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Hefny AF, Almansoori TM, El-Zubeir M, AlBawardi A, Shaban S, Magzoub ME, Zoubeidi T, Mansour NA. Relationship between admission selection tools and student attrition in the early years of medical school. J Taibah Univ Med Sci 2024; 19:447-452. [PMID: 38455852 PMCID: PMC10918263 DOI: 10.1016/j.jtumed.2024.02.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 01/25/2024] [Accepted: 02/20/2024] [Indexed: 03/09/2024] Open
Abstract
Objectives Placement in medical schools is highly sought after worldwide with fierce competition among applicants. However, some of the best students withdraw after being accepted to medical school. The aim of this study was to investigate early student attrition within the first 2 years of medical school and determine its relationship to admission selection tools. Methods Quantitative research was conducted at the College of Medicine and Health Sciences from 2016 until 2020, during which time routine admission data and students' examination results for the first 2 years were collected and analyzed. Results The attrition rate during the study period was 31.7%. High school and college written examination scores were significantly related to completing the premedical program (p = 0.001 and p = 0.002, respectively). Female students scored significantly higher in multiple mini interviews (MMIs) compared with male counterparts (p < 0.001). However, the difference in MMI score was not related to student attrition (p = 0.148). Conclusion The cause of early attrition is complex and cannot be attributed to a single factor.Undergraduate high school score and written admission examination results were statistically significant factors in relation to student attrition rate and low academic performance. The results of this study showed that the female students scored significantly higher in the multiple MMI tests compared to male students. However, MMI score alone was not significantly related to student attrition.
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Affiliation(s)
- Ashraf F. Hefny
- Department of Surgery, CMHS, UAEU, Al Ain, United Arab Emirates
| | | | - Margaret El-Zubeir
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Alia AlBawardi
- Pathology Department, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Sami Shaban
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Mohi Eldin Magzoub
- Department of Medical Education, CMHS, UAEU, Al Ain, United Arab Emirates
| | - Taoufik Zoubeidi
- Department of Statistics, United Arab Emirates University, United Arab Emirates
| | - Nirmin A. Mansour
- Department of Family Medicine, Ambulatory Healthcare Services, SEHA, United Arab Emirates
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Ip EC, Carrarini M, Nestel D, Incoll IW. Gender associations with selection into Australian General Surgical Training: 2016-2022. ANZ J Surg 2023; 93:2350-2356. [PMID: 37409785 DOI: 10.1111/ans.18584] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2023] [Revised: 06/17/2023] [Accepted: 06/19/2023] [Indexed: 07/07/2023]
Abstract
BACKGROUND For those who have maintained an interest in general surgery after medical school and their early post-graduate years, selection is the first step to a career in general surgery. Identifying differences secondary to gender in selection tools and their outcomes should assist the Royal Australasian College of Surgeons and the Australian Board in General Surgery to improve gender equity in the general surgical workforce. Selection tools for general surgery include the curriculum vitae (CV), referee report (RR) and multiple mini-interview (MMI). METHODS All applicants' CV, RR and MMI scores achieved in the general surgery selection process were reviewed by gender over a seven-year period. RESULTS In all years, there were lower numbers of female applicants to selection. There were differences identified between genders in the CV and MMI, with females scoring lower in the CV and higher in the MMI when compared to males. There were no differences identified in the RR or proportion of applicants that were successful in their application based on gender. CONCLUSION The CV and MMI utilized for selection into general surgery were associated with gender bias. However, the lower number of females selected into training reflects the lower number of female applicants overall. There was no overall impact from gender found in an applicant's ability to be selected into general surgery in Australia.
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Affiliation(s)
- Eugenia C Ip
- School of Clinical Sciences, Monash University, Melbourne, Victoria, Australia
| | - Monica Carrarini
- Department of Education & Training, General Surgeons Australia, Melbourne, Victoria, Australia
| | - Debra Nestel
- School of Clinical Sciences, Monash University, Melbourne, Victoria, Australia
- Department of Surgery, University of Melbourne, Melbourne, Victoria, Australia
| | - Ian W Incoll
- Department of Surgery, University of Melbourne, Melbourne, Victoria, Australia
- Faculty of Health and Medicine, University of Newcastle, Newcastle, New South Wales, Australia
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So MKP, Chu AMY, Tiwari A. Interviewer bias when using multiple mini-interviews in selecting student nurses in a Chinese setting. NURSE EDUCATION TODAY 2023; 121:105676. [PMID: 36516718 DOI: 10.1016/j.nedt.2022.105676] [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: 05/13/2022] [Revised: 11/18/2022] [Accepted: 11/27/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Interviewer effects may cause unfairness in assessments in multiple mini-interviews (MMIs). Due to cultural differences, the bias factors of interviewers may vary between the East and the West. MMIs are a relatively new type of assessment setting in China and few studies have been conducted to examine the interviewer effects of MMIs in this context. OBJECTIVES We adopted a multi-faceted Rasch measurement (MFRM) to measure interviewer effects in assessments in Hong Kong. METHODS Data were collected from a nursing school in Hong Kong. There were 431 candidates and 12 interviewers engaged in a six-station MMI setting. The scores collected from the interviews were analyzed in terms of 1) interviewer stringency/leniency, 2) candidate gender, 3) interview time, and 4) rating category in the station. The Student's t-statistic values were calculated to investigate the marking tendencies of individual interviewers. RESULTS The research findings suggest that interviewers differ in their degree of stringency/leniency, but the number of candidates examined by each interviewer does not affect interviewer stringency/leniency in terms of the interviewer's assessment. There is not sufficient evidence indicating that candidate gender and interview time are bias factors affecting assessment score in this study. Among the six rating categories examined, honesty/integrity is the most stringent category, while self-awareness is the most lenient category. Interview bias from individuals was identified. When we consider the interview scores given by individual interviewers, it is evident that some interviewers may have been biased toward a certain gender or rating categories. CONCLUSIONS MMIs are useful when selecting student nurses in a Chinese setting. However, interviewer bias may exist. We used an MFRM to better understand interviewer bias across various dimensions. The present study contributes to the development and use of MMIs in non-Western countries and can be used as a reference to extend this research to other locations.
