Multiple mini-interviews: same concept, different approaches

Knorr, Mirjana; Hissbach, Johanna

doi:10.1111/medu.12535

Cited by 94 publications

(121 citation statements)

References 72 publications

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“…MMIs began in McMaster University over a decade ago by adopting the format of objective structured clinical examinations (OSCEs) to the admissions interview [1], thereby incorporating a structured multi-sampling method. Previous studies have shown that MMIs offer greater validity and reliability than traditional interviews [1,2,3,4,5,6,7,8,9,10,11,12,13]. …”

Section: Introductionmentioning

confidence: 99%

The utility of multiple mini-interviews: experience of a medical school

2017

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PurposeThis paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants’ attributes in alignment with the school’s educational goals and to evaluate its utility.MethodsIn this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school’s educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates’ MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements. ResultsA total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants’ total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores. ConclusionOur study illustrates the utility of MMIs that utilize the institution’s educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution’s core values. Future research is warranted of the predictive validity of this MMI.

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Section: Introductionmentioning

confidence: 99%

The utility of multiple mini-interviews: experience of a medical school

2017

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“…Voluntary social commitment or work experience in the health sector as stated in the curriculum vitae: In the multivariate model, previous practical experience in the health sector was not predictive of the intention to work as a GP or a country doctor, data concerning social commitment are not reported.Estimating the willingness to work as a GP in a rural area by means of multiple mini interviews (MMI): Even though MMIs are correlated with the evaluation of undergraduate practical medical work, we consider this suggestion – based on both international [2] and our own eight year experience with the Hamburg MMI – barely feasible to predict an unfeigned motivation or later choice of specialization among the still very young applicants. In addition, MMIs are very expensive and, under the given circumstances, viable only for a very small share of the applicants.…”

Section: Letter To the Editormentioning

confidence: 99%

Student selection cannot resolve the lack of general practitioners and country doctors

Hissbach

Zimmermann

Hampe

2017

GMS Journal for Medical Education; 34(2):Doc16

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“…The current literature lends support to the use of the MMI in the admissions process, but not as a stand-alone measure. Of the 23 US medical schools currently using the MMI, all use the MMI score as part of a more comprehensive applicant assessment that includes MCAT, GPA, traditional interview, and autobiographical information [6,7]. The MCAT and GPA have been used as admissions criteria because they more closely predict performance on the USMLE Step 1 exam, a standardized measure of student basic science knowledge prior to entering the clinical rotation training period [8].…”

Section: Introductionmentioning

confidence: 99%

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

et al. 2016

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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.

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Multiple mini-interviews: same concept, different approaches

Cited by 94 publications

References 72 publications

The utility of multiple mini-interviews: experience of a medical school

The utility of multiple mini-interviews: experience of a medical school

Student selection cannot resolve the lack of general practitioners and country doctors

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

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