Multiple Mini-interview Scores Research Articles

Gender associations with selection into Australian General Surgical Training: 2016-2022.

For those who have maintained an interest in general surgery after medical school and their early post-graduate years, selection is the first step to a career in general surgery. Identifying differences secondary to gender in selection tools and their outcomes should assist the Royal Australasian College of Surgeons and the Australian Board in General Surgery to improve gender equity in the general surgical workforce. Selection tools for general surgery include the curriculum vitae (CV), referee report (RR) and multiple mini-interview (MMI). All applicants' CV, RR and MMI scores achieved in the general surgery selection process were reviewed by gender over a seven-year period. In all years, there were lower numbers of female applicants to selection. There were differences identified between genders in the CV and MMI, with females scoring lower in the CV and higher in the MMI when compared to males. There were no differences identified in the RR or proportion of applicants that were successful in their application based on gender. The CV and MMI utilized for selection into general surgery were associated with gender bias. However, the lower number of females selected into training reflects the lower number of female applicants overall. There was no overall impact from gender found in an applicant's ability to be selected into general surgery in Australia.

The influence of occupational therapy students' preferred language on academic and clinical performance in a Canadian university program.

The Occupational Therapy Program at this Canadian university is a French program however, students must be bilingual to function in English or French clinical fieldwork settings. An understanding of the role of language in successful completion of program requirements was needed to effectively support students' education. The study objectives were to identify the role of linguistic factors in students' academic and clinical performance and to provide recommendations for strategies to address areas of learning difficulty. A multimethod approach used 4 data sources: (1) Multiple Mini Interview (MMI) informal language assessment scores, (2) grade point average (GPA), (3) fieldwork evaluation reports, and (4) an online survey of program graduates. The GPA on admission and MMI scores of 140 students predicted respectively only 20% and 2% of the variation in GPA on program completion. The areas of poorest performance in failed clinical fieldwork reports were in clinical reasoning and communication competencies. Among survey respondents (n = 47), 44.5% reported that a clinical placement in their second language with related charting (51.6%) and client communication (40.9%) were the most significant difficulties encountered in the program. Clients with mental health issues (45.4%) were the most challenging population to work with, attributed to communication barriers in the students' second language. Strategies are proposed to support occupational therapy students' academic and clinical language proficiency, including conversational training courses, problem-based learning activities in students' second language, focussed teaching on the clinical reasoning process and reflective skills, and language coaching to address early signs of difficulty in clinical fieldwork.

Assess the Relationship between the Emirates Medical Residency Entry Examination, Grade Point Average, and Multiple Mini Interview Scores and the Resident’s End-of-Year-One Performance in the UAE

Background: Emirates Medical Residency Entry Examination (EMREE), grade point average (GPA), and multiple mini interviews (MMIs) offer a framework for using independent tests to choose medical students for interviewing and employment, finding people who would do well as residents and become good physicians. However, no one indicator can be used to properly predict performance in residency. Purpose: The primary goal of this study was to measure the relationship between the EMREE score, GPA, and MMI and the performance of residents in year 1. Methods: During the months of September 2021 and July 2022, a quantitative, descriptive, and correlational investigation was conducted in the UAE. Convenience sampling of applicants who met the inclusion criteria was used for the purposes of the current study. Results: There were 106 participants in the current study. EMREE and end-of-year-one evaluation had a moderate positive relationship that was significant statistically (r = 0.599**, n = 106, p < 0.05), according to a Pearson correlation. Similar to this, there was a significant relationship (r = 0.665**, p < 0.05) between GPA and the end-of-year-one performance. Likewise, there was a statistically significant (r = 0.996**, p < 0.05) positive association between MMI the end-of-year-one performance. Conclusion: The present study discovered a significant relationship between resident performance and the EMREE at the conclusion of year one. Additionally, the MMI is indeed a helpful tool to help in the selection of medical students and predict future performance. Additionally, the performance of medical students during their first year of residency can be predicted using their GPA, which has a substantial correlation.

