Multiple Mini-interview Stations Research Articles

An Exploration of the Relationship Between Pharmacy School Admission Variables and PGY1 Pharmacy Residency Program Match

ObjectiveTo explore the relationship between pharmacy school admission variables and matching to a postgraduate year 1 (PGY1) pharmacy residency program. MethodsDemographic data, academic indicators, and application review scores were collected for the 2017–2020 Doctor of Pharmacy (PharmD) graduating classes. Multiple mini-interview (MMI) scores were collected for the 2018–2020 PharmD graduating classes. Postgraduate year 1 matching data were collected for all students. Bivariate analyses were performed comparing students who matched to a PGY1 residency versus those who did not match versus those who did not pursue a residency. Logistic regression modeling was performed to explore predictors of matching to a PGY1 residency program. ResultsA total of 616 students were included. Bivariate analyses revealed that students who matched to a PGY1 had a higher undergraduate grade point average, higher pharmacy college admissions test composite score, were younger in age, and were more likely to identify as female. Students who matched also scored higher on MMI stations with constructs related to integrity, adaptability, critical thinking, and why pursuing our school. Logistic regression modeling found that an increase in age was associated with lower odds of matching to a PGY1 (0.88 [0.78–0.99]) and an increase in composite MMI station score was associated with higher odds of matching (1.8 [1.31–2.47]). ConclusionSeveral pharmacy school admission variables were found to be associated with successful matching to a PGY1 residency. These findings have the potential for impact at a programmatic level when evaluating the weight of certain criteria for admission decisions and at the individual student level when providing career services support.

Gauging reflective practices of paediatric residency candidates through a multiple mini interview station.

Implication StatementReflective practice is important for learning, accurate self-assessment, and fostering a growth mindset as a resident physician. To help identify candidates with these traits, we designed a multiple mini interview (MMI) station to prompt applicants to demonstrate critical reflection of their performance on an unfamiliar task and provide a self-assessment. The results show us that this station had clear consequences in the eventual rank list of candidates suggesting that it might provide valuable insight for selection committees to identify applicants who lack skills in self-reflection.

Feasibility of an automated interview grounded in multiple mini interview (MMI) methodology for selection into the health professions: an international multimethod evaluation

ObjectivesGlobal, COVID-driven restrictions around face-to-face interviews for healthcare student selection have forced admission staff to rapidly adopt adapted online systems before supporting evidence is available. We have developed, what we...

Rapid Transition to a Virtual Multiple Mini-Interview Admissions Process: A New Medical School's Experience During the COVID-19 Pandemic.

The University of Houston College of Medicine (UH COM) began its first admissions cycle after receiving preliminary accreditation in February 2020. With the advent of remote learning in response to the COVID-19 pandemic, the school moved its admissions process, including multiple mini-interview (MMI), from an in-person to online format in mid-March 2020. The UH COM selected Zoom as the video conferencing platform for its virtual admissions process, including MMI. On each interview day (3-4 hours), 14-16 applicants joined administrators, faculty, and staff in a virtual meeting room. Applicants were divided into 2 groups: one viewed short presentations about the school, curriculum, and departments, while the other participated in 7 MMI stations (one-on-one interactions with interviewers) via virtual breakout rooms; the groups then switched. The MMI stations were the same as those used in-person in early March. Applicants were able to ask questions at multiple points during the day. Technical support was provided for participants with connectivity issues or unfamiliar with Zoom. Of the 180 applicants interviewed in March-April 2020, 134 (74%) participated in the virtual process and 46 (26%) in the on-site process. Twenty-five (83%) of the 30 members of the inaugural class of 2024 interviewed virtually. Advantages of the virtual format included ease of access for faculty and more flexibility and less expense for applicants. Challenges included the need for applicants to decide whether to accept an offer of admission from a new school without visiting and missed opportunities for faculty to have relatively unstructured interactions with applicants. This virtual admissions process was a feasible alternative for the inaugural class but is not sustainable. UH COM plans to leverage lessons learned to refine the virtual format for use in future admissions cycles, even when in-person interviews are possible.

Transition to multiple mini interview (MMI) interviewing for medical school admissions.

