다면인적성면접에 따라 선발된 의예과 학생은 어떻게 다른가? - 일개대학 사례 -
How different are premedical freshmen who enter after introducing a multiple mini-interview in a medical school?
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Purpose: Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess thenoncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal careervalues and academic achievements by admission type. Methods: We administered a survey about career values and self-perception of competencies. We then compared the survey resultsand academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievementwas calculated in the MMI group. The data were analyzed by t-test and correlation analysis. Results: There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interactin heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level ofacademic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores. Conclusion: The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC andthe competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that suchstudents have superior noncognitive abilities, such as self-development and internal motivation. How these differences changesubsequently remains to be seen.
Abstract
Purpose: Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess thenoncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal careervalues and academic achievements by admission type. Methods: We administered a survey about career values and self-perception of competencies. We then compared the survey resultsand academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievementwas calculated in the MMI group. The data were analyzed by t-test and correlation analysis. Results: There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interactin heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level ofacademic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores. Conclusion: The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC andthe competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that suchstudents have superior noncognitive abilities, such as self-development and internal motivation. How these differences changesubsequently remains to be seen.
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