The Relationship Between a Multiple Mini-interview and Situational Judgment Test for Admissions

Objective. To explore the relationship between a multiple mini-interview (MMI) and situational judgment test (SJT) designed to evaluate nonacademic constructs.Methods. A 30-question ranked-item SJT was developed to test three constructs also measured by MMIs during a pharmacy school's admissions process. First-year pharmacy students were invited to complete the SJT in fall 2020. One hundred four students took the SJT (82.5% response rate), with 97 (77% of possible participants) having MMI scores from the admissions process. Descriptive statistics and other statistical analyses were used to explore the psychometric properties of the SJT and its relationship to MMI scores.Results. Seventy-four percent of students identified as female (n=72), and 11.3% identified with an underrepresented racial identity (n=11). The average age, in mean (SD), was 21.8 (2.1) years. Students' mean (SD) scores were 85.5 (3.1) (out of 100 points) on the SJT and 6.1 (1.0) (out of 10 points) on the MMI. Principal components analysis indicated that the SJT lacked construct validity and internal reliability. However, reliability of the entire SJT instrument provided support for using the total SJT score for analysis (α=.63). Correlations between total SJT and MMI scores were weak (r p<0.29).Conclusion. Results of this study suggest that an SJT may not be a good replacement for the MMI to measure distinct constructs during the admissions process. However, the SJT may provide useful supplemental information during admissions or as part of formative feedback once students are enrolled in a program.

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

BackgroundOur study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students’ performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI.MethodsA retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students’ MMI and academic performances.ResultsNinety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0—73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42—3.78)/5.0. Spearman’s correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6—71.6)/100, and the overall median cGPA was 3.45 (3.23—3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040).ConclusionCorrespondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.

Comparison of the Multiple Mini-Interview and the Traditional Interview in Medical School Admissions: Lessons Learned Using a Hybrid Model at One Institution.

Medical school admissions interviews are a critical form of assessment; however, the most effective interview strategy is debated. This study compares the traditional interview (TI) and multiple mini-interview (MMI) within a hybrid TI-MMI model at one medical school to determine whether the interview approaches reveal different information about applicants and whether a hybrid model results in a more diversified applicant pool. Admissions data from 3 application cycles at the Donald and Barbara Zucker School of Medicine at Hofstra/Northwell were used. The TI was used in 2017-2018 and the hybrid TI-MMI model in 2018-2019 and 2019-2020. Applicants were scored on a 5-point scale and referred to a voting committee for acceptance consideration if interview scores met threshold criteria. Changes in the number of students referred to the committee using the TI vs the TI-MMI score criteria were analyzed. In 2017-2018 (TI only), 683 applicants were interviewed; in 2018-2019 (TI-MMI), 844 applicants were interviewed; and in 2019-2020 (TI-MMI), 805 applicants were interviewed. Medium correlations were found between total MMI and TI scores in 2018-2019 ( ρ = 0.37, P < .001) and 2019-2020 ( ρ = 0.33, P < .001). No differences were found in TI scores between 2017-2018 and 2018-2019 ( P = .30), but TI scores were significantly lower in 2019-2020 vs 2017-2018 ( P < .001) and 2018-2019 ( P = .002). Overall, a 10% to 18% increase was found in the number of applicants referred to the voting committee when using hybrid criteria, with a 19% to 27% increase in underrepresented in medicine applicants. The TI-MMI model may allow for a more holistic interview approach and an expanded pool of applicants, particularly underrepresented in medicine applicants, considered for acceptance.

