The Relationship between Interviewers’ Characteristics and Ratings Assigned during a Multiple Mini-Interview

Abstract

The MMI provides a reliable protocol for assessing the personal qualities of candidates by accounting for context specificity with a multiple sampling approach. Increasing the heterogeneity of interviewers may increase the heterogeneity of the accepted group of candidates. Further work will determine the extent to which different groups of raters provide equally valid (albeit different) judgments.

Development and Pilot Testing of a Multiple Mini-Interview for Admission to a Pharmacy Degree Program

“…7,8,15 For applicant pools that may be narrowly dispersed after applying preadmission requirements, such as those in the current study, the number of stations should be high enough to enable reliable measurement and differentiation of applicant performance. Considering the above factors, a 10-station MMI was developed and used.…”

“…[6][7][8][9][10][11][12][13][14] The MMI is modeled after the objective structured clinical examination (OSCE) used for health professional licensing examinations in Canada and other countries. Its underlying premise is that testing an array of domains of competency across MMIs, each with a different interviewer, avoids bias attributable to context specificity.…”

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

“…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.…”

Canadian Educational Approaches for the Advancement of Pharmacy Practice

“…34 The MMI format originated at McMaster University's Michael DeGroote Medical School. [35][36][37] Its structure resembles that of "speed dating," a circuit of approximately 7-12 stations where nonacademic attributes are tested over a 5-to 8-minute interview. Some of the attributes tested include communication skills, problemsolving, critical thinking, and ethical decision-making.…”