Multiple Mini-interview Research Articles

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Virtual Multiple Mini Interviews: Implementation and evaluation for undergraduate medical, dental, and oral health degrees

Introduction The Multiple Mini Interview (MMI) is a widely used method for evaluating non-cognitive skills of applicants to health professions training programs. The COVID-19 pandemic prompted a swift transition to virtual MMIs (vMMIs), with initial indications of their feasibility and acceptability. This novel study describes the implementation and evaluation of a large-scale vMMI model for selection into undergraduate medical, dental, and oral health degrees within an Australian university. Methods A vMMI process was implemented in November 2022, comprising onsite interviewers (n = 450) and remote applicants (n = 1001). Using the online platform Zoom, applicants rotated through six to eight 10-min virtual stations. Acceptability of the virtual process was evaluated using online surveys, completed by interviewers (n = 396) and applicants (n = 255). Results Overall, interviewers (98%) and applicants (96%) reported the vMMI as a positive experience, citing clear information, suitable interview questions, Zoom use, diversity of interviewers, and lack of gender and cultural bias as strengths of the process. Challenges included difficulties with rapport building and the disturbance of background noise. Conclusions A large-scale vMMI for three health programs was successfully implemented and positively evaluated. As the uptake of virtual interviews are likely to increase, this study can provide guidance for institutions planning to implement comparable vMMI processes.

Virtual and In-Person Multiple Mini-interviews: A Comparison of Two Modalities in Regard to Bias

Virtual and In-Person Multiple Mini-interviews: A Comparison of Two Modalities in Regard to Bias

Predictors of Success in a Graduate, Entry-Level Professional Program: From Admissions to Graduation.

Admission to health professional programs (HPPs) in Canada is competitive. The purpose of this study is to evaluate how factors identifiable by the admissions package may predict incidences of academic concerns in one physiotherapy program in Canada. Previous literature has identified many concepts that contribute to "academic success." Some HPPs have investigated if admissions criteria can predict students' academic performance. However, this has not been reported in physiotherapy programs in Canada. Study data included candidates' admissions' metrics and physiotherapy students' program data for 4 graduating cohorts, who were admitted from 2016 to 2019 inclusive (N = 256). A retrospective, nonconcurrent cohort study was used to estimate the relationship between applicant's admissions data and students' program data pertaining to academic success. Data were summarized as frequencies for categorical variables and means for continuous variables. We calculated odds ratios (ORs) and probabilities of an academic or professional concern for standard scores. Significance was set at P < .05. Cohorts participating in the multiple mini-interview (MMI) had an academic concern incidence of 14/131. The virtual MMI (VMMI) cohort had an incidence of 7/125. Students with higher MMI scores were less likely to have an academic concern (OR = 0.52 [95% CI: 0.30-0.89, P = .017]). Grade point average was not significantly associated with an academic concern when combined with either MMI or VMMI (Ps > 0.05). Admissions round offer was also significantly associated with an academic concern (OR = 2.48 [95% CI: 1.00-6.12, P = .049]), with those beyond the initial round of offers having increased risk of concerns. Results of the study reflect the generally low event rates for incidences of academic concerns and the relative homogeneity and range restriction of independent variables across the 4 cohorts of students. HPP's reflection on current admissions processes and ability to identify opportunities for change in admission processes helps ensure that programs are selecting candidates who are likely to succeed.

Correlation Analysis between Multiple Mini-Interviews during Medical Student Selection and Their Academic Performance

Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students’ academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence.

Interactional competencies in medical student admission- what makes a "good medical doctor"?