The validity and reliability of the multiple mini-interview in assessing the capabilities of nursing education PhD candidates: A methodological study

Objective: For a long time, the Single-Station Personal Interview (SSPI) used for nursing PhD admissions has merely evaluated the candidates’ cognitive skills. A new evolution emerged in exams by the introduction of effective evaluation methods such as the Multiple Mini-Interview (MMI) and the emphasis on noncognitive skills. The aim of study was to determine the validity and reliability of the MMI in evaluating PhD candidates’ competences. Materials and methods: This methodological study was conducted in September 2015 on PhD candidates in Golestan University of Medical Sciences, Iran. 38 nursing PhD candidates who had passed the first stage of the PhD exam and intend for interview, were recruited through census sampling for the second stage. The data was gathered using checklist based on the proposed and headings of the Ministry of Health and Medical Education in six stations with topics on ethical judgments, psychomotor skills, communication skills, rational reasoning and critical thinking. The face and content validity of the tool were assessed by an expert panel. The criterion validity was determined by measuring the correlation between the mean score of the first and the second stages. The construct validity was evaluated by determining the relationship between the mean score of each station and the mean score of MMI. The raters’ agreement was used to assess the reliability. Results: The face and content validity of the tool were approved by the panel of experts. The highest mean score pertained to the thesis station (74.25±9.10). The finding of criterion validity assessing show that there was not significant correlation between the first-stage written exam scores and the MMI scores (r=0.22, P=0.18). There was a significant relationship between the mean score of all stations and MMI in the evaluation of the construct validity (P&lt;0.001). The rater reliability showed an inter-rater agreement at five stations (P&lt;0.05). Conclusions: The validity and reliability of the MMI were approved for nursing PhD exams and PhD interviews held through this method can ensure the consistency and accuracy of postgraduate admissions. Bangladesh Journal of Medical Science Vol. 21 No. 04 October’22 Page : 788-794

Gender associations with selection into Australian Orthopaedic Surgical Training: 2007-2019.

Communities have better health outcomes when their clinicians reflect the diversity of the communities they serve. More than 50% of Australian medical school graduates are female, yet women represent less than 5% of Australian orthopaedic surgeons. Selection into orthopaedic surgical training in Australia is an annual, nation-wide process, based on curriculum vitae (CV), referee reports and performance in multiple mini-interviews (MMI). The influence of applicant gender on these selection scores was examined. The CV, referee reports and MMI scores used for selection for each year from 2007 to 2019 were analysed from the perspective of the applicant's gender. Over the years of the study, male applicants had higher CV scores and referee report scores, which determined the gender proportions invited to interview. By contrast, the interview process and selection from interview did not demonstrate a gender association. We describe the impact of selection tools, utilized over the past 13 years, on the gender diversity of trainees commencing orthopaedic surgery training in Australia. Leaders in postgraduate training should examine commonly used selection procedures to identify and reduce the unconscious biases that may affect their performance and value.

The impact of Multiple Mini Interviews on the attrition and academic outcomes of midwifery students

BackgroundAdmission to the Bachelor of Midwifery (BMid) in Australia has traditionally been based on academic ranking. The BMid is a high demand course offered to a limited number of students and therefore choosing applicants who complete the degree is important. Multiple Mini Interviews (MMIs) are used to assess non-cognitive skills and select students into healthcare degrees. One university in Australia has introduced MMIs as part of the application process for the BMid. AimCompare attrition rates and Grade Point Average (GPA) scores between students admitted into the BMid using both academic ranking and MMIs, to those admitted on academic ranking alone. MethodsA basic convergent mixed methods design, using an explanatory unidirectional framework to integrate data. Attrition rates, GPA, and multiple mini interview scores (2013–2019), were linked and compared for before and after the use of MMI’s. Focus groups with students, interviewers, and hospital-based educators, explored stakeholder experiences. Open-ended questions from an applicant survey were added to the qualitative data set, which was analysed thematically. FindingsStudents who enrolled via the MMI’s had significantly lower attrition rates than those enrolled before MMI’s were introduced. GPA scores were significantly higher for students who enrolled via the MMI’s. Integration of data found MMI’s identified students passionate to undertake midwifery, and that success at the interviews increased students’ confidence to successfully complete their studies. ConclusionMMI’s as part of the entry process into the BMid enabled identification of applicants more likely to remain in the course and succeed in their studies.