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Affiliation(s)
- Mike K P So
- Department of Information Systems, Business Statistics and Operations Management, The Hong Kong University of Science and Technology, Clear Water Bay, Hong Kong.
| | - Amanda M Y Chu
- Department of Social Sciences, The Education University of Hong Kong, Tai Po, Hong Kong.
| | - Agnes Tiwari
- School of Nursing, The University of Hong Kong, Pokfulam Road, Hong Kong; School of Nursing, Hong Kong Sanatorium & Hospital, Hong Kong.
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Tidwell J, Yudien M, Rutledge H, Terhune KP, LaFemina J, Aarons CB. Reshaping Residency Recruitment: Achieving Alignment Between Applicants and Programs in Surgery. JOURNAL OF SURGICAL EDUCATION 2022; 79:643-654. [PMID: 35123913 DOI: 10.1016/j.jsurg.2022.01.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 12/15/2021] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The residency recruitment process has become increasingly challenging for both applicants and program directors, in part, due to the inflation in the number of applications per student. As a result, it has become more daunting for programs to design processes that evaluate applicants holistically. Furthermore, the existing methods used to evaluate and select applicants do not necessarily predict success in residency and may inadvertently lend to gender, racial, and ethnic bias. This narrative review aims to identify innovative tools used in residency recruitment that will allow programs and applicants to better determine concordance of interests and achieve value alignment while supporting improved, objective evaluation of an applicant's unique attributes and experiences. DESIGN PubMed was used to conduct a narrative review of recruitment strategies in admission processes of undergraduate and graduate medical education between 1975 and June 2021, using the designated Medical Subject Heading (MeSH0 terms. Inclusion criteria were established surrounding innovative tools to better objectively screen, evaluate, or select applicants. Strategies relying primarily on traditional metrics (United States Medical Licensing Examination (USMLE) scores, Alpha Omega Alpha status, and clerkship grades) were excluded. RESULTS Forty-two articles met specific inclusion criteria. Using these articles, a framework was created with two specific aims: (1) to allow applicants and programs to express or assess interest and (2) to foster objective review of unique applicant attributes, skills, experiences, and competencies that align with program mission and values. The following five innovative tools for recruitment were identified: preference signaling, secondary applications, standardized letters of recommendation, situational judgment testing, and surgical simulation. CONCLUSIONS As the number of applications continues to rise, strategies must be implemented to allow applicants and institutions to achieve better alignment or "fit," while also giving balanced consideration to all of an applicant's unique characteristics. A more holistic approach to applicant selection is a necessary tool in order to increase diversity and inclusion within the field of surgery.
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Affiliation(s)
- Jerica Tidwell
- Philadelphia College of Osteopathic Medicine, Philadelphia, Pennsylvania
| | - Mikhal Yudien
- University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania
| | - Hannah Rutledge
- Biomedical Library, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Kyla P Terhune
- Department of Surgery, Vanderbilt University School of Medicine, Nashville, Tennessee
| | - Jennifer LaFemina
- Department of Surgery, University of Massachusetts Chan Medical School, Worcester, Massachusetts
| | - Cary B Aarons
- Department of Surgery, University of Pennsylvania Perelman School of Medicine, Philadelphia, Pennsylvania.
