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Booth AJ, Hurry KJ, Abela S. The current dental school applicant: an overview of the admission process for UK dental schools and the sociodemographic status of applicants. Br Dent J 2022; 232:172-176. [PMID: 35149814 PMCID: PMC8832423 DOI: 10.1038/s41415-022-3927-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2021] [Accepted: 05/26/2021] [Indexed: 11/10/2022]
Abstract
Aims To determine the current processes used to assess dental school admissions in the UK as well as compare the applicants' demography. Methods All 16 dental schools in the UK were invited to complete a questionnaire analysing the admissions protocols between 2018-2019 and 2019-2020. These data were combined with the admission process information available online. Retrospective data from the University Clinical Aptitude Test including the sociodemographic status of dental applicants were collected. For the six dental schools that did not reply, data presented were collected from information available to the public. Results The majority of applicants were women (63.2% in 2019-2020), white (27.9%) and are sixth form attendees or attend a further education college (40.6%). Of those who apply to study dentistry, 15.5% are graduates who hold a first degree. For each undergraduate dental place available, there were 12.6 applicants and 9.4 applicants to each post-qualified dental undergraduate place. Conclusion Further advancements are required to widen participation and broaden the sociodemographic status of dental applicants. This area would benefit from a long-term prospective study about recruitment methods and its correlation with performance at dental school. COVID-19 is impacting the application process, the full extent of which is yet to be determined. Provides an overview of the current admission processes for dental schools within the UK. Encourages critical analysis of the admission processes used for undergraduate and postgraduate dental students. Explores how the admission processes may change as a result of the COVID-19 pandemic and gives an indication as to the sociodemographics of the future dental career force.
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Hakami Z, Vishwanathaiah S, Abuzinadah SH, Alhaddad AJ, Bokhari AM, Marghalani HY, Shahin SY. Effects of COVID-19 lockdown on the mental health of dental students: A longitudinal study. J Dent Educ 2021; 85:1854-1862. [PMID: 34387880 PMCID: PMC8426687 DOI: 10.1002/jdd.12758] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 07/08/2021] [Accepted: 07/28/2021] [Indexed: 11/26/2022]
Abstract
OBJECTIVES Many countries have enforced lockdowns on their populations due to the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to assess the effects of the lockdown on dental students. METHODS A longitudinal, repeated cross-sectional study was conducted to evaluate psychological problems experienced by dental students during the COVID-19 lockdown in Saudi Arabia. The dental students were selected from different universities using 2-stage cluster sampling. The validated Arabic version of the 21-item depression, anxiety, and stress scale questionnaire was distributed at the beginning and end of the lockdown. Mann-Whitney U and Kruskal-Wallis tests were used as appropriate. Chi-square test was used to compare the proportions between the sociodemographic data, and logistic regression analysis was used to identify variables associated with the students' responses. RESULTS A total of 1287 respondents participated in this study (695 first-survey respondents, 592 second-survey respondents). There were longitudinally significant differences in the students' mental health outcomes based on gender, university, class year, and survey time during the COVID-19 lockdown. The lockdown increased the likelihood of female, single, and junior students experiencing stress. The students who lived alone recorded a high chance of elevated levels of depression, anxiety, and stress, which showed a significant longitudinal reduction during the lockdown. Moreover, the lockdown increased the likelihood of mental health problems among the students staying in households of two persons or two-five persons. CONCLUSIONS This study indicates the importance of considering the detrimental mental health consequences on dental students in the event of future pandemics.