Virtual Multiple Mini-Interviews for Veterinary Admissions

Admissions teams are challenged to select the best applicants for their college. There is a growing emphasis on selecting applicants with personal attributes important for success in a variety of veterinary careers, but there is no clear consensus on how to best identify these individuals. A number of veterinary colleges are utilizing multiple mini-interviews (MMIs), a highly structured type of interview in this selection process. However, due to travel restrictions currently associated with COVID-19, many are now considering virtual MMIs. Long Island University (LIU) took the step to conduct MMIs virtually for its inaugural class before the pandemic restrictions occurred, largely because it hoped to reduce the cost of admission by eliminating travel costs. In this process, we encountered a unique set of challenges, the resolution of which we believe constitutes best practices for virtual MMIs. This report describes the design and execution of an MMI for LIU. We were able to interview 340 applicants in 7 days. Based on feedback from applicants as well as raters, most considered it an acceptable means of interviewing students. Both raters and applicants expressed a high degree of satisfaction with the process, and we were able to separate applicants based on MMI scores with 88% reliability.

More Than Their Test Scores: Redefining Success with Multiple Mini-Interviews.

Medical schools are shifting to a holistic approach for admissions. As non-cognitive abilities become more valued in the medical field and admissions become more competitive, multiple mini-interviews (MMI) are becoming increasingly common in selection criteria. The purpose of this article is to examine the relationship among admissions criteria to create a predictive model of acceptance to medical school. This article also aims to examine, among matriculated students, the relationship between MMI and traditional academic success, and the relationship between MMI scores and clinical competence and academic accolades. This longitudinal study followed a cohort of students from the MMI process through the first two pre-clinical years at a medical school in the southeastern USA. Multiple logistic regression with backward elimination variable selection was used to examine the relationship between admission criteria and acceptance. A multivariate multinomial ordered probit model was used to assess the relationship between MMI and traditional academic success among matriculated students. Simple linear regression models were used to assess relationships between MMI and Objective Structured Clinical Examination (OSCE) scores and honors nomination. MMI are among eight significant predictors of acceptance. Among matriculated students, there were weak negative associations between MMI and traditional academic success; however, all but one relationship was statistically non-significant. There was not a significant association between MMI and OSCE scores or academic accolades. While MMI can identify students with non-cognitive skills needed to be a good physician, continued assessment needs to be incorporated in their education.

The economic costs of selecting medical students: An Australian case study.

The design of selection methods must balance, amongst a range of factors, the desire to select the best possible future doctors with the reality of our resource-constrained environment. Examining the cost of selection processes enables us to identify areas in which efficiencies may be gained. A cost description study was conducted based on selection for 2018 entry into medical school directly from secondary school. The perspectives of applicants, volunteer interviewers and the admitting institution were considered. Costs were modelled based on the Monash University (Australia) selection process, which uses a combination of secondary school matriculation score, aptitude test score (Undergraduate Medicine and Health Sciences Admission Test) and multiple mini-interview score. A variety of data sources were utilised, including bespoke surveys, audit data and existing literature. All costs are expressed in 2018 Australian dollars (AU$). Applicant behaviours in preparing for selection tests were also evaluated. A total of 381 of 383 applicants returned the survey. Over 70% of applicants had utilised commercial preparation materials. The median total cost to applicants was AU$2586 (interquartile range [IQR] AU$1574-3999), including costs to both prepare for and attend selection tests. Of 217 volunteer interviewers, 108 returned the survey. These were primarily health professional clinicians at a mid-career stage. The median total cost to interviewers was AU$452 (IQR AU$252-715) for participation in a half-day interview session, largely due to the loss of income. The cost to the admitting institution was AU$269 per applicant, accounted for by the costs of equipment and consumables (52%), personnel (34%) and facilities (14%). The costs of student selection for medical school are substantial. Understanding costs facilitates achievement of the objective of selecting the desired future medical workforce within the constraints of the resources available. Opportunities for change may arise from changes in applicant preparation behaviours, opportunities for economies of scale, and efficiencies driven by technological solutions.

