Impact of sociodemographic characteristics of applicants in multiple mini-interviews

Leduc, Jean-Michel; Rioux, Richard; Gagnon, Robert; Bourdy, Christian; Dennis, Ashley

doi:10.1080/0142159x.2017.1270431

Cited by 21 publications

(17 citation statements)

References 42 publications

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“…Two papers identified a significant impact of sex on MMI score, while the other four did not. Leduc et al (2017) found that female students performed significantly better in MMI's for three French-Canadian medical schools than their male counterparts, but only in the subgroup that spoke French at home (p=0.003). This implies a previously unexplored interaction between sex and language, which warrants further study.…”

Section: Sexmentioning

confidence: 89%

“…Six papers investigated the impact of applicants' age on MMI score; three in applicants to medicine, two to nursing, and one to pharmacy (Traynor et al 2017;Leduc et al 2017;Kim et al 2017;Pau et al 2016;Gale et al 2016;Cox et al 2015). Two studies found age did impact on MMI score, while four found it didn't.…”

Section: Agementioning

confidence: 99%

“…Leduc et al (Leduc et al 2017) used the self-reported socio-economic and demographic data from 1,089 applicants to three French-speaking Canadian medical schools, to examine the extent to which these factors impacted MMI scores. Their analysis revealed that candidates aged 25-29 had a small but significant advantage over those aged <20 years (p=0.001).…”

Section: Agementioning

confidence: 99%

“…Four studies investigated the impact of race on MMI scores; three on medical school applications, and one on pharmacy (Leduc et al 2017;Pau et al 2016;Cox et al 2015;Jerant et al 2015). One of these studies reported a significant impact.…”

Section: Racementioning

confidence: 99%

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MMI - An unbiased approach to health education selection?

Curnow¹

2018

MedEdPublish

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Background Widening participation to health science degrees is a vital part of our efforts to ensure a high-quality pool of graduates in clinical fields. With the increasing usage of multiple mini interviews for selection to these courses, it is crucial that we recognise the biases within these selection processes. Aims This paper aims to examine recently published literature to determine the extent to which demographic factors (age, race, sex and socioeconomic background) impact on MMI scores for applicants to health science degrees. Methods A literature search was conducted using the Medline and SCOPUS databases for literature published from 2015 to present. Relevant papers were identified through a Boolean search, and individually analysed to determine their relevance to this review. Results This review identified nine relevant papers. Biases were identified in all four domains, but the evidence was mixed and of varying quality. The strongest evidence for a bias was found in papers looking at socioeconomic background. Conclusion Further research is required to determine the extent to which the MMI approach is biased against certain groups of applicants, and to identify ways to address these imbalances, as evidence of the impact of demographics on MMI score has been identified.

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Section: Sexmentioning

confidence: 89%

Section: Agementioning

confidence: 99%

Section: Agementioning

confidence: 99%

Section: Racementioning

confidence: 99%

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MMI - An unbiased approach to health education selection?

Curnow¹

2018

MedEdPublish

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“…Moreover, research indicates that examiner subjectivity and station difficulty would have affected the fairness of the test in MMIs [11,16]. In addition, there may be some personal factors that are related to the candidate’s performance in MMIs, such as cultural and social background, and his or her personality [10,17,18]. Therefore, more studies are warranted of factors that influence candidate performance in MMIs to improve the fairness of the test.…”

Section: Introductionmentioning

confidence: 99%

Does the sequence of rotations in Multiple Mini Interview stations influence the candidates’ performance?

Kim

Kwon

2018

Medical Education Online

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In Multiple Mini Interviews (MMIs), the candidates start out with different stations depending on the sequence of rotation they are assigned; thus, their perceived difficulty level and nervousness with their first station may differ. We examined whether such differences influenced the candidates’ overall performance in the MMI. A 32-item questionnaire was developed and administered to candidates for admission interviews at a medical school regarding their perceptions of the MMI. Candidates’ interview scores were also obtained and were compared across groups who differed in the sequence of rotation of MMI stations. Candidates felt nervous when they encountered the first station, which did not differ regardless of which station was their first encounter. Candidates were neutral regarding whether their first station was more difficult than the others and about whether its difficulty level influenced their overall performance in the test. Although candidates’ perceived station difficulty differed across stations, there were no differences in their performance in each station between those it was their first station and those it was not. Candidates’ total interview scores also did not differ across groups of different sequence of rotations. The MMI is a fair process as it does not give disadvantage to those who encounter a more difficult station than others for their first station.

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