Connecting During the Virtual Interview Process: Lessons from Experience

Feld, Lauren D.; Shah, Neeral L.

doi:10.1007/s10620-020-06744-y

Cited by 5 publications

(4 citation statements)

References 7 publications

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“…For applicants, medical schools may consider fostering social connections via virtual tours and get-togethers, greater social media engagement (e.g., day in the life videos from current students), virtual presentations highlighting the strengths of their undergraduate medical education program and information concerning the city where the medical school is located (e.g., housing affordability, child care and transit options etc. ), as well as live breakout rooms to freely mingle and debrief post-interview [21,[46][47][48]. Similarly, for assessors, medical schools may consider live breakout rooms, discussion boards, or regularly scheduled meetings throughout the academic year to create a space for assessors to debrief and provide feedback following the assessment period.…”

Section: Discussionmentioning

confidence: 99%

“…Therefore, we secondly urge medical schools to think critically about the new forms of bias (e.g., background noise and appearance, lighting, audio and camera quality) that can unwittingly influence ratings of applicants' performance when private spaces serve as the backdrop in a high-stakes selection setting. We recommend medical schools consult with campus centres that have expertise in technology, diversity, inclusion, and accessibility [47] and implement mandatory anti-bias training that is specific to the vMMI format [46]. In collaboration with these centres, we further recommend that schools provide applicants with a checklist that outlines optimal attire and appearance, background setup, technology checks, and additional tips for interview day [22,23].…”

Section: Discussionmentioning

confidence: 99%

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‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format

Abraham,

Melro,

Burm

2023

Perspectives on Medical Education

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Introduction:During the COVID-19 pandemic, medical schools were forced to suspend inperson interviews and transition to a virtual Multiple Mini Interview (vMMI) format. MMIs typically comprise multiple short assessments overseen by assessors, with the aim of measuring a wide range of non-cognitive competencies. The adaptation to vMMI required medical schools to make swift changes to their MMI structure and delivery. In this paper, we focus on two specific groups greatly impacted by the decision to transition to vMMIs: medical school applicants and MMI assessors. Methods:We conducted an interpretive qualitative study to explore medical school applicants' and assessors' experiences transitioning to an asynchronous vMMI format. Ten assessors and five medical students from one Canadian medical school participated in semi-structured interviews. Data was analyzed using a thematic analysis framework.Results: Both applicants and assessors shared a mutual feeling of longing and nostalgia for an interview experience that, due to the pandemic, was understandably adapted. The most obvious forms of loss experienced -albeit in different ways -were: 1) human connection and 2) missed opportunity. Applicants and assessors described several factors that amplified their grief/loss response. These were: 1) resource availability, 2) technological concerns, and 3) the virtual interview environment.Discussion: While virtual interviewing has obvious advantages, we cannot overlook that asynchronous vMMIs do not lend themselves to the same caliber of interaction and camaraderie as experienced in in-person interviews. We outline several recommendations medical schools can implement to enhance the vMMI experience for applicants and assessors.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format

Abraham,

Melro,

Burm

2023

Perspectives on Medical Education

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“…As media attributes and communication channels in VI, audio and video impairment result in negative justice perceptions as well as limited social bandwidth ( Basch et al, 2020a ). Applicants and faculty should also bear in mind that “glitches” may occur unexpectedly ( Feld and Shah, 2021 ). As technical problems cannot be expected, it is better to have a kind of backup program to save time and allow all applicants to contribute ( Hill et al, 2021a ).…”

Section: Discussionmentioning

confidence: 99%

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Ebadi

Bashiri

2021

Front. Psychol.

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This study aimed to investigate the reflections of Iranian students on Ph.D. entrance exam interviews held virtually nationwide during the Pandemic. Two hundred thirty-one Ph.D. applicants were invited to fill out an anonymous online survey designed in Google Forms, 36 out of whom volunteered to participate in follow-up semi-structured interviews. Two ANOVA measures were used to investigate the possible influences of gender and prior virtual interview experience on the applicants’ perceptions. Thematic analysis was also adopted to explore the participants’ attitudes and perceptions toward virtual interviews (VI). Quantitative findings showed that Iranian Ph.D. applicants perceived VI as a flexible and helpful procedure that provided them with satisfactory interpersonal treatment. Still, they did not favor the procedure’s perceived behavioral control and ability to communicate information to perform procedural justice. Moreover, neither their gender nor their prior experience of the virtual interview was a predictor of their perspectives’ discrepancies. The thematic analysis of the qualitative data revealed that despite having some cognitive, personal, and financial benefits, VI posed some technical, communicative, and personal challenges. This study provides implications for universities and applicants who will use VI for different purposes in higher education.

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“…20 Other contributions discussed the importance of mindfulness regarding potential biases against applicants under-represented in medicine and the potential role of social media. 4,21-23…”

Section: Introductionmentioning

confidence: 99%

Virtual Recruitment is Here to Stay: 2020 ID Fellowship Program and Matched Applicant Recruitment Experiences

Rockney

et al. 2021

Preprint

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Background: Graduate Medical Education training programs transitioned to all-virtual recruitment in 2020. Few data have been published regarding the consequences of this transition. We desired to understand (1) infectious diseases (ID) fellowship programs' recruitment efforts and the effect of virtual recruitment on application and interview numbers, and (2) the number of programs to which matched applicants applied and interviewed, and their perspectives on virtual recruitment. Methods: In 2020-21 we surveyed all United States ID fellowship program directors (PDs) and matched applicants. Descriptive data analysis was performed on quantitative survey items. Free-text responses were analyzed through a quantitative content analysis approach. Results: PD response rate was 68/158 (43%); applicant response rate was at least 23% (85/365). PDs reported a 27% increase in mean number of applications received and a 45% increase in mean number of applicants interviewed. Applicants especially valued online program structure information, PD program overview videos, fellow testimonials, didactic and curriculum content, and current fellow profiles. Most applicants preferred interviews lasting no more than 40 minutes and interview days lasting no more than 5 hours. Nearly all (60/64, 94%) PDs adequately learned about candidates; most (48/64, 75%) felt unable to showcase their program as well as when in-person. Most PDs (54/64, 84%) and applicants (56/73, 77%) want at least an option for virtual recruitment moving forward. Conclusions: Virtual recruitment enabled programs to accommodate more applicants and highlighted applicants' preferences for programs' augmented online presences and time-limited interview days. Most programs and applicants want the option for virtual interviews.

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Connecting During the Virtual Interview Process: Lessons from Experience

Cited by 5 publications

References 7 publications

‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format

‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format

Psychological Benefits and Challenges of Ph.D. Entrance Exam Virtual Interviews During COVID-19 Pandemic: Does Gender Play a Role?

Virtual Recruitment is Here to Stay: 2020 ID Fellowship Program and Matched Applicant Recruitment Experiences

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