abstract

ODERN CONCEPTIONS OF medical practice demand more of practitioners than a strong knowledge base. 1 By emphasizing compassionate care, professionalism, and interpersonal skill, the Accreditation Council for Graduate Medical Education core competencies indicate that physicians are expected to possess strong personal qualities distinct from academic achievement. 2 There is evidence of a link between these aspects of practice and quality of care. [3][4][5][6][7] At the level of medical school admissions, incoming grade point average (GPA) and Medical College Admission Test results have been found to be reasonably good determinants of academic success. 8-10 More problematic, however, has been the identification of measures capable of predicting nonacademic success despite the considerable resources most medical schools allocate to interviewing applicants. 9 Most validity studies in this domain are correlational in nature. Interpretation of the resulting statistics is difficult because restriction of range low-For editorial comment see p 2250.

Perceptions and Cost-Analysis of a Multiple Mini-Interview in a Pharmacy School Admissions Process

“…In medical schools, it is predictive of performance-students accepted via an MMI process to medical school scored higher on a national licensing examination when compared to students who were not accepted via the same MMI process, but were ultimately accepted at other medical schools. 11 Additionally, MMI scores predict experiential performance, with higher MMI scores correlating with higher clinical clerkship performance ratings for medical students. 16 Because the MMI format is used to a limited extent in pharmacy education and training, 5,9,13 additional studies are needed to validate the individual MMI stations and overall approach and to characterize predictive relationships with key outcome variables.…”

The Predictive Validity of a Two-Step Selection Process to Medical Schools

“…Reviews summarizing the current state of findings on the predictive validity of medical school selection measures conclude that there is no evidence regarding the predictive validity of traditional noncognitive measures [4,11,14]. As for novel noncognitive measures, studies of MMI have indicated good predictive validity with respect to performance criteria from the early stages of medical school through licensing examinations [12,[15][16][17][18]. As expected, predictive validity visa-vis assessments that focus on clinical aspects of medicine is higher.…”

Association of Multiple Mini-Interview Scores with First Year Medical Student Success in Problem-Based Learning

“…McMaster University reported that those students who were admitted using the MMI scored higher on the Canadian national licensing examination when compared to students admitted at other schools not using the MMI [9]. Additional studies have shown that varied approaches utilizing the MMI are reliable as a predictor of in-program performance [10], are acceptable to applicants, and may be predictive of successful performance in medical school and on pre-residency licensure examinations [11,12].…”

“…Because of this curricular structure, VTCSOM selected the MMI to be one of the primary components of the admissions process based on the research suggesting predictive aspects of non-cognitive qualities for learning [10][11][12]. A more holistic admission process was chosen in an effort to matriculate students with a unique set of characteristics and skills, above and beyond traditional academic qualifications.…”