Development of a Medical School Admissions Interview Phase 2: Predictive Validity of Cognitive and Non-Cognitive Attributes

Streyffeler, Lisa; Altmaier, Elizabeth M.; Kuperman, Samuel; Patrick, L. E.

doi:10.3402/meo.v10i.4379

Cited by 9 publications

(5 citation statements)

References 17 publications

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“…Despite some evidence to the contrary, the balance of evidence suggests that generally, the traditional interview is not a robust method of selecting medical students, and lacks predictive validity . Edwards et al .…”

Section: Resultsmentioning

confidence: 99%

How effective are selection methods in medical education? A systematic review

Knight²,

et al. 2015

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Evidence shows clearly that academic records, MMIs, aptitude tests, SJTs and SCs are more effective selection methods and are generally fairer than traditional interviews, references and personal statements. However, achievement in different selection methods may differentially predict performance at the various stages of medical education and clinical practice. Research into selection has been over-reliant on cross-sectional study designs and has tended to focus on reliability estimates rather than validity as an indicator of quality. A comprehensive framework of outcome criteria should be developed to allow researchers to interpret empirical evidence and compare selection methods fairly. This review highlights gaps in evidence for the combination of selection tools that is most effective and the weighting to be given to each tool.

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Section: Resultsmentioning

confidence: 99%

How effective are selection methods in medical education? A systematic review

Knight²,

et al. 2015

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“…This breakdown between cognitive and non-cognitive skills is based, in part, on the behavior of college admission committees who consider listening to be a non-cognitive skill and reading to be a cognitive skill. (Streyffeler et al (2005)). 12 One alternative is to collapse outcome variables into a single measure or score.…”

Section: Notesmentioning

confidence: 99%

Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity

Ding

Lehrer

2011

Education Economics

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Proponents of class size reductions draw heavily on the results from Project STAR to support their initiatives. Adding to the political appeal of these initiative are reports that minority and economically disadvantaged students received the largest benefits from smaller classes. We extend this research in two directions. First, to address correlated outcomes from the same class size treatment, we account for the over-rejection of the Null hypotheses by using multiple inference procedures. Second, we conduct a more detailed examination of the heterogeneous impacts of class size reductions on measures of cognitive and noncognitive achievement using more flexible models. We find that students with higher test scores received greater benefits from class size reductions. Furthermore, we present evidence that the main effects of the small class treatment are robust to corrections for the multiple hypotheses being tested. However, these same corrections lead the differential impacts of smaller classes by race and freelunch status to become statistically insignificant. * We would like to thank Caroline Hoxby, Richard Murnane, an anonymous referee and seminar participants at the 2010 International Workshop on Applied Economics of Education, XIX Meeting of the Economics of Education Association, Simon Fraser University and the 2004 AEA annual meetings session on Education for the Disadvantaged for helpful comments and suggestions. We are grateful to Alan Krueger for generously providing a subset of the data used in the study. This paper is a revised version of the second chapter of Weili Ding's University of Pittsburgh 2002 thesis. Lehrer wishes to thank SSHRC for research support. We are responsible for all errors.

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“…3,4 While structured interviews have been used by some in order to assess medical students, they too have suffered from problems with regard to reliability and predictability. [5][6][7][8] Objective This research evaluated the mutliple mini-interview (MMI) process as part of the admissions procedure for a dental school. Design The thematic analysis of a paper-based questionnaire.…”

Section: Introductionmentioning

confidence: 99%

An evaluation of the multiple mini-interview as a selection tool for dental students

McAndrew

Ellis

2012

Br Dent J

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Development of a Medical School Admissions Interview Phase 2: Predictive Validity of Cognitive and Non-Cognitive Attributes

Abstract: Our results do not support the predictive validity of our interview-based measure above other cognitive and non-cognitive admissions variables more easily gathered. However, in some domains, interview-based variables did incrementally predict medical school performance.

Cited by 9 publications

References 17 publications

How effective are selection methods in medical education? A systematic review

How effective are selection methods in medical education? A systematic review

Experimental estimates of the impacts of class size on test scores: robustness and heterogeneity

An evaluation of the multiple mini-interview as a selection tool for dental students

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