Utility of clinical‐focused multiple mini interviews during postgraduate year one pharmacy residency interviews

AbstractIntroductionDetermining a candidate's clinical skills from an interview can be challenging with traditional interviewing techniques. Identifying techniques to objectively, reliably, and efficiently screen candidates is critical given the increasing number of postgraduate year one (PGY1) pharmacy residency applicants. Multiple mini interviews (MMIs) are one technique shown to correlate with clinical performance in the medical field; however, limited data exists for evaluating pharmacy residency candidates.ObjectivesTo determine if incorporating a clinical‐focused MMI would distinguish candidates who demonstrate stronger clinical skills during their PGY1 residency.MethodsThis retrospective review compared the clinical MMI and traditional interview scores of all interviewed candidates from January 2015 to March 2017 and clinical performance of residents who matched at our institution. For candidates who matched at our institution, a clinical performance ranking (CPR) of each resident was determined by the PGY1 Residency Program Director based on a subjective rank of overall clinical skills. All candidates who matched at our institution had clinical MMI and traditional interview scores compared with the CPR using Pearson's correlation coefficients. Clinical MMI and traditional interview scores were also compared with the final rank list quartiles for all candidates with a one‐way ANOVA and Wilcoxon rank sum test, respectively.ResultsFor candidates matching at our institutions, clinical MMI scores strongly correlated with their CPR during the residency year (R2 = 0.7149), while traditional interview scores were very weak (R2 = 0.0818). Both clinical MMI and traditional interview scores of all candidates differed significantly between each quartile on the final rank list (P &lt; .05 for all comparisons).ConclusionFor residency candidates that matched at our institution, clinical MMI interview performance strongly correlated with CPR while traditional interview scores did not. Data from multiple centers is needed to better assess if clinical MMI scores can reliably predict a residency candidate's future clinical performance.

Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes

Background/aims Limited research exists on the predictive validity of multiple mini interviews when used during the selection process for physiotherapy, occupational therapy and speech and language therapy programmes. Traditional interviews were replaced by multiple mini interviews in the selection process for these three undergraduate programmes in one UK university. The purpose of secondary data analysis was to determine whether multiple mini interviews can predict academic and clinical placement performance during the first and second year of study. Methods Secondary data analysis was performed using the admissions data from 169 students. Data analysed comprised predictors (entry tariff, age and multiple mini interview scores) and outcomes (academic and placement achievement in years 1 and 2 over a period of 2 years from 2014 to 2016). Results Multiple standard regression analyses revealed that, overall, multiple mini interview score was not a significant predictor of academic achievement or clinical placement performance in years 1 and 2 for any of the three professions. Pearson's correlations indicated that age and entry tariff were frequently and significantly correlated with academic achievements for all cohorts. Conclusions Performance in the multiple mini interview is not a predictor of academic achievement or clinical placement performance in this specific cohort of students. Entry tariff showed a significant correlation with academic achievement. Additional studies with larger cohorts are recommended.

The Multiple Mini Interview as a Dental School Admission Tool: Can It Predict Noncognitive Traits Associated with Professional Behaviors?