Doctors' interactional competencies play a crucial role in patient satisfaction, well-being, and compliance. Accordingly, it is in medical schools' interest to select candidates with strong interactional abilities. While Multiple Mini Interviews (MMIs) provide a useful context to assess such abilities, the evaluation of candidate performance during MMIs is not always based on a solid theoretical framework. The newly developed selection procedure "Interactional Competencies - Medical Doctors (IC-MD)" uses an MMI circuit with five simulation patient scenarios and is rated based on the theoretically and empirically grounded construct of emotional availability. A first validation study with N = 70 first-semester medical students took place in 2021. In terms of convergent validity, IC-MD ratings showed strong correlations with simulation patients' satisfaction with the encounter (r =.57) but no association with emotional intelligence measures. IC-MD ratings were not related to high school performance or a cognitive student aptitude test, indicating divergent validity. Inter-rater reliability (ICC = 0.63) and generalizability (Eρ2 = 0.64) were satisfactory. The IC-MD proved to be fair regarding participants' age and gender. Participants with prior work experience in healthcare outperformed those without such experience. Participant acceptance of the procedure were good. The IC-MD is a promising selection procedure capable of assessing interactional competencies relevant to the medical setting. Measures of interactional competencies can complement the use of cognitive selection criteria in medical student admission. The predictive validity of the IC-MD needs to be addressed in future studies.

550 Implementation of Inclusive Initiatives at a Grassroot Level to Ensure Long-Term Equality, Diversity, and Inclusivity in Surgery

Abstract Aim Promoting equality, diversity and inclusion in surgery begins at ensuring accessible initiatives are executed at a grassroot level for prospective students. The Royal College of Surgeons illustrated that 20% of their surgical leadership positions were from BAME communities. SGUL MedEd Society aims to support students from widening participation (WP) backgrounds in their medical application by addressing disparities and providing support within these areas. Method We conducted free sessions aimed at different aspects of the medicine application with the intention of facilitating understanding and support for WP students. Multiple domains were covered such as a UCAT webinar, an ‘Experience into medicine’ simulated workshop covering the key learning styles employed in university as well as multiple mini-interview (MMI) preparation through an online webinar and in-person mock. Feedback forms were implemented before and after sessions using 5-Point Likert scales to measure changes in confidence. Results An increase in confidence applying to medical school was observed in the ‘Experience into medicine’ workshop (n=25) with a 60% rise in students rating 4/5. Statistical analysis was carried out on the results obtained from the MMI webinar (n=169) using the Wilcoxon signed-rank test which suggested the initiative significantly improved students’ confidence (w=14, a=0.005). This was followed by a practice MMI session (n=68) whereby 50% of students reported feeling more prepared for a real MMI. Conclusions These results suggest there is a substantial improvement in confidence in WP students after the event, increasing the likelihood of inclusivity in medicine. This has wider implications in supporting applications into surgery in the future.

Simulation in admissions interviews: applicant experiences and programmatic performance prediction

Background: Admissions interviews are frequently used to assess personal and interpersonal attributes required for successful medical practice. Using simulation in interviews to engage applicants in realistic medical scenarios to assess these attributes is novel. This study evaluates applicant perceptions of simulation within multiple mini-interviews (MMI) and reports on subsequent student program performance. Methods: Physician assistant (PA) program applicants were invited to complete an anonymous post-interview survey that included one free-response question about their admissions experience. We chose to qualitatively analyze the free-response question. Additionally, success metrics of students who experienced simulation-based MMI were compared to prior cohorts who were admitted using traditional interviews. Results: Applicants undergoing simulation-based interviews in MMI had decreased incidences of major professionalism events, greater on-time program progression, and similar board pass rates compared to applicants who experienced traditional interviews. Several themes, highlighting the applicants’ varied responses to the simulation-based MMI, emerged including showcasing strengths and passion, feelings of fairness, accessing program faculty, and impacts on certainty. Conclusions: The use of simulation in admissions interviews is a valuable tool for assessing an applicant’s personal attributes in a clinical setting. Applicants admitted using simulation had improved programmatic performance compared to applicants admitted using traditional interviews. Applicants’ perceptions of simulation in interviews are helpful when designing the admissions experience.

A Comparison of Machine-Graded (ChatGPT) and Human-Graded Essay Scores in Veterinary Admissions.