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Tavares W, Hodwitz K, Rowland P, Ng S, Kuper A, Friesen F, Shwetz K, Brydges R. Implicit and inferred: on the philosophical positions informing assessment science. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:1597-1623. [PMID: 34370126 DOI: 10.1007/s10459-021-10063-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/04/2021] [Accepted: 07/25/2021] [Indexed: 06/13/2023]
Abstract
Assessment practices have been increasingly informed by a range of philosophical positions. While generally beneficial, the addition of options can lead to misalignment in the philosophical assumptions associated with different features of assessment (e.g., the nature of constructs and competence, ways of assessing, validation approaches). Such incompatibility can threaten the quality and defensibility of researchers' claims, especially when left implicit. We investigated how authors state and use their philosophical positions when designing and reporting on performance-based assessments (PBA) of intrinsic roles, as well as the (in)compatibility of assumptions across assessment features. Using a representative sample of studies examining PBA of intrinsic roles, we used qualitative content analysis to extract data on how authors enacted their philosophical positions across three key assessment features: (1) construct conceptualizations, (2) assessment activities, and (3) validation methods. We also examined patterns in philosophical positioning across features and studies. In reviewing 32 papers from established peer-reviewed journals, we found (a) authors rarely reported their philosophical positions, meaning underlying assumptions could only be inferred; (b) authors approached features of assessment in variable ways that could be informed by or associated with different philosophical assumptions; (c) we experienced uncertainty in determining (in)compatibility of philosophical assumptions across features. Authors' philosophical positions were often vague or absent in the selected contemporary assessment literature. Leaving such details implicit may lead to misinterpretation by knowledge users wishing to implement, build on, or evaluate the work. As such, assessing claims, quality and defensibility, may increasingly depend more on who is interpreting, rather than what is being interpreted.
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Affiliation(s)
- Walter Tavares
- The Wilson Centre, Temerty Faculty of Medicine, Department of Medicine, Institute for Health Policy, Management and Evaluation, University of Toronto/University Health Network, Toronto, Ontario, Canada.
| | - Kathryn Hodwitz
- Li Ka Shing Knowledge Institute, St. Michaels Hospital, Toronto, Ontario, Canada
| | - Paula Rowland
- The Wilson Centre, Temerty Faculty of Medicine, Department of Occupational Therapy and Occupational Science, University of Toronto/University Health Network, Toronto, Ontario , Canada
| | - Stella Ng
- The Wilson Centre, Temerty Faculty of Medicine, Department of Speech-Language Pathology, Temerty Faculty of Medicine, The Wilson Centre, University of Toronto, Centre for Faculty Development, Unity Health Toronto, Toronto, Ontario, Canada
| | - Ayelet Kuper
- The Wilson Centre, University Health Network/University of Toronto, Division of General Internal Medicine, Sunnybrook Health Sciences Centre, Department of Medicine, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Farah Friesen
- Centre for Faculty Development, Temerty Faculty of Medicine, University of Toronto at Unity Health Toronto, Toronto, Ontario, Canada
| | - Katherine Shwetz
- Department of English, University of Toronto, Toronto, Ontario, Canada
| | - Ryan Brydges
- The Wilson Centre, Temerty Faculty of Medicine, Department of Medicine, Unity Health Toronto, University of Toronto, Toronto, Ontario, Canada
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Incoll IW, Atkin J, Frank JR, Vrancic S, Khorshid O. Gender Associations with Selection into Australian Orthopaedic Surgical Training: 2007-2019. ANZ J Surg 2021; 91:2757-2766. [PMID: 34723445 DOI: 10.1111/ans.17320] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2021] [Revised: 09/15/2021] [Accepted: 09/26/2021] [Indexed: 12/01/2022]
Abstract
BACKGROUND Communities have better health outcomes when their clinicians reflect the diversity of the communities they serve. More than 50% of Australian medical school graduates are female, yet women represent less than 5% of Australian orthopaedic surgeons. Selection into orthopaedic surgical training in Australia is an annual, nation-wide process, based on curriculum vitae (CV), referee reports and performance in multiple mini-interviews (MMI). The influence of applicant gender on these selection scores was examined. METHODS The CV, referee reports and MMI scores used for selection for each year from 2007 to 2019 were analysed from the perspective of the applicant's gender. RESULTS Over the years of the study, male applicants had higher CV scores and referee report scores, which determined the gender proportions invited to interview. By contrast, the interview process and selection from interview did not demonstrate a gender association. CONCLUSION We describe the impact of selection tools, utilized over the past 13 years, on the gender diversity of trainees commencing orthopaedic surgery training in Australia. Leaders in postgraduate training should examine commonly used selection procedures to identify and reduce the unconscious biases that may affect their performance and value.