IntroductionThe multiple mini interview (MMI) has been incorporated into the holistic review process in the selection of students to US medical schools. The MMI has been used to evaluate interpersonal and intrapersonal attributes which are deemed as necessary for future physicians. We hypothesized that there would be little difference in overall MMI evaluation data compared with traditional interview ratings.MethodsThe University of North Carolina School of Medicine developed an interview process that included a traditional interview and MMI format during the 2019 admissions cycle. Evaluation data along with key demographic variables for 608 MD program applicants were analyzed using descriptive and inferential statistical analyses.ResultsThe MMI format slightly favored female over male applicants (p = 0.002) but did not select for or against applicants based on age, race/ethnicity, underserved/rural area upbringing, or indicators of disadvantage. Out of 608 applicants, 356 (59%) completed a post-interview survey in which the experience was positively rated.DiscussionBased on our experience, the use of a hybrid model of traditional interviews complemented with MMI stations provided greater details in the assessment of medical school applicants while obtaining equivalent data and acceptability amongst applicants.

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

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.

MULTIPLE MINI-INTERVIEWS AS A METHOD OF A DIFFERENTIATED SELECTION OF CANDIDATES FOR RESIDENCY

The authors describe the results of a study of the investigating of the opinion of candidates on the conducted differential selection for training in residency programs. For the purpose of qualitative selection of applicants for residency training, an objective structured clinical examination is conducted, including multiple mini-interview stations. The study received positive feedback on the selection procedure as a qualitative and reliable method for assessing the ability to learn, while the situational tasks were not difficult, understandable and accessible for understanding the purpose of selection.

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.

Construct validity of multiple mini interviews – Investigating the role of stations, skills, and raters using Bayesian G-theory

Background: One popular procedure in the medical student selection process are multiple mini-interviews (MMIs), which are designed to assess social skills (e.g., empathy) by means of brief interview and role-play stations. However, it remains unclear whether MMIs reliably measure desired social skills or rather general performance differences that do not depend on specific social skills. Here, we provide a detailed investigation into the construct validity of MMIs, including the identification and quantification of performance facets (social skill-specific performance, station-specific performance, general performance) and their relations with other selection measures. Methods: We used data from three MMI samples (N = 376 applicants, 144 raters) that included six interview and role-play stations and multiple assessed social skills. Results: Bayesian generalizability analyses show that, the largest amount of reliable MMI variance was accounted for by station-specific and general performance differences between applicants. Furthermore, there were low or no correlations with other selection measures. Discussion: Our findings suggest that MMI ratings are less social skill-specific than originally conceptualized and are due more to general performance differences (across and within-stations). Future research should focus on the development of skill-specific MMI stations and on behavioral analyses on the extents to which performance differences are based on desirable skills versus undesired aspects.

A Five-Minute Situational Judgment Test to Assess Empathy in First-Year Student Pharmacists

Objective. To design, implement, and evaluate the utility of a situational judgment test (SJT) to assess empathy in first-year student pharmacists as part of an end-of-year capstone experience. Methods. First-year students completed a five-minute SJT in lieu of a multiple mini interview (MMI) during the end-of-year capstone. For each SJT item, students selected the two most appropriate response options from a list of five. Various strategies to score the SJT were compared to evaluate the psychometric properties of the test. Student performance on the SJT was examined in relationship to performance on other measures, (eg, MMI stations, personality assessments, and admissions data). Results. A total of 135 first-year pharmacy students completed an average of 9.5 items. Scoring keys based on subject matter experts' and student responses demonstrated high reliability. There was a positive, weak relationship between student performance on the SJT and performance on the adaptability station used in the capstone, and an inverse, weak relationship with students' agreeableness scores. Conclusion. This study suggests that the SJT may be a feasible and efficient assessment strategy in pharmacy education. Additional research is needed to inform SJT design, implementation, and interpretation.

Exploring sociodemographic subgroup differences in multiple mini-interview (MMI) performance based on MMI station type and the implications for the predictive fairness of the Hamburg MMI

BackgroundSociodemographic subgroup differences in multiple mini-interview (MMI) performance have been extensively studied within the MMI research literature, but heterogeneous findings demand a closer look at how specific aspects of MMI design (such as station type) affect these differences. So far, it has not been investigated whether sociodemographic subgroup differences imply that an MMI is biased, particularly in terms of its predictive validity.MethodsBetween 2010 and 2017, the University Medical Centre Hamburg-Eppendorf (UKE) tested 1438 candidates in an MMI who also provided sociodemographic data and agreed to participate in this study. Out of these, 400 candidates were admitted and underwent a first objective structured clinical examination (OSCE) after one and a half years, including one station assessing communication skills. First, we analyzed the relationship between gender, age, native language and medical family background and MMI station performance including interaction terms with MMI station type (simulation, interview, and group) in a hierarchical linear model. Second, we tested whether the prediction of OSCE overall and communication station performance in particular differed depending on sociodemographic background by adding interaction terms between MMI performance and gender, age and medical family background in a linear regression model.ResultsYoung female candidates performed better than young male candidates both at interview and simulation stations. The gender difference was smaller (simulation) or non-significant (interview) in older candidates. There were no gender or age effects in MMI group station performance. All effects were very small, with the overall model explaining only 0.6% of the variance. MMI performance was not related to OSCE overall performance but significantly predicted OSCE communication station performance with no differences in the prediction for sociodemographic subgroups.ConclusionsThe Hamburg MMI is fair in its prediction of OSCE communication scores. Differences in MMI station performance for gender and age and their interaction with MMI station type can be related to the dimensions assessed at different station types and thus support the validity of the MMI. Rather than being threats to fairness, these differences could be useful for decisions relating to the design and use of an MMI.