Admissions committees have historically emphasized cognitive measures, but a paradigm shift toward holistic reviews now places greater importance on non-cognitive skills. These holistic reviews may include personal statements, experiences, references, interviews, multiple mini-interviews, and situational judgment tests, often requiring substantial faculty resources. Leveraging advances in artificial intelligence, particularly in natural language processing, this study was conducted to assess the agreement of essay scores graded by both humans and machines (OpenAI's ChatGPT). Correlations were calculated among these scores and cognitive and non-cognitive measures in the admissions process. Human-derived scores from 778 applicants in 2021 and 552 in 2022 had item-specific inter-rater reliabilities ranging from 0.07 to 0.41, while machine-derived inter-replicate reliabilities ranged from 0.41 to 0.61. Pairwise correlations between human- and machine-derived essay scores and other admissions criteria revealed moderate correlations between the two scoring methods (0.41) and fair correlations between the essays and the multiple mini-interview (0.20 and 0.22 for human and machine scores, respectively). Despite having very low correlations, machine-graded scores exhibited slightly stronger correlations with cognitive measures (0.10 to 0.15) compared to human-graded scores (0.01 to 0.02). Importantly, machine scores demonstrated higher precision, approximately two to three times greater than human scores in both years. This study emphasizes the importance of careful item design, rubric development, and prompt formulation when using machine-based essay grading. It also underscores the importance of employing replicates and robust statistical analyses to ensure equitable applicant ranking when integrating machine grading into the admissions process.

Exploring the reliability and validity of multiple mini-interviews in admission to teacher education

ABSTRACT This study addressed the need to explore the reliability and validity of the recently renewed aptitude test based on the multiple mini-interview (MMI) format in Finnish teacher education programmes. Utilising a nationwide dataset (N = 3306), we explored the reliability of the format using intraclass correlations and multilevel modelling. Furthermore, we validated the intended structure of the MMI with confirmatory factor analysis and contrasted the scores of the MMI with other admission scores, i.e. cognitive measures. The results showed mostly small effects of clustering of the applicants according to the different interviewers and circuits. The largest variance component for the MMI total score was the applicant (73.3%), followed by measurement error (15.09%). The intended structure was validated, and the MMI seemed to measure different attributes from other admission measures. Thus, the study demonstrated satisfactory reliability and validity of MMI in admission to teacher education, yet the stations need further development.

Investigating the internal structure of multiple mini interviews-A perspective from Pakistan.

Healthcare professionals require many personal attributes in addition to cognitive abilities and psychomotor skills for competent practice. Multiple Mini- Interviews are being employed globally to assess personality attributes of candidates for selection in health professions education at all level of entry; these attributes are namely, communication skills, critical thinking, honesty, responsibility, health advocacy, empathy and sanctity of life. Considering the high stakes involved for students, faculty, institutions and the society, rigorous quality assurance mechanisms similar to those used for student assessment must be employed for student selection, throughout the continuum of medical education. It is a difficult undertaking as these psychological constructs are difficult to define and measure. Though considered to yield reliable and valid scores, studies providing multiple evidences of internal structure especially dimensionality of Multiple Mini-Interviews are sparse giving rise to questions if they are measuring a single or multiple constructs and even if they are measuring what they are purported to be measuring. The main objective is to provide statistical support of the multi-dimensional nature of our Multiple Mini Interviews, hypothesized a-priori, through CFA. Another objective is to provide multiple evidences for the internal structure. Our study highlights the link between content and internal structure evidences of the constructs, thus establishing that our Multiple Mini Interviews measure what they were intended to measure. After securing permission from the Institutional review board, an a-priori seven factor-model was hypothesized based on the attributes considered most essential for the graduating student of the institution. After operationally defining the attributes through extensive literature search, scenarios were constructed to assess them. A 5-point rating scale was used to rate each item on the station. A total 259 students participated in the multiple mini interviews over a period of three days. A training workshop had been arranged for the participating faculty. The reliability coefficient using Cronbach's alpha were calculated (range from 0.73 to 0.94), Standard Error of Measurement (ranged from 0.80 to1.64), and item to station-total correlation ranged from 0.43-0.50 to 0.75-0.83. Inter-station correlation was also determined. Confirmatory factor analysis endorsed the results of Exploratory factor analysis in the study revealing a seven model fit with multiple indices of Goodness-of-fit statistics such as Root mean square error of approximation (RMSEA) value 0.05, Standardized root mean square residual (SRMR) value with less than 0.08. All these indices showed that model fit is good. The Confirmatory factor analysis confirmed the multi-dimensional nature of our MMIs and also confirmed that our stations measured the attributes that they were supposed to measure. This study adds to the validity evidence of Multiple Mini-Interviews, in selection of candidates, with required personality traits for healthcare profession. It provides the evidence for the multi-dimensional structure of Multiple Mini interviews administered with multiple evidences for its internal structure and demonstrates the independence of different constructs being measured.