The aim of this study was to investigate the reliability and validity of the Multiple Mini Interview (MMI) process and to assess its use as an admission tool to predict noncognitive traits associated with professional behavior during patient care in one cohort of dental students at a single U.S. dental school. Data were analyzed for the 95 candidates who matriculated and graduated as part of the 2017 graduating cohort at the University of Michigan School of Dentistry. All MMI interviewees for one cycle of admissions rotated through ten stations: two traditional interview question stations and eight scenario stations measuring domains that included four questions scored on a five-point Likert scale. Generalizability theory analysis showed the MMI to have good reliability (G Coefficient of 0.74). Station reliabilities (Cronbach's alpha) ranged from 0.88 to 0.92. MMI scores showed a positive significant correlation with students' scores on the Dental Admission Test and Perceptual Ability Test, D1 cumulative GPA, and D4 Patient Management grade. MMI scores positively correlated with professional behaviors relating to three domains-openness, conscientiousness, and emotional stability-thus demonstrating good predictive validity for measuring noncognitive traits associated with professionalism. This study found that the MMI was a reliable and valid tool that predicted key behavioral traits associated with professionalism in dental students.

The predictive validity of Multiple Mini Interviews (MMIs) in nursing and midwifery programmes: Year three findings from a cross-discipline cohort study

BackgroundEducation literature worldwide is replete with studies evaluating the effectiveness of Multiple Mini Interviews (MMIs) in admissions to medicine but <1% of published studies have been conducted in selection to nursing and midwifery programmes. ObjectivesTo examine the predictive validity of MMIs using end of programme clinical and academic performance indicators of pre-registration adult, child, and mental health nursing and midwifery students. Design and settingA cross-sectional cohort study at one university in the United Kingdom. ParticipantsA non-probability consecutive sampling strategy whereby all applicants to the September 2015 pre-registration adult, child, mental health nursing and midwifery programmes were invited to participate. Of the 354 students who commenced year one, 225 (64%) completed their three-year programme and agreed to take part (adult 120, child 32, mental health nursing 30 and midwifery 43). MethodsAll applicants were interviewed using MMIs with six and seven station, four-minute models deployed in nursing and midwifery student selection respectively. Associations between MMI scores and the cross-discipline programme performance indicators available for each student at this university at the end of year three: clinical practice (assessed by mentors) and academic attainment (dissertation mark) were explored using multiple linear regression adjusting for applicant age, academic entry level, discipline and number of MMI stations. ResultsIn the adjusted models, students with higher admissions MMI score (at six and seven stations) performed better in clinical practice (p < 0.001) but not in academic attainment (p = 0.122) at the end of their three-year programme. ConclusionThese findings provide the first report of the predictive validity of MMIs for performance in clinical practice using six and seven station models in nursing and midwifery programmes. Further evidence is required from both clinical and academic perspectives from larger, multi-site evaluations.

Effect of Applicant Gender on Multiple Mini-Interview Admissions Score.

Admissions criteria for physician assistant (PA) schools vary considerably, but they often involve a combination of academic measures, noncognitive "humanistic" qualities, and mission-related items. To address noncognitive attributes, some PA schools have implemented the multiple mini-interview (MMI) format developed at McMaster University in Canada. This research project looked at differences in interview scores by gender over 3 consecutive admissions cycles at one PA program. Three years of pre-existing de-identified data gathered as part of the routine admissions process were analyzed retrospectively using SPSS-v25. Data were available for all interviewees for 2015, 2016, and 2017 (N = 350 total). Between-group differences were not statistically significant by gender. Reliability (Cronbach's α) was 0.865 for academic scoring and 0.694 for MMI scoring. Analysis of 3 years of admissions data from a single program did not show evidence for gender bias in MMI scores. Although this result is reassuring, it requires continued monitoring and replication.

Is a veterinary student's performance on multiple-mini interviews affected by personality preferences?