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Affiliation(s)
- Ian W Incoll
- Education and Training, Australian Orthopaedic Association, Sydney, New South Wales, Australia.,Faculty of Health and Medicine, University of Newcastle, Newcastle, New South Wales, Australia.,Graduate Programs in Surgical Education, University of Melbourne, Melbourne, Victoria, Australia
| | - Jodie Atkin
- Nikta Projects, Sydney, New South Wales, Australia
| | - Jason R Frank
- Specialty Education, Strategy and Standards, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada.,Department of Emergency Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Sindy Vrancic
- Education and Training, Australian Orthopaedic Association, Sydney, New South Wales, Australia.,Canberra Hospital, Canberra, ACT, Australia
| | - Omar Khorshid
- Education and Training, Australian Orthopaedic Association, Sydney, New South Wales, Australia.,Faculty of Medicine, Curtin University, Perth, Western Australia, Australia
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Lin CH, Chen MH, Tsai TC, Huang WJ. Difference in demographics and motivation to study medicine with respect to medical students' channel of admission: A national study. MEDICAL TEACHER 2021; 43:1025-1030. [PMID: 33784209 DOI: 10.1080/0142159x.2021.1902965] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Medical schools employ various tools to select suitable medical students (MS). This study investigated whether MS who were admitted through multiple mini-interviews (MMI) and MS who were admitted through Taiwan's Joint College Entrance Written Test (JCEWT) differed in their characteristics. METHODS AND SUBJECTS First-year MS from seven medical schools completed a semi-structured questionnaire that inquired into their channel of admission (MMI or JCEWT), gender, location (metropolitan or rural), high school type (public or private), parents' socioeconomic status (SES), and motivations to study medicine. RESULTS In total, 513 MS participated, 493 (96%) returned valid questionnaires, and 397 were enrolled in the study, (MMI group: 205 MS; JCEWT group: 192 MS). Irrespective of channel of admission, most MS came from metropolitan areas (80%-86%), belonged to high-SES families (73%-76%), and had mixed motivations (51%-96%). Female applicants, private school leavers, and those who were less motivated by the physician's SES were more likely to be selected through the MMI channel than the JCEWT channel. CONCLUSION Irrespective of the channels of entry, MS had similar demographics and motivations for studying medicine. MS selected through MMI had different characteristics than those selected through a JCEWT.
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Affiliation(s)
- Chyi-Her Lin
- Department of Pediatrics, E-Da Hospital, Kaohsiung, Taiwan, ROC
- Department of Pediatrics, College of Medicine, I-Shou University, Kaohsiung, Taiwan, ROC
- Department of Pediatrics, College of Medicine, National Cheng King University, Tainan, Taiwan, ROC
| | - Mei-Hua Chen
- Department of Pediatrics, College of Medicine, National Cheng King University, Tainan, Taiwan, ROC
| | - Tsuen-Chiuan Tsai
- Department of Humanities and Education, College of Medicine, Kaohsiung Medical University, Kaohsiung, Taiwan, ROC
- Department of Pediatrics, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan, ROC
| | - Williams J Huang
- Department of Urology, Faculty of Medicine, National Yang-Ming University, Taipei, Taiwan, ROC
- Department of Urology, Taipei Veterans General Hospital, Taipei, Taiwan, ROC
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Murray C, Mountford‐Zimdars A, Mattick K. Which disadvantaged students study medicine? Analysis of an English outreach scheme. Health Sci Rep 2021; 4:e264. [PMID: 33977155 PMCID: PMC8102056 DOI: 10.1002/hsr2.264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 02/03/2021] [Accepted: 02/08/2021] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND Students from disadvantaged backgrounds continue to be underrepresented in medical education. Widening participation (WP) or outreach schemes seek to increase diversity. Drawing on previously unexplored data from a scheme called Realising Opportunities in England, this study aimed to investigate which high-achieving socioeconomically disadvantaged students in a national WP scheme went on to study medicine at university. METHODS This retrospective longitudinal study analyzed data of 2665 16-year-olds on a WP scheme in England between 2010 and 2014. Descriptive statistics and logistic regression analyses investigated any differences between those that went on to study medicine and those that did not. Eligibility for studying medicine, student's neighborhood, gender, ethnicity, parent's higher education experience, exam attainment, interest in medicine, and their subject of choice for university at age 16 were considered. RESULTS Of the 1850 students who were tracked to a university destination, only 55 (3%) studied medicine. Participants with high exam results, female, Asian, and from neighborhoods of higher university entry were most likely to study medicine. In the multivariate model, only prior attainment and intention to study medicine predicted studying medicine. Three hundred and forty Realising Opportunities participants expressed interest in studying medicine at age 16, but 80 (24%) were found to have unrealistic aspirations based on their prior academic attainment. CONCLUSIONS Attainment and intention were key factors for predicting medicine enrolment among these outreach scheme participants. Some students interested in studying medicine had insufficient academic attainment to compete for medical school places. Efforts to equalize attainment and provide guidance for career choice are crucial factors for students from disadvantaged backgrounds.