Performance in Irish Selection and Future Performance in Surgical Training

Selection processes for surgical training should aim to identify candidates who will become competent independent practitioners and should aspire to high standards of reliability and validity. To determine the association between measured candidate factors at the time of an Irish selection and assessment outcomes in surgical training, examined via rate of progression to Higher Specialist Training (HST), attrition rates, and performance as assessed through a multimodal framework of workplace-based and simulation-based assessments. This retrospective observational cohort study included data from all successful applicants to the Royal College of Surgeons in Ireland (RCSI) national Core Surgical Training (CST) program. Participants included all trainees recruited to dedicated postgraduate surgical training from 2016 to 2020. These data were analyzed from July 11, 2016, through July 10, 2022. Selection decisions were based on a composite score that was derived from technical aptitude assessments, undergraduate academic performance, and a 4-station multiple mini-interview. Assessment data, attrition rates, and rates of progression to HST were recorded for each trainee. CST performance was assessed using workplace-based and simulation-based technical and nontechnical skill assessments. Potential associations between selection and assessment measures were explored using Pearson correlation, logistic regression, and multiple linear-regression analyses. Data were available for 303 trainees. Composite scores were positively associated with progression to HST (odds ratio [OR], 1.09; 95% CI, 1.05-1.13). There was a weak positive correlation, ranging from 0.23 to 0.34, between scores and performance across all CST assessments. Multivariable linear regression analysis showed technical aptitude scores at application were associated with future operative performance assessment scores, both in the workplace (β = 0.31; 95% CI, 0.14-0.48) and simulated environments (β = 0.57; 95% CI, 0.33-0.81). There was evidence that the interpersonal skills interview station was associated with future performance in simulated communication skill assessments (β = 0.55; 95% CI, 0.22-0.87). In this study, performance at the time of Irish national selection, measured across technical and nontechnical domains in a multimodal fashion, was associated with future performance in the workplace and in simulated environments. Future studies will be required to explore the consequential validity of selection, including potential unintended effects of selection and ranking on candidate performance.

Insights into undergraduate medical student selection tools: a systematic review and meta-analysis

Evaluating medical school selection tools is vital for evidence-based student selection. With previous reviews revealing knowledge gaps, this meta-analysis offers insights into the effectiveness of these selection tools. A systematic review and meta-analysis were conducted applying the following criteria: peer-reviewed articles available in English, published from 2010 and which include empirical data linking performance in selection tools with assessment and dropout outcomes of undergraduate entry medical programs. Systematic reviews, meta-analyses, general opinion pieces, or commentaries were excluded. Effect sizes (ESs) of the predictability of academic and clinical performance within and by the end of the medicine program were extracted, and the pooled ESs were presented. Sixty-seven out of 2,212 articles were included, which yielded 236 ESs. Previous academic achievement predicted medical program academic performance (Cohen’s d=0.697 in early program; 0.619 in end of program) and clinical exams (0.545 in end of program). Overall aptitude tests predicted academic achievement in both the early and last years (0.550 & 0.371, respectively). Within aptitude tests, verbal reasoning and quantitative reasoning best predicted academic achievement in the early program (0.704 & 0.643, respectively). Neither panel interviews, multiple mini-interviews, nor situational judgement tests (SJT) yielded statistically significant pooled ES. Current evidence suggests that learning outcomes are predicted by previous academic achievement and aptitude tests. The predictive value of SJT and topics such as selection algorithms, features of interview (e.g., content of the questions) and the way the interviewers’ reports are used, warrant further research.