ObjectivesThe objectives of this study were to evaluate the association between a student's Myers-Briggs Type Indicator (MBTI) preference pairs and resulting types and his or her multiple-mini interview (MMI) scores upon admission, and to determine the proportions of types among veterinary classes over five years. MethodsA cross-sectional study was conducted for data collected from 706 students admitted into the University of California Davis School of Veterinary Medicine (UCDSVM) program beginning in the fall of 2013 and ending in the fall of 2018. Data consisted of a candidate's MBTI preference pairs and types which were collected during the first week of enrollment and multiple-mini interview scores from his or her admission data. ResultsA total of 706 students from 5 classes completed the MBTI survey. Multivariate analysis showed no significant association between the MBTI preference pairs of extroversion and introversion (F(1, 697) = 3.30, p=0.0959), sensing and intuition (F(1, 697) = 0.40, p=0.4395), thinking and feeling (F(1, 697) = 3.59, p=0.0591), or judging and perceiving (F(1, 697) = 0.38, p = 0.5657) and MMI score. Analysis showed no trends (χ2 (60, N=706) =76.51, p=0.074) in the student's MBTI types over the 5-year period. ConclusionsThe MMI score of a candidate admitted into the UCDSVM is unlikely to be affected by personality preferences. Therefore, it is unlikely that multiple-mini interview scores included in the admission process will affect the personality diversity of candidates admitted into a veterinary class.

Multiple Mini Interview Performance and Career Maturity related to Medicine.

This article was migrated. The article was marked as recommended. Introduction: Multiple Mini Interview (MMI) is used to determine the most suitable candidates for the medical profession. It is also important to ensure students have the career maturity necessary to cope with the developmental tasks associated with medical training. This study explored if students stronger in their career decision of medicine perform better on the MMI. Methods: 119 students (72% response rate) completed a career maturity measure. Student MMI scores were matched to career maturity responses. Results: A significant positive correlation (p <.05) existed between MMI score and specify physician as a career preference (r =.177, N =112, p <.031). There was no significant correlation with the MMI score and crystalize a career preference (r =.046, N =119, p =.31) or implement physician as career choice (r =.039, N =114, p =.34). Mean scores for both crystalize career preference ( M = 18.91) and implement physician as career choice ( M = 17.46) indicate that students performing lower on the MMI continue coping with those tasks as compared to specify (M=20.65). Conclusion: Findings suggest a relation between medical student's career maturity and interview performance as measured using the MMI, with students in the intermediate stages of career development having higher MMI scores.

APPE Evaluations are Positively Associated with MMI, Pre-pharmacy GPA and Pharmacy GPA

Objective. To determine factors associated with advanced pharmacy practice experience (APPE) performance in the pre-pharmacy and Doctor of Pharmacy (PharmD) curriculum and establish whether performance on the multiple mini interview (MMI) independently predicts APPE evaluation scores. Methods. A multi-case MMI has been used in the admissions process since 2008. Students are scored anywhere from 1 to 7 (unsatisfactory to outstanding) on each interview. Traditional factors (GPA, PCAT, etc.) are also used in the admissions determination. Pearson product-moment correlation and ordinary least squares regression were used to explore the relationships between admissions data, pharmacy GPA, and APPE evaluation scores for the graduating classes of 2011-2014. These analyses identified which factors (pharmacy GPA, PCAT, MMI score, age, gender, rurality, resident status, degree, and underrepresented minority status) related to APPE performance. Results. Students (n=432) had a mean APPE score of 4.6; a mean MMI score of 5.5; mean pharmacy GPA, PCAT and age of 3.14, 73.2, 22.6 years, respectively. Pre-pharmacy GPA and pharmacy GPA positively correlated with mean APPE scores. MMI score demonstrated positive correlations with overall APPE score; including subcategories patient care, documentation, drug information/EBM, public health, and communication. MMI scores were positively related to overall APPE scores in the multivariable regression. Variables showing negative associations with APPE scores included a pre-pharmacy GPA of <3.0 (ref= GPA >3.5) and pharmacy school GPA of >3.0 - 3.5 and GPA 2.6 - 3.0 when compared to GPAs >3.5. Conclusion. GPA (pre-pharmacy and pharmacy) and MMI positively correlate with preceptor-rated performances in the APPE year.