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Affiliation(s)
- Zaki Hakami
- Division of OrthodonticsDepartment of Preventive Dental SciencesCollege of DentistryJazan UniversityJazanSaudi Arabia
| | - Satish Vishwanathaiah
- Division of Pediatric DentistryDepartment of Preventive Dental SciencesCollege of DentistryJazan UniversityJazanSaudi Arabia
| | - Samar Hatem Abuzinadah
- Department of Restorative DentistryKing Abdulaziz University, Faculty of DentistryJeddahSaudi Arabia
| | - Abdulrahman Jafar Alhaddad
- Department of Oral and Maxillofacial ProsthodonticsKing Abdulaziz University, Faculty of DentistryJeddahSaudi Arabia
| | - Ahmed M. Bokhari
- Division of Dental Public HealthDepartment of Preventive Dental SciencesCollege of DentistryJazan UniversityJazanSaudi Arabia
| | | | - Suliman Y. Shahin
- Preventive Dental Sciences DepartmentCollege of DentistryImam Abdulrahman Bin Faisal UniversityDammamSaudi Arabia
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Singh N, DeMesa C, Pritzlaff S, Jung M, Green C. Implementation of Virtual Multiple Mini-Interviews for Fellowship Recruitment. PAIN MEDICINE 2021; 22:1717-1721. [PMID: 33871655 PMCID: PMC8083225 DOI: 10.1093/pm/pnab141] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Introduction The SARS-CoV Disease (COVID-19) pandemic has upended health care systems and one of the casualties has been the trainee recruitment process since social distancing and travel restrictions make an in-person experience improbable. At the University of California, Davis (UCD), our Pain Division transitioned our internally validated multiple mini-interview (MMI) process to a virtual environment Methods Applicants signed a confidentiality agreement prior to their interviews and were invited to watch a series of videos orienting them to the process and to the program itself. All faculty raters interviewed candidates using a total of 6 non-medical MMI scenarios with corresponding questions and scoring rubrics through the Zoom platform. Applicants were then welcomed to voluntary informal conversations with the current fellow trainees and faculty. An optional survey was sent to the applicants post-interview to assess their overall satisfaction with the virtual process. Results The survey analyzed the following using a 5 point Likert scale: Overall Satisfaction, Video Overview Program, Interview Day Details, Video Tour, Web-Based Interviews, Process was Fair, and finally a question on Informed Decision regarding receiving sufficient information to formulate their rank list. All respondents (80% response rate) reported being either satisfied or very satisfied with each of the aspects of the interview process detailed above. Conclusions While technical difficulties and confidentiality issues are of concern when offering an entirely web based recruitment, our group was able to transition traditional in-person MMI to a virtual platform using a similar structure which was well-received by applicants
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Affiliation(s)
- Naileshni Singh
- Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, University of California, Davis, Sacramento, California, USA
| | - Charles DeMesa
- Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, University of California, Davis, Sacramento, California, USA
| | - Scott Pritzlaff
- Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, University of California, Davis, Sacramento, California, USA
| | - Michael Jung
- Department of Anesthesiology and Pain Medicine, Division of Pain Medicine, University of California, Davis, Sacramento, California, USA
| | - Charlene Green
- Admissions, Office of Student and Resident Diversity, & Student Development, School of Medicine, University of California, Davis, Sacramento, California, USA
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Alhurishi SA, Aljuraiban GS, Alshaikh FA, Almutairi MM, Almutairi KM. Predictors of students' academic achievements in allied health professions at King Saud University: a retrospective cohort study. BMC MEDICAL EDUCATION 2021; 21:93. [PMID: 33549069 PMCID: PMC7866871 DOI: 10.1186/s12909-021-02525-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/03/2020] [Accepted: 01/31/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND The admissions criteria for colleges of medicine and allied health professions include several cognitive predictors. Little is known of the admissions criteria for the allied health professions and their correlation with students' academic performance. This study investigates predictors for students' academic achievements at allied health colleges at King Saud University. DESIGN Retrospective cohort study. SETTINGS College of Applied Medical Sciences, College of Nursing, and Prince Sultan bin Abdulaziz College for Emergency Medical Services, Saudi Arabia. PARTICIPANTS The sample comprised 1634 students. METHOD The high school grade average (HSGA), aptitude test (APT) score, achievement test (ACT) score, and current grade point average (GPA) were retrieved. The data were analysed using Pearson's correlation coefficient and regression analysis. RESULTS HSGA, ACT, and APT were significantly positively associated with students' academic performance in colleges for all allied health professions. Multivariate regression analysis showed that the most predictive variable for all allied healthcare professions was HSGA (β = 0.347), followed by ACT (β = 0.270) and APT (β = 0.053) scores. The regression model indicated that the HSGA, APT, and ACT together predicted 26.5% of the variation in students' cumulative GPAs at the time of graduation. CONCLUSION The admissions criteria for the allied health colleges at King Saud University predicted only 26.5% of the students' cumulative GPA at the time of graduation. Other noncognitive admission criteria should be taken into consideration to improve the prediction of students' academic potential.
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Affiliation(s)
- Sultana A Alhurishi
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Ghadeer S Aljuraiban
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Fahdah A Alshaikh
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia
| | - Mona M Almutairi
- Department of Statistics and information, Vice Rectorate for Planning and Development, King Saud University, Riyadh, Saudi Arabia
| | - Khalid M Almutairi
- Department of Community Health Sciences, College of Applied Medical Sciences, King Saud University, Riyadh, Saudi Arabia.
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Nenad MW. The multiple mini-interview and dental hygiene admissions: A feasible option? J Dent Educ 2020; 84:634-641. [DOI: 10.1002/jdd.12114] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2019] [Revised: 01/06/2020] [Accepted: 01/30/2020] [Indexed: 11/06/2022]
Affiliation(s)
- Monica Williamson Nenad
- Director of Faculty Development; Accreditation, and Continuing Dental Education, A. T. Still University; Arizona School of Dentistry & Oral Health; Mesa Arizona USA
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Kale S, Kamble MW, Spalding N. Predictive validity of multiple mini interview scores for future academic and clinical placement performance in physiotherapy, occupational therapy and speech and language therapy programmes. INTERNATIONAL JOURNAL OF THERAPY AND REHABILITATION 2020. [DOI: 10.12968/ijtr.2018.0149] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Background/aimsLimited 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.MethodsSecondary 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).ResultsMultiple 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.ConclusionsPerformance 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.