'Click, I Guess I'm Done': Applicants' and Assessors' Experiences Transitioning to a Virtual Multiple Mini Interview Format.

During the COVID-19 pandemic, medical schools were forced to suspend in-person interviews and transition to a virtual Multiple Mini Interview (vMMI) format. MMIs typically comprise multiple short assessments overseen by assessors, with the aim of measuring a wide range of non-cognitive competencies. The adaptation to vMMI required medical schools to make swift changes to their MMI structure and delivery. In this paper, we focus on two specific groups greatly impacted by the decision to transition to vMMIs: medical school applicants and MMI assessors. We conducted an interpretive qualitative study to explore medical school applicants' and assessors' experiences transitioning to an asynchronous vMMI format. Ten assessors and five medical students from one Canadian medical school participated in semi-structured interviews. Data was analyzed using a thematic analysis framework. Both applicants and assessors shared a mutual feeling of longing and nostalgia for an interview experience that, due to the pandemic, was understandably adapted. The most obvious forms of loss experienced - albeit in different ways - were: 1) human connection and 2) missed opportunity. Applicants and assessors described several factors that amplified their grief/loss response. These were: 1) resource availability, 2) technological concerns, and 3) the virtual interview environment. While virtual interviewing has obvious advantages, we cannot overlook that asynchronous vMMIs do not lend themselves to the same caliber of interaction and camaraderie as experienced in in-person interviews. We outline several recommendations medical schools can implement to enhance the vMMI experience for applicants and assessors.

Front row seat: The role MMI assessors play in widening access to medical school

Background While many medical schools utilize the Multiple Mini-Interview (MMI) to help select a diverse student body, we know little about MMI assessors’ roles. Do MMI assessors carry unique insights on widening access (WA) to medical school? Herein we discuss the hidden expertise and insights that assessors contribute to the conversation around WA. Methods Ten MMI assessors (1-10 years’ experience) participated in semi-structured interviews exploring factors influencing equitable medical school recruitment. Given their thoughtfulness during initial interviews, we invited them for follow-up interviews to gain further insight into their perceived role in WA. Fourteen interviews were conducted and analyzed using a thematic analysis approach. Results Assessors expressed concerns with diversity in medicine; dissatisfaction with the status quo fueled their contributions to the selection process. Assessors advocated for greater diversity among the assessor pool, citing benefits for all students, not only those from underrepresented groups. They noted that good intentions were not enough and that medical schools can do more to include underrepresented groups’ perspectives in the admissions process. Conclusion Our analysis reveals that MMI assessors are committed to WA and make thoughtful contributions to the selection process. A medical school selection process, inclusive of assessors’ expertise is an important step in WA.

Widening participation in medicine: A focus group evaluation of mock multiple mini-interviews for medical school applicants

Background Medical school applicants from disadvantaged backgrounds feel less confident and are less likely to be successful in their applications compared to their peers. Widening participation interventions seek to address this under-representation. This study evaluated the effectiveness of one such intervention: a mock multiple mini-interview, designed using guidelines created by the Medical Schools Council. Methods The intervention was delivered by a team of medical student volunteers called Manchester Outreach Medics. A total of 29 participants attended the session, which prioritised the recruitment of Year 12 pupils with widening participation flags. The participants completed eight interview stations, with facilitated briefing and debriefing. Participants received both verbal and written feedback throughout. Three focus groups were conducted after the intervention, and thematic analysis was applied to explore its effectiveness. Results Out of 29 participants, who consented to take part in a focus group, 28 attended. They felt that the formal nature of the intervention helped eliminate first time nerves and raised their confidence for future medical school interviews. They valued the regular feedback throughout the session as it encouraged continuous improvement. Some participants felt the intervention helped with their isolation, as they had no peers who were applying to medical school. After the session, participants believed that they could be successful in the real medical school interview. Conclusion This study established that hosting a mock multiple mini-interview session, following the Medical Schools Council guidance, had a positive impact on pupils from disadvantaged backgrounds. The intervention can be delivered both by teachers and medical student volunteers. The MMI session could be improved by factoring in time for informal debriefs with peers, allocating more time for assessors to mark the stations, and incorporating a virtual MMI station.