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Kennedy AB, Riyad CNY, Gunn LH, Brown AG, Dunlap KB, Knutsen ME, Dahl AA. More Than Their Test Scores: Redefining Success with Multiple Mini-Interviews. MEDICAL SCIENCE EDUCATOR 2020; 30:1049-1060. [PMID: 34457767 PMCID: PMC8368390 DOI: 10.1007/s40670-020-01013-z] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Medical schools are shifting to a holistic approach for admissions. As non-cognitive abilities become more valued in the medical field and admissions become more competitive, multiple mini-interviews (MMI) are becoming increasingly common in selection criteria. The purpose of this article is to examine the relationship among admissions criteria to create a predictive model of acceptance to medical school. This article also aims to examine, among matriculated students, the relationship between MMI and traditional academic success, and the relationship between MMI scores and clinical competence and academic accolades. METHODS This longitudinal study followed a cohort of students from the MMI process through the first two pre-clinical years at a medical school in the southeastern USA. Multiple logistic regression with backward elimination variable selection was used to examine the relationship between admission criteria and acceptance. A multivariate multinomial ordered probit model was used to assess the relationship between MMI and traditional academic success among matriculated students. Simple linear regression models were used to assess relationships between MMI and Objective Structured Clinical Examination (OSCE) scores and honors nomination. RESULTS MMI are among eight significant predictors of acceptance. Among matriculated students, there were weak negative associations between MMI and traditional academic success; however, all but one relationship was statistically non-significant. There was not a significant association between MMI and OSCE scores or academic accolades. CONCLUSIONS While MMI can identify students with non-cognitive skills needed to be a good physician, continued assessment needs to be incorporated in their education.
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Affiliation(s)
- Ann Blair Kennedy
- Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | | | - Laura H. Gunn
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
- Faculty of Medicine, School of Public Health, Imperial College London, London, UK
| | - April Gant Brown
- Greenville HealthCare Simulation Center, University of South Carolina School of Medicine Greenville, Greenville, SC USA
| | - Kandyce Brooke Dunlap
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
| | | | - Alicia Anne Dahl
- Public Health Sciences, University of North Carolina at Charlotte, Charlotte, NC USA
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Langer T, Ruiz C, Tsai P, Adams U, Powierza C, Vijay A, Alvarez P, Beck Dallahan G, Rahangdale L. Transition to multiple mini interview (MMI) interviewing for medical school admissions. PERSPECTIVES ON MEDICAL EDUCATION 2020; 9:229-235. [PMID: 32833134 PMCID: PMC7459053 DOI: 10.1007/s40037-020-00605-0] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/23/2023]
Abstract
INTRODUCTION The 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. METHODS The 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. RESULTS The 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. DISCUSSION Based 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.
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Affiliation(s)
- Tessa Langer
- University of Illinois at Chicago College of Medicine, Chicago, IL, USA
| | - Colby Ruiz
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | - Perry Tsai
- University of Illinois at Chicago College of Medicine, Chicago, IL, USA
| | - Ursula Adams
- University of North Carolina School of Medicine, Chapel Hill, NC, USA
| | | | - Ammu Vijay
- The Ohio State University Wexner Medical Center, Columbus, OH, USA
| | - Paul Alvarez
- The Ohio State University Wexner Medical Center, Columbus, OH, USA
| | | | - Lisa Rahangdale
- University of North Carolina School of Medicine, Chapel Hill, NC, USA.
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Baker KD, Sabo RT, Rawls M, Feldman M, Santen SA. Versatility in multiple mini-interview implementation: Rater background does not significantly influence assessment scoring. MEDICAL TEACHER 2020; 42:411-415. [PMID: 31769328 DOI: 10.1080/0142159x.2019.1687867] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The medical school admissions process seeks to assess a core set of cognitive and non-cognitive competencies that reflect professional readiness and institutional mission alignment. The standardized format of multiple mini-interviews (MMIs) can enhance assessments, and thus many medical schools have switched to this for candidate interviews. However, because MMIs are resource-intensive, admissions deans use a variety of interviewers from different backgrounds/professions. Here, we analyze the MMI process for the 2018 admissions cycle at the VCU School of Medicine, where 578 applicants were interviewed by 126 raters from five distinct backgrounds: clinical faculty, basic science faculty, medical students, medical school administrative staff, and community members. We found that interviewer background did not significantly influence MMI evaluative performance scoring, which eliminates a potential concern about the consistency and reliability of assessment.
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Affiliation(s)
- Keith D Baker
- Department of Biochemistry and Molecular Biology, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Roy T Sabo
- Department of Biostatistics, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Meagan Rawls
- School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Moshe Feldman
- School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
| | - Sally A Santen
- Department of Emergency Medicine, School of Medicine, Virginia Commonwealth University, Richmond, VA, USA
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Abstract
PURPOSE Admissions criteria for physician assistant (PA) schools vary considerably, but they often involve a combination of academic measures, noncognitive "humanistic" qualities, and mission-related items. To address noncognitive attributes, some PA schools have implemented the multiple mini-interview (MMI) format developed at McMaster University in Canada. This research project looked at differences in interview scores by gender over 3 consecutive admissions cycles at one PA program. METHODS Three years of pre-existing de-identified data gathered as part of the routine admissions process were analyzed retrospectively using SPSS-v25. RESULTS Data were available for all interviewees for 2015, 2016, and 2017 (N = 350 total). Between-group differences were not statistically significant by gender. Reliability (Cronbach's α) was 0.865 for academic scoring and 0.694 for MMI scoring. DISCUSSION Analysis of 3 years of admissions data from a single program did not show evidence for gender bias in MMI scores. Although this result is reassuring, it requires continued monitoring and replication.
