Virtual Multiple Mini-Interview during the COVID-19 Pandemic.

Abstract

The multiple mini-interview (MMI) is one of the most effective and popular interview methods for medical school candidate selection. A standardised set of scenarios with associated questions and responses is predetermined and candidates rotate through various stations to meet examiners in face to face, in-person mini-interviews during a finite time allotment. The objective of the MMI is to generally assess the candidate’s characteristics in different domains such as ethics and morality, communication skills and critical thinking. The MMI method can be reliable and feasible, more so than traditional interview methods.1 Because of the coronavirus disease 2019 (COVID-19) pandemic and resulting social distancing policies, MMIs were suspended for 2020 admissions in many medical schools across the world. It was considered that a virtual interview process would facilitate the benefits of a face to face meeting without concern for COVID-19 transmission. We designed a modified MMI using a virtual interview with structured standards of operations for our 2020 medical school admission process. Some MMI scenarios (eg, those that required teamwork) were not selected because of difficulties in assessing candidates via videoconference methods. To ensure efficient time control, matching groups of interviewers and candidates were scheduled beforehand. By contrast with the conventional MMI protocol, whereby each candidate student rotates through each station, interviewers, rather than students, rotated through virtual rooms using a videoconferencing platform. This technique was convenient as it enabled support staff to invite each candidate to wait in a separate virtual room before the MMI started. When interviewers arrived in the virtual rooms, support staff were asked to leave the rooms and candidates to identify themselves. Each interviewer used a single station assignment to interview and interact with each candidate. Support staff were specifically assigned to inspect each virtual station and help manage any technical problems. With well-trained staff and a high-speed Internet connection, interviewers and candidates participated in a simultaneous and effective virtual MMI in different locations throughout the country. The video-recording of each MMI station during the virtual interviews allowed interviewers to review candidates' performances and make thoughtful selection decisions. A virtual MMI protocol was successfully implemented for our 2020 medical school admissions. Virtual MMIs break the barriers of conventional MMIs and appear able to attain an acceptable level of effectiveness. Candidate students are familiar and comfortable with online tools and travel costs are self-evidently reduced. The important features of MMIs, such as number of stations, number of candidates and station length, can be retained in the virtual adaptation. Some remaining challenges include the limitations of virtual MMIs in assessing some specific candidate characteristics, such as stress tolerance, in an unfamiliar environment. Nonetheless, a virtual version of the MMI for medical school admission is feasible and can be implemented during the COVID-19 pandemic. Effective time management, selected scenarios, trained staff and effective technology are the essential keys to success.