Multiple Mini-interview Consistency and Satisfactoriness for Residency Program Recruitment: Oman Evidence.

ObjectivesStandard interviews are used by most residency programs to assess non-cognitive skills, but variability in the interviewer’s skills, interviewer bias, and context specificity limit reliability. We sought to investigate the consistency and satisfactoriness of the multiple mini-interview (MMI) model for resident selection into an otorhinolaryngology head and neck surgery residency program.MethodsThis pilot study was done in an independent academic residency training center for 15 applicants, in seven eight-minute MMI stations with eight raters for the 2015–2016 academic year. The raters included the chief resident and education committee chairman in one of the stations. Candidates were assessed on two items: medical knowledge (two standardized case scenarios) and behavioral knowledge (personality and attitude, professionalism, communication, enthusiasm to the specialty, and English proficiency).ResultsOf 15 candidates, 10 (66.7%) were female and five (33.3%) were male; five were recommended for selection, and five were kept on the waiting list. The reliability, intraclass correlation coefficient (ICC), of the scores obtained from seven items of MMI was 0.36 (95% confidence interval (CI): -0.31–0.75; p = 0.110). However, the ICC of the medical interview was 0.54 (95% CI: 0.45–0.84; p = 0.090). The correlation between behavioral items score and MMI total score was r = 0.135 (p = 0.150).ConclusionsThe interview evaluation/survey form given to candidates and interviewers has shown that MMI is a fair and effective tool to evaluate non-cognitive traits. Both candidates and interviewers prefer MMI to standard interviews. The MMI process for residency interviews can generate reliable interview results using only seven stations and is acceptable and preferred over standard interview modalities by residency program applicants and faculty members.

Multiple Mini Interview as an admission tool in higher education: Insights from a systematic review.

ObjectivesMultiple Mini Interviews (MMI) have been conducted across the globe in the student selection process, particularly in health profession education. This paper reported the validity evidence of MMI in various educational settings.MethodsA literature search was carried out through Scopus, Science Direct, Google Scholar, PubMed, and EBSCOhost databases based on specific search terms. Each article was appraised based on title, abstract, and full text. The selected articles were critically appraised, and relevant information to support the validity of MMI in various educational settings was synthesized. This paper followed the PRISMA guideline to ensure consistency in reporting systematic review results.ResultsA majority of the studies were from Canada, with 41.54%, followed by the United Kingdom (25.39%), the United States (13.85%), and Australia (9.23%). The rest (9.24%) were from Germany, Ireland, the United Arab Emirates, Japan, Pakistan, Taiwan, and Malaysia. Moreover, most MMI stations ranged from seven to 12 with a duration of 10 min per station (including a 2-min gap between stations).ConclusionThe results suggest that the content, response process, and internal structure of MMI were well supported by evidence; however, the relation and consequences of MMI to important outcome variables were inconsistently supported. The evidence shows that MMI is a non-biased, practical, feasible, reliable, and content-valid admission tool. However, further research on its impact on non-cognitive outcomes is required.

Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum

BackgroundThe multiple mini-interview (MMI) is a common assessment strategy used in student selection. The MMI as an assessment strategy within a health professions curriculum, however, has not been previously studied. This study describes the integration of a 5-station MMI as part of an end-of-year capstone following the first year of a health professions curriculum. The goal of the capstone MMI was to assess professional competencies of students and to offer formative feedback to prepare students for their upcoming clinical practice experiences. The purpose of this study was to evaluate the psychometric properties of an MMI integrated into a health professions curriculum.MethodsFive capstone MMI stations were designed to each evaluate a single construct assessed by one rater. A principal component analysis (PCA) was used to evaluate the structure of the model and its ability to distinguish 5 separate constructs. A Multifaceted Rasch Measurement (MFRM) model assessed student performance and estimated the sources of measurement error attributed to 3 facets: student ability, rater stringency, and station difficulty. At the conclusion, students were surveyed about the capstone MMI experience.ResultsThe PCA confirmed the MMI reliably assessed 5 unique constructs and performance on each station was not strongly correlated with one another. The 3-facet MFRM analysis explained 58.79% of the total variance in student scores. Specifically, 29.98% of the variance reflected student ability, 20.25% reflected rater stringency, and 8.56% reflected station difficulty. Overall, the data demonstrated an acceptable fit to the MFRM model. The majority of students agreed the MMI allowed them to effectively demonstrate their communication (80.82%), critical thinking (78.77%), and collaboration skills (70.55%).ConclusionsThe MMI can be a valuable assessment strategy of professional competence within a health professions curriculum. These findings suggest the MMI is well-received by students and can produce reliable results. Future research should explore the impact of using the MMI as a strategy to monitor longitudinal competency development and inform feedback approaches.

Does the sequence of rotations in Multiple Mini Interview stations influence the candidates’ performance?

ABSTRACTIn Multiple Mini Interviews (MMIs), the candidates start out with different stations depending on the sequence of rotation they are assigned; thus, their perceived difficulty level and nervousness with their first station may differ. We examined whether such differences influenced the candidates’ overall performance in the MMI. A 32-item questionnaire was developed and administered to candidates for admission interviews at a medical school regarding their perceptions of the MMI. Candidates’ interview scores were also obtained and were compared across groups who differed in the sequence of rotation of MMI stations. Candidates felt nervous when they encountered the first station, which did not differ regardless of which station was their first encounter. Candidates were neutral regarding whether their first station was more difficult than the others and about whether its difficulty level influenced their overall performance in the test. Although candidates’ perceived station difficulty differed across stations, there were no differences in their performance in each station between those it was their first station and those it was not. Candidates’ total interview scores also did not differ across groups of different sequence of rotations. The MMI is a fair process as it does not give disadvantage to those who encounter a more difficult station than others for their first station.

Impact of sociodemographic characteristics of applicants in multiple mini-interviews

Background: Multiple mini-interviews (MMI) are commonly used for medical school admission. This study aimed to assess if sociodemographic characteristics are associated with MMI performance, and how they may act as barriers or enablers to communication in MMI.Methods: This mixed-method study combined data from a sociodemographic questionnaire, MMI scores, semi-structured interviews and focus groups with applicants and assessors. Quantitative and qualitative data were analyzed using multiple linear regression and a thematic framework analysis.Results: 1099 applicants responded to the questionnaire. A regression model (R2 = 0.086) demonstrated that being age 25–29 (β = 0.11, p = 0.001), female and a French-speaker (β = 0.22, p = 0.003) were associated with better MMI scores. Having an Asian-born parent was associated with a lower score (β = −0.12, p < 0.001). Candidates reporting a higher family income had higher MMI scores. In the qualitative data, participants discussed how maturity and financial support improved life experiences, how language could act as a barrier, and how ethnocultural differences could lead to misunderstandings.Conclusion: Age, gender, ethnicity, socioeconomic status and language seem to be associated with applicants’ MMI scores because of perceived differences in communications skills and life experiences. Monitoring this association may provide guidance to improve fairness of MMI stations.

Identifying applicants suitable to a career in nursing: a value-based approach to undergraduate selection.

The aim of this study was to complement existing evidence on the suitability of Multiple Mini Interviews as a potential tool for the selection of nursing candidates on to a BSc (Hons) nursing programme. This study aimed to trial the Multiple Mini Interview approach to recruitment with a group of first year nursing students (already selected using traditional interviews). Cross-sectional validation study. This paper reports on the evaluation of the participants' detailed scores from the Multiple Mini Interview stations; their original interview scores and their end of year results. This study took place in March 2015. Scores from the seven Multiple Mini Interview stations were analysed to show the internal structure, reliability and generalizability of the stations. Original selection scores from interviews and in-course assessment were correlated with the MMI scores and variation by students' age, gender and disability status was explored. Reliability of the Multiple Mini Interview score was moderate (G=0·52). The Multiple Mini Interview score provided better differentiation between more able students than did the original interview score but neither score was correlated with the module results. Multiple Mini Interview scores were positively associated with students' age but not their gender or disability status. The Multiple Mini Interview reported in this study offers a selection process that is based on the values and personal attributes regarded as desirable for a career in nursing and does not necessarily predict academic success. Its moderate reliability indicates the need for further improvement but it is capable of discriminating between candidates and shows little evidence of bias.