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Mian O, Hogenbirk JC, Marsh DC, Prowse O, Cain M, Warry W. Tracking Indigenous Applicants Through the Admissions Process of a Socially Accountable Medical School. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1211-1219. [PMID: 30730368 DOI: 10.1097/acm.0000000000002636] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/15/2023]
Abstract
PURPOSE To describe the admissions process and outcomes for Indigenous applicants to the Northern Ontario School of Medicine (NOSM), a Canadian medical school with the mandate to recruit students whose demographics reflect the service region's population. METHOD The authors examined 10-year trends (2006-2015) for self-identified Indigenous applicants through major admission stages. Demographics (age, sex, northern and rural backgrounds) and admission scores (grade point average [GPA], preinterview, multiple mini-interview [MMI], final), along with score-based ranks, of Indigenous and non-Indigenous applicants were compared using Pearson chi-square and Mann-Whitney tests. Binary logistic regression was used to assess the relationship between Indigenous status and likelihood of admission outcomes (interviewed, received offer, admitted). RESULTS Indigenous qualified applicants (338/17,060; 2.0%) were more likely to be female, mature (25 or older), or of northern or rural background than non-Indigenous applicants. They had lower GPA-based ranks than non-Indigenous applicants (P < .001) but had comparable preinterview-, MMI-, and final-score-based ranks across all admission stages. Indigenous applicants were 2.4 times more likely to be interviewed and 2.5 times more likely to receive an admission offer, but 3 times less likely to accept an offer than non-Indigenous applicants. Overall, 41/338 (12.1%) Indigenous qualified applicants were admitted compared with 569/16,722 (3.4%) non-Indigenous qualified applicants. CONCLUSIONS Increased representation of Indigenous peoples among applicants admitted to medical school can be achieved through the use of socially accountable admissions. Further tracking of Indigenous students through medical education and practice may help assess the effectiveness of NOSM's social accountability admissions process.
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Affiliation(s)
- Oxana Mian
- O. Mian is research associate, Centre for Rural and Northern Health Research, Laurentian University, Sudbury, Ontario, Canada. J.C. Hogenbirk is senior research associate, Centre for Rural and Northern Health Research, Laurentian University, Sudbury, Ontario, Canada; ORCID: http://orcid.org/0000-0003-0841-4657. D.C. Marsh is professor of clinical sciences, Northern Ontario School of Medicine, Laurentian University, Sudbury, Ontario, Canada; ORCID: https://orcid.org/0000-0002-8769-1785. O. Prowse is assistant dean for admissions, Northern Ontario School of Medicine, Laurentian University, Sudbury, Ontario, Canada. M. Cain is director of admissions and recruitment, Northern Ontario School of Medicine, Laurentian University, Sudbury, Ontario, Canada. W. Warry is currently director, Rural Health Initiatives, Memory Keepers Medical Discovery Team, and professor of family medicine and biobehavioral health, University of Minnesota, Duluth, Minnesota. At the time of writing, he was director, Centre for Rural and Northern Health Research, Laurentian University, Sudbury, Ontario, Canada
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Knorr M, Meyer H, Sehner S, Hampe W, Zimmermann S. 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. BMC MEDICAL EDUCATION 2019; 19:243. [PMID: 31269937 PMCID: PMC6610801 DOI: 10.1186/s12909-019-1674-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2019] [Accepted: 06/17/2019] [Indexed: 05/30/2023]
Abstract
BACKGROUND Sociodemographic 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. METHODS Between 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. RESULTS Young 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. CONCLUSIONS The 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.
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Affiliation(s)
- Mirjana Knorr
- Institute of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Hubertus Meyer
- Institute of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Susanne Sehner
- Institute of Medical Biometry and Epidemiology, University Medical Center Hamburg-Eppendorf (UKE), W34, Martinistraße 52, 20246 Hamburg, Germany
| | - Wolfgang Hampe
- Institute of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Stefan Zimmermann
- Institute of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
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Jerant A, Henderson MC, Griffin E, Hall TR, Kelly CJ, Peterson EM, Wofsy D, Franks P. Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools? ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1227-1233. [PMID: 29561273 DOI: 10.1097/acm.0000000000002223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
PURPOSE In single-school studies, multiple mini-interview (MMI) and traditional interview (TI) scores are associated with acceptance offers. Unexamined is whether scores at one school are associated with acceptance at other schools; such analyses would mitigate single-school design biases and better estimate how well interviews capture desired applicant attributes. Using data from the 5 California Longitudinal Evaluation of Admissions Practices (CA-LEAP) medical schools, the authors examined associations of MMI and TI scores with acceptance offers within and across schools. METHOD The analyses included applicants who interviewed at ≥1 CA-LEAP school during the 2011-2013 admissions cycles. Three CA-LEAP schools employed TIs and 2 employed MMIs. Interview scores were standardized (z scores: mean = 0, SD = 1), and associations with acceptance offers were examined within and across schools in analyses stratified by school, adjusting for applicant sociodemographics, academic metrics, year, and total number of interviews. RESULTS Of 4,993 applicants interviewed, 428 (8.6%) interviewed at both MMI schools, 681 (13.6%) at ≥2 TI schools, and 1,327 (26.6%) at ≥1 MMI and ≥1 TI school. For each school, acceptance was associated with interview score at that school and also with interview scores at the other 4 schools. Cross-school associations of MMI versus TI scores with acceptance did not differ statistically. CONCLUSIONS Interview score at a given school was associated with acceptance at the other 4 schools, with no significant differences in associations for MMIs versus TIs. The findings suggest both MMIs and TIs captured attributes valued by admissions teams across CA-LEAP schools.