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Affiliation(s)
- Swati Kale
- School of Health Sciences, University of East Anglia, Norwich, UK
| | | | - Nicola Spalding
- School of Health Sciences, University of East Anglia, Norwich, UK
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Duff RE, Katcher PA, Daniels RM, Ramaswamy V. The Multiple Mini Interview as a Dental School Admission Tool: Can It Predict Noncognitive Traits Associated with Professional Behaviors? J Dent Educ 2020; 84:478-485. [PMID: 32314389 DOI: 10.21815/jde.019.184] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2019] [Accepted: 11/04/2019] [Indexed: 09/01/2023]
Abstract
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.
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Persky AM, Kang I, Cox WC, McLaughlin JE. An Exploration of the Relationships Between Multiple Mini-Interview Scores and Personality Traits. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7240. [PMID: 31831903 PMCID: PMC6900812 DOI: 10.5688/ajpe7240] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 02/11/2019] [Indexed: 06/10/2023]
Abstract
Objective. To explore the relationship between pharmacy students' social and behavioral competencies assessed using multiple mini-interviews (MMIs) and their personality traits. Methods. A retrospective study was conducted using data from two Doctor of Pharmacy (PharmD) cohorts. Students' self-reported scores from an externally validated tool completed during their first professional year that assessed five personality traits (openness to experiences, conscientiousness, extraversion, agreeableness, and emotionality) were collected. Students' scores on empathy, integrity, adaptability, critical thinking, and collaboration were collected during MMIs conducted during the admissions process. Analysis of variance was used to test the homogeneity of the sample, and correlation analyses were used to determine the strength of relationships between variables. Results. When examining for associations between students' personality traits and their social and behavioral competencies measured during the MMIs, we found a few significant but very weak correlations with extraversion. Conclusion. Our results revealed weak to negligible correlations between scores on competencies measured during the MMIs and personality traits, potentially because the assessments measured different constructs.
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Affiliation(s)
- Adam M. Persky
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
- Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Isabell Kang
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Wendy C. Cox
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Jacqueline E. McLaughlin
- University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Mirghani I, Mushtaq F, Balkhoyor A, Al-Saud L, Osnes C, Keeling A, Mon-Williams M, Manogue M. The factors that count in selecting future dentists: sensorimotor and soft skills. Br Dent J 2019; 226:417-421. [DOI: 10.1038/s41415-019-0030-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Callwood A, Jeevaratnam K, Kotronoulas G, Schneider A, Lewis L, Nadarajah VD. Personal domains assessed in multiple mini interviews (MMIs) for healthcare student selection: A narrative synthesis systematic review. NURSE EDUCATION TODAY 2018; 64:56-64. [PMID: 29459193 DOI: 10.1016/j.nedt.2018.01.016] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Revised: 12/08/2017] [Accepted: 01/22/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVES To examine the personal domains multiple mini interviews (MMIs) are being designed to assess, explore how they were determined and contextualise such domains in current and future healthcare student selection processes DESIGN: A systematic review of empirical research reporting on MMI model design was conducted from database inception to November 2017. DATA SOURCES Twelve electronic bibliographic databases. REVIEW METHODS Evidence was extracted from original studies, and integrated in a narrative synthesis guided by the PRISMA statement for reporting systematic reviews. Personal domains were clustered into themes using a modified Delphi technique. RESULTS A total of 584 articles were screened. 65 unique studies (80 articles) matched our inclusion criteria of which seven were conducted within nursing/midwifery faculties. Six in 10 studies featured applicants to medical school. Across selection processes, we identified 32 personal domains assessed by MMIs, the most frequent being: communication skills (84%), teamwork/collaboration (70%), and ethical/moral judgement (65%). Domains capturing ability to cope with stressful situations (14%), make decisions (14%), and resolve conflict in the workplace (13%) featured in fewer than ten studies overall. Intra- and inter-disciplinary inconsistencies in domain profiles were noted, as well as differences by entry level. MMIs deployed in nursing and midwifery assessed compassion and decision-making more frequently than in all other disciplines. Own programme philosophy and professional body guidance were most frequently cited (~50%) as sources for personal domains; a blueprinting process was reported in only 8% of studies. CONCLUSIONS Nursing, midwifery and allied healthcare professionals should develop their theoretical frameworks for MMIs to ensure they are evidence-based and fit-for-purpose. We suggest a re-evaluation of domain priorities to ensure that students who are selected, not only have the capacity to offer the highest standards of care provision, but are able to maintain these standards when facing clinical practice and organisational pressures.
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Affiliation(s)
- Alison Callwood
- School of Health Sciences, University of Surrey, Guildford, Surrey GU2 7XH, UK.
| | - Kamalan Jeevaratnam
- School of Veterinary Medicine, University of Surrey, Guildford, Surrey GU2 7XH, UK
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