The utility of multiple mini-interviews: experience of a medical school
Purpose This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants’ attributes in alignment with the school’s educational goals and to evaluate its utility. Methods In this MMI, candidates rotated through six stations (10 minutes per stat...
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doaj-f94e268a32c040bf83e2b69ec0f8158f2020-11-24T22:35:16ZengKorean Society of Medical EducationKorean Journal of Medical Education2005-727X2005-72882017-03-0129171410.3946/kjme.2017.481155The utility of multiple mini-interviews: experience of a medical schoolKyong-Jee Kim0Kyung-Soo Nam1Bum Sun Kwon2 Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea Department of Pharmacology, Dongguk University School of Medicine, Gyeongju, Korea Department of Rehabilitation Medicine, Dongguk University School of Medicine, Goyang, KoreaPurpose This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants’ attributes in alignment with the school’s educational goals and to evaluate its utility. Methods In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school’s educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates’ MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements. Results A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants’ total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores. Conclusion Our study illustrates the utility of MMIs that utilize the institution’s educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution’s core values. Future research is warranted of the predictive validity of this MMI.http://kjme.kr/upload/pdf/kjme-2017-48.pdfMedical educationInterviews as topicSchool admission criteriaMultiple mini-interview |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Kyong-Jee Kim Kyung-Soo Nam Bum Sun Kwon |
spellingShingle |
Kyong-Jee Kim Kyung-Soo Nam Bum Sun Kwon The utility of multiple mini-interviews: experience of a medical school Korean Journal of Medical Education Medical education Interviews as topic School admission criteria Multiple mini-interview |
author_facet |
Kyong-Jee Kim Kyung-Soo Nam Bum Sun Kwon |
author_sort |
Kyong-Jee Kim |
title |
The utility of multiple mini-interviews: experience of a medical school |
title_short |
The utility of multiple mini-interviews: experience of a medical school |
title_full |
The utility of multiple mini-interviews: experience of a medical school |
title_fullStr |
The utility of multiple mini-interviews: experience of a medical school |
title_full_unstemmed |
The utility of multiple mini-interviews: experience of a medical school |
title_sort |
utility of multiple mini-interviews: experience of a medical school |
publisher |
Korean Society of Medical Education |
series |
Korean Journal of Medical Education |
issn |
2005-727X 2005-7288 |
publishDate |
2017-03-01 |
description |
Purpose This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants’ attributes in alignment with the school’s educational goals and to evaluate its utility. Methods In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school’s educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates’ MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements. Results A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants’ total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores. Conclusion Our study illustrates the utility of MMIs that utilize the institution’s educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution’s core values. Future research is warranted of the predictive validity of this MMI. |
topic |
Medical education Interviews as topic School admission criteria Multiple mini-interview |
url |
http://kjme.kr/upload/pdf/kjme-2017-48.pdf |
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