Support Efficiency for Remote Multiple Mini Medical and Dental Recruitment and Selection Interviews for NHS Nationwide

The paper explores the implementation and evaluation of the Video Interviewing and Digital Scoring System (VIDS) for Multiple Mini Interviews (MMIs) by NHS England/Medical Dental Recruitment and Selection (NHSE/MDRS). The study primarily focuses on the support provided during the pilot stage in late 2022, and interviews held from January to May 2023. Despite initial technical challenges and the need for ample support, the user satisfaction was beyond expectation at 86.7%. The system allowed participants to join their interviews remotely, significantly reducing physical resources, travel, and related expenses. On the flip side, it necessitated additional staffing and technical support for first-time users. Feedback collected over the pilot period indicated areas for further improvement. The paper concludes that overall, one administrator can manage 57 interviews per day for each Medical or Dental specialty with the need for one technical person per specialty managing 24/7 support.

Feasibility and Acceptability of a Multiple Mini-interview Format for Evaluation of Small Animal Internal Medicine Residency and Internship Candidates.

The multiple mini-interview (MMI) format assesses candidates' performance in various competencies and is becoming commonplace in medical school and residency programs. This interview format compares to and surpasses the traditional interview in validity, reliability, feasibility, and acceptability. We developed a MMI to assess resident and specialty intern candidates for Small Animal Internal Medicine over a 3-year period. Our aims were to assess acceptability by obtaining impressions from interviewers and candidates of the MMI process and to evaluate feasibility by quantifying time required. In total, 61 resident candidates completed the survey, a response rate of 70% of total interviewees. Respondents reported the MMI as more stressful (82%, 95% CI: 70%, 91%) and less enjoyable (62%, 95% CI: 49%, 74%). While 54% (95% CI: 41%, 67%) of respondents preferred a traditional interview process, 70% (95% CI: 57%, 81%) perceived that the MMI was fairer and 51% (95% CI: 38%, 64%) felt it allowed them to better demonstrate their strengths. Most (63%, 95% CI: 49%, 75%) reported that their experience with the MMI would lead them to rank the program more highly. Interviewers preferred the MMI process due to improved perceived fairness and time efficiency. MMI required less total time, 29.5 hours versus 112 hours for the traditional interview over 3-years (p = .002) and lower per applicant time investment (.34 hours/applicant vs. 1.2 hours/applicant, p = .0001). In conclusion, the MMI process was acceptable to interviewees, preferred by interviewers, and was feasible in terms of time savings compared to traditional interviews.

Creating a Diverse Physician Workforce Through Training in Diversity, Bias, and Selection: An Innovative Approach to Preparing Medical Students as Future Academic Leaders.

Medical students are the future of academic medicine. They will serve as admissions committee members, deans, and program directors with responsibility for selecting future physicians. At the same time, schools and programs are working to diversify the physician workforce to care for diverse patient populations. At UAB Heersink School of Medicine, we developed an elective course, Holistic Review: Creating a Mission-Driven Physician Workforce, to train learners in bias, diversity, and data-informed decision-making. Students applied lessons to the admissions process by participating in application screening and multiple-mini interview rating. Student reflections demonstrated course applicability for careers in medicine and beyond.

Evaluating an online asynchronous Multiple Mini Interview (MMI) with ten principles of fairness built-in: findings from a cross-sectional feasibility study

Evaluating an online asynchronous Multiple Mini Interview (MMI) with ten principles of fairness built-in: findings from a cross-sectional feasibility study