The utility of multiple mini-interviews: experience of a medical school
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Purpose: This 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. Methods: In 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. Results: A 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. Conclusion: Our 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.
Abstract
Purpose: This 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. Methods: In 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. Results: A 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. Conclusion: Our 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.
참고문헌 (20)
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