Rapid Transition to a Virtual Multiple Mini-Interview Admissions Process: A New Medical School’s Experience During the COVID-19 Pandemic

Abstract

Problem The University of Houston College of Medicine (UH COM) began its first admissions cycle after receiving preliminary accreditation in February 2020. With the advent of remote learning in response to the COVID-19 pandemic, the school moved its admissions process, including multiple mini-interview (MMI), from an in-person to online format in mid-March 2020. Approach The UH COM selected Zoom as the video conferencing platform for its virtual admissions process, including MMI. On each interview day (3–4 hours), 14–16 applicants joined administrators, faculty, and staff in a virtual meeting room. Applicants were divided into 2 groups: one viewed short presentations about the school, curriculum, and departments, while the other participated in 7 MMI stations (one-on-one interactions with interviewers) via virtual breakout rooms; the groups then switched. The MMI stations were the same as those used in-person in early March. Applicants were able to ask questions at multiple points during the day. Technical support was provided for participants with connectivity issues or unfamiliar with Zoom. Outcomes Of the 180 applicants interviewed in March–April 2020, 134 (74%) participated in the virtual process and 46 (26%) in the on-site process. Twenty-five (83%) of the 30 members of the inaugural class of 2024 interviewed virtually. Advantages of the virtual format included ease of access for faculty and more flexibility and less expense for applicants. Challenges included the need for applicants to decide whether to accept an offer of admission from a new school without visiting and missed opportunities for faculty to have relatively unstructured interactions with applicants. Next Steps This virtual admissions process was a feasible alternative for the inaugural class but is not sustainable. UH COM plans to leverage lessons learned to refine the virtual format for use in future admissions cycles, even when in-person interviews are possible.

Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study

“…Nevertheless, online MMI has been used at the University of Sydney since 2006 for graduate medical and dental programmes [ 15 ]. Zoom (Zoom Video Communications, 2011), a digital cloud-based video platform, has been utilised by three reported universities so far [ 14 , 16 , 17 ]. Online MMI has brought about easy access and less expense for applicants but also eliminates unstructured interactions between applicants and interviewers [ 17 ].…”

“…Zoom (Zoom Video Communications, 2011), a digital cloud-based video platform, has been utilised by three reported universities so far [ 14 , 16 , 17 ]. Online MMI has brought about easy access and less expense for applicants but also eliminates unstructured interactions between applicants and interviewers [ 17 ]. Online MMI is feasible and acceptable, requiring proficient coordination among team members and a reliable high-speed internet [ 14 ].…”

“…There have been a number of studies published supporting the feasibility of conducting online MMI for the selection process of undergraduate medical school intake during the pandemic, despite challenges with internet connectivity and familiarity with the use of videoconferencing technology [ 18 , 19 ]. Advantages of the virtual format included ease of access for faculty and more flexibility, less expense for applicants and save resources [ 20 ]. Online MMI and traditional MMI have been reportedly to produce comparable results [ 21 ].…”

Prospective Physician Assistant Student Perspectives on an In-Person vs. Virtual Admissions Interview Process

“…1 With the global pandemic, many methods of communication quickly became strained, forcing medical academic institutions to pivot to virtual technologies out of necessity. 2 Accordingly, with social distancing guidelines initially set by the Centers for Disease Control and subsequent recommendations by the American Association of Medical Colleges, national medical organizations, including PA Education Association (PAEA), called for higher educational programs to commit entirely to virtual admissions' processes. 1,[3][4][5][6] With most businesses already using real-time video conferencing and the emergence of telehealth visits in medicine, tailoring virtual admissions' interview experiences to provide authentic engagement was feasible.…”

“…1,[3][4][5][6] With most businesses already using real-time video conferencing and the emergence of telehealth visits in medicine, tailoring virtual admissions' interview experiences to provide authentic engagement was feasible. 2,7 Discovering ways to overcome unfamiliarity and effectively use current technologies to recreate successful web-based interview (WBI) experiences without compromising meaningful human interaction has been one of the greatest obstacles programs have faced. 7 Prospective advantages of using innovative technologies in formal recruitment processes included less-intimidating experiences for interviewees by allowing more comfortable, at-home interview settings and eliminating costly travel expenses.…”