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Affiliation(s)
- Anthony Jerant
- A. Jerant is professor and chair, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California. M.C. Henderson is professor, Division of General Medicine, Department of Internal Medicine, and associate dean, Admissions and Outreach, University of California, Davis, School of Medicine, Sacramento, California. E. Griffin is evaluation specialist, Research and Evaluation Outcomes Unit, University of California, Davis, School of Medicine, Sacramento, California. T.R. Hall is professor, Department of Radiology, and associate dean for admissions, David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California. C.J. Kelly is professor, Department of Medicine, and associate dean for admissions and student affairs, University of California, San Diego, School of Medicine, San Diego, California. E.M. Peterson is professor, Department of Pathology and Laboratory Medicine, and associate dean for admissions, University of California, Irvine, School of Medicine, Irvine, California. D. Wofsy is professor, Department of Medicine, and associate dean for admissions, University of California, San Francisco, School of Medicine, San Francisco, California. P. Franks is professor, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California
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Reiter H, Eva K. Vive la Différence: The Freedom and Inherent Responsibilities When Designing and Implementing Multiple Mini-Interviews. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:969-971. [PMID: 29095171 DOI: 10.1097/acm.0000000000002042] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The literature on multiple mini-interviews (MMIs) is replete with heterogeneous study results related to the constructs measured, correlations with other measures, and demographic relationships. Rather than view these results as contradictory, the authors ask, What if all of the results are correct? They point out that the MMI is not an assessment tool but, rather, an assessment method. Design and implementation of locally conducted MMIs in medical school admissions processes should reflect local needs. As with other local assessments, MMIs should be considered separate from nationally conducted assessments that reflect more universal competencies. With the freedom to exercise unique values in locally constructed MMIs, individual institutions, or small bands of like-minded institutions, in parallel carry the responsibility to ensure local assessment tool validity.
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Affiliation(s)
- Harold Reiter
- H. Reiter is professor, Department of Oncology, McMaster University, Hamilton, Ontario, Canada. K. Eva is professor, Department of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; ORCID: http://orcid.org/0000-0002-8672-2500
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Henderson MC, Kelly CJ, Griffin E, Hall TR, Jerant A, Peterson EM, Rainwater JA, Sousa FJ, Wofsy D, Franks P. Medical School Applicant Characteristics Associated With Performance in Multiple Mini-Interviews Versus Traditional Interviews: A Multi-Institutional Study. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1029-1034. [PMID: 29095170 DOI: 10.1097/acm.0000000000002041] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
PURPOSE To examine applicant characteristics associated with multiple mini-interview (MMI) or traditional interview (TI) performance at five California medical schools. METHOD Of the five California Longitudinal Evaluation of Admission Practices consortium schools, three used TIs and two used MMIs. Schools provided retrospective data on 2011-2013 admissions cycle interviewees: age, gender, race/ethnicity (underrepresented in medicine [UIM] or not), disadvantaged (DA) status, undergraduate GPA, Medical College Admission Test (MCAT) score, and interview score (standardized as z score; mean = 0; SD = 1). Adjusted linear regression analyses, stratified by interview type, examined associations with interview performance. RESULTS The 4,993 applicants who completed 7,516 interviews included 931 (18.6%) UIM and 962 (19.3%) DA individuals; 3,226 (64.6%) had only 1 interview. Mean age was 24.4 (SD = 2.7); mean GPA and MCAT score were 3.72 (SD = 0.22) and 33.6 (SD = 3.7), respectively. Older age, female gender, and number of prior interviews were associated with better performance on both MMIs and TIs. Higher GPA was associated with lower MMI scores (z score, per unit GPA = -0.26; 95% CI = -0.45, -0.06) but unrelated to TI scores. DA applicants had higher TI scores (z score = 0.17; 95% CI = 0.07, 0.28) but lower MMI scores (z score = -0.18; 95% CI = -0.28, -0.08) than non-DA applicants. Neither UIM status nor MCAT score was associated with interview performance. CONCLUSIONS These findings have potentially important workforce implications, particularly regarding MMI performance of DA applicants, and illustrate the need for other multi-institutional studies.
