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

Abstract

Purpose This study's purpose was to determine if there was a meaningful association between the multiple mini-interview (MMI) scores of students admitted to a US medical school and their subsequent performance during the basic science component of the curriculum which relies heavily on problembased learning (PBL). Methods The authors used data from the matriculating classes of 2010-2012 (n = 125). Collected data included student MMI scores, highest MCAT score, undergraduate GPA, and demographics. The authors correlated MMI scores with PBL ratings using the Sequenced Performance Inventory and Reflective Assessment of Learning (SPIRAL), a modified version of a small group scoring rubric. The authors analyzed the data using Pearson's correlation coefficient. Results The authors found significant positive correlations between the MMI and 12 of the 14 SPIRAL factors. The correlation between the MMI score and the average of the 14 SPIRAL factor ratings was 0.325 (p < 0.01). The authors found no significant correlations between the MMI score and MCAT scores, GPA, age, or gender. Conclusions Previous studies have reported on the predictive validity of the multiple mini-interview (MMI) process regarding non-cognitive learning aspects and teamwork dynamics. Our findings lend support to the growing MMI literature by showing that the MMI model is associated with aspects of small group learning. The MMI is a valued part of this school's admissions process for selecting students who may be more successful in learning activities involving groups. Other schools of medicine may find the MMI to be a valuable addition to their admissions process for assessing noncognitive skills.

Developing a Video Education on the topic of Modern Physics Based on Problem Based Learning (PBL) assisted PhET Online Learning

“…One method that shows a positive effect is the problem-based learning method. Problem-based learning improves intra-personal attitudes and teamwork in students [10]. Furthermore, it can make students more cooperative in working together in online learning [11].…”

Benefits and Feasibility of Using Videos to Assess Medical School Applicants’ Empathetic Abilities in Multiple Mini Interviews

“…Student selection is an important step in educating tomorrow's doctors, and during this process, it is critical that candidates' cognitive and non-cognitive attributes be assessed in order to select those with the qualities required of good doctors [1]. Several research studies have shown the Multiple Mini Interview (MMI) is a valid and reliable tool for assessing candidates' non-cognitive qualities in medical student selection [2][3][4][5][6][7][8][9][10][11][12][13][14][15][16][17]. Meanwhile, it has also been reported that the reliabilities of MMIs can vary widely depending on the way they are administered and structured [2,6], which suggests research is needed to determine effective formats for MMIs.…”