Candidate Evaluation Using Targeted Construct Assessment in the Multiple Mini-Interview: A Multifaceted Rasch Model Analysis

ABSTRACTConstruct: A 7-station multiple mini-interview (MMI) circuit was implemented and assessed for 214 candidates rated by 37 interviewers (N = 1,498 ratings). The MMI stations were designed to assess 6 specific constructs (adaptability, empathy, integrity, critical thinking, teamwork [receiving instruction], teamwork [giving instruction]) and one open station about the candidate's interest in the school. Background: Despite the apparent benefits of the MMI, construct-irrelevant variance continues to be a topic of study. Refining the MMI to more effectively measure candidate ability is critical to improving our ability to identify and select candidates that are equipped for success within health professions education and the workforce. Approach: Each station assessed a single construct and was rated by a single interviewer who was provided only the name of the candidate and no additional information about the candidate's background, application, or prior academic performance. All interviewers received online and in-person training in the fall prior to the MMI and the morning of the MMI. A 3-facet multifaceted Rasch measurement analysis was completed to determine interviewer severity, candidate ability, and MMI station difficulty and examine how the model performed overall (e.g., rating scale). Results: Altogether, the Rasch measures explained 62.84% of the variance in the ratings. Differences in candidate ability explained 45.28% of the variance in the data, whereas differences in interviewer severity explained 16.09% of the variance in the data. None of the interviewers had Infit or Outfit mean-square scores greater than 1.7, and only 2 (5.4%) had mean-square scores less than 0.5. Conclusions: The data demonstrated acceptable fit to the multifaceted Rasch measurement model. This work is the first of its kind in pharmacy and provides insight into the development of an MMI that provides useful and meaningful candidate assessment ratings for institutional decision making.

Mini Surgical Simulation, Role Play, and Group and Behavioral Interviews in Resident Selection.

A robust selection process is critical to residents' "cultural fit" and success in their program. Traditional selection methods have shortcomings. We describe a novel residency interview process for obstetrics-gynecology residents that incorporates behavioral, group, and surgical simulation multiple mini interviews (MMIs). In 2010, the Cedars-Sinai Medical Center obstetrics-gynecology residency program developed surgical simulation, role play, ethics group interview, and Accreditation Council for Graduate Medical Education competency-based behavioral interview stations. From 2010 to 2012, a total of 199 applicants were interviewed, 62 ranked in the top 20, and 18 matched into the program. The MMI scores for interview stations were used in compiling our rank list and were found to adequately differentiate candidates. The MMI mean scores for role play, ethics interview, surgical simulation, and the behavioral interview for the top 20 ranked candidates were statistically significantly higher than those for other applicants. Standardized tests minimally correlated with various interview modalities. Applicants found the interview process acceptable. Implementing these MMI stations increased the total applicant interview time for the day by 15% (from 5.5 to 6.5 hours) and increased the face-to-face interview time from 2 to 4 hours. Approximately 42 hours of coordinator time was required for the yearly interview cycle. A multifaceted interview process utilizing MMI, group interview, and surgical simulation MMI is feasible and acceptable. The approach may decrease subjectivity and reliance on traditional interview methods and facilitate the selection of "compatible" residents into the program.

What does the multiple mini interview have to offer over the panel interview?

IntroductionThis paper compares the panel interview (PI) performance with the multiple mini interview (MMI) performance and indication of behavioural concerns of a sample of medical school applicants. The acceptability of the MMI was also assessed.Materials and methodsAll applicants shortlisted for a PI were invited to an MMI. Applicants attended a 30-min PI with two faculty interviewers followed by an MMI consisting of ten 8-min stations. Applicants were assessed on their performance at each MMI station by one faculty. The interviewer also indicated if they perceived the applicant to be a concern. Finally, applicants completed an acceptability questionnaire.ResultsFrom the analysis of 133 (75.1%) completed MMI scoresheets, the MMI scores correlated statistically significantly with the PI scores (r=0.438, p=0.001). Both were not statistically associated with sex, age, race, or pre-university academic ability to any significance. Applicants assessed as a concern at two or more stations performed statistically significantly less well at the MMI when compared with those who were assessed as a concern at one station or none at all. However, there was no association with PI performance. Acceptability scores were generally high, and comparison of mean scores for each of the acceptability questionnaire items did not show statistically significant differences between sex and race categories.ConclusionsAlthough PI and MMI performances are correlated, the MMI may have the added advantage of more objectively generating multiple impressions of the applicant's interpersonal skill, thoughtfulness, and general demeanour. Results of the present study indicated that the MMI is acceptable in a multicultural context.