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Affiliation(s)
- Mark C Henderson
- M.C. Henderson is professor, Department of Internal Medicine, and associate dean for admissions, University of California, Davis, School of Medicine, Sacramento, California. C.J. Kelly is professor, Department of Medicine, and associate dean for admissions and student affairs, University of California, San Diego, School of Medicine, San Diego, California. E.J. Griffin is lead medical education evaluator, Office of Medical Education, University of California, Davis, School of Medicine, Sacramento, California. T.R. Hall is professor, Department of Radiology, and associate dean for admissions, David Geffen School of Medicine at UCLA, Los Angeles, California. A. Jerant is professor, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California. E.M. Peterson is professor, Department of Pathology, and associate dean for admissions, University of California, Irvine, School of Medicine, Irvine, California. J.A. Rainwater is director of evaluation, Schools of Health and Clinical and Translational Science Center, University of California, Davis, School of Medicine, Sacramento, California. F.J. Sousa is assistant dean for admissions, University of California, Davis, School of Medicine, Sacramento, California. D. Wofsy is professor, Department of Medicine, and associate dean for admissions, University of California, San Francisco, School of Medicine, San Francisco, California. P. Franks is professor, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California
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Knorr M, Schwibbe A, Ehrhardt M, Lackamp J, Zimmermann S, Hampe W. Validity evidence for the Hamburg multiple mini-interview. BMC MEDICAL EDUCATION 2018; 18:106. [PMID: 29754583 PMCID: PMC5950198 DOI: 10.1186/s12909-018-1208-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Accepted: 04/20/2018] [Indexed: 05/28/2023]
Abstract
BACKGROUND Multiple mini-interviews (MMI) become increasingly popular for the selection of medical students. In this work, we examine the validity evidence for the Hamburg MMI. METHODS We conducted three follow-up studies for the 2014 cohort of applicants to medical school over the course of two years. We calculated Spearman's rank correlation (ρ) between MMI results and (1) emotional intelligence measured by the Trait Emotional Intelligence Questionnaire (TEIQue-SF) and the Situational Test of Emotion Management (STEM), (2) supervisors' and practice team members' evaluations of psychosocial competencies and suitability for the medical profession after a one-week 1:1 teaching in a general practice (GP) and (3) objective structured clinical examination (OSCE) scores. RESULTS There were no significant correlations between MMI results and the TEIQue-SF (ρ = .07, p > .05) or the STEM (ρ = .05, p > .05). MMI results could significantly predict GP evaluations of psychosocial competencies (ρ = .32, p < .05) and suitability for the medical profession (ρ = .42, p < .01) as well as OSCE scores (ρ = .23, p < .05). The MMI remained a significant predictor of these outcomes in a robust regression model including gender and age as control variables. CONCLUSIONS Our findings suggest that MMIs can measure competencies that are relevant in a practical context. However, these competencies do not seem to be related to emotional intelligence as measured by self-report or situational judgement test.
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Affiliation(s)
- Mirjana Knorr
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Anja Schwibbe
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Maren Ehrhardt
- Department of General Practice / Primary Care, University Medical Center Hamburg-Eppendorf (UKE), W37, Martinistraße 52, 20246 Hamburg, Germany
| | - Janina Lackamp
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Stefan Zimmermann
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
| | - Wolfgang Hampe
- Department of Biochemistry and Molecular Cell Biology, University Medical Center Hamburg-Eppendorf (UKE), N30, Martinistraße 52, 20246 Hamburg, Germany
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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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Groothuizen JE, Callwood A, Gallagher A. What is the value of Values Based Recruitment for nurse education programmes? J Adv Nurs 2017; 74:1068-1077. [PMID: 29193210 DOI: 10.1111/jan.13512] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/13/2017] [Indexed: 11/30/2022]
Abstract
AIM A discussion of issues associated with Values Based Recruitment (VBR) for nurse education programmes. BACKGROUND Values Based Recruitment is a mandatory element in selection processes of students for Higher Education healthcare courses in England, including all programmes across nursing. Students are selected on the basis that their individual values align with those presented in the Constitution of the National Health Service. However, there are issues associated with the use of values as selection criteria that have been insufficiently addressed. These are discussed. DESIGN Discussion paper. DATA SOURCES This article is based on documents published on the website of the executive body responsible for the implementation of a policy regarding VBR in Higher Education Institutions up until June 2017 and our evaluation of the conceptualisation of VBR, underpinned by contemporary theory and literature. IMPLICATIONS FOR NURSING Values Based Recruitment influences who is accepted onto a nurse education programme, but there has been limited critical evaluation regarding the effectiveness of employing values as selection criteria. Values are subject to interpretation and evidence regarding whether or how VBR will improve practice and care is lacking. The issues discussed in this article show that Higher Education Institutions offering nursing courses, whether in England or in other countries, should be critical and reflective regarding the implementation of VBR methods. CONCLUSION We call for a debate regarding the meaning and implications of VBR and further research regarding its validity and effectiveness.
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Affiliation(s)
- Johanna E Groothuizen
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
| | - Alison Callwood
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
| | - Ann Gallagher
- School of Health Sciences, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
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