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Related Experiment Video

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Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

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Published on: January 7, 2019

Experiences of the multiple mini-interview: a qualitative analysis.

Koshila Kumar¹, Chris Roberts, Imogene Rothnie

¹Office of Postgraduate Medical Education, University of Sydney, New South Wales 2006, Australia. k.kumar@usyd.edu.au

Medical Education

|April 2, 2009

Summary

Multiple mini-interviews (MMIs) are a key part of medical school selection. This study explored candidate and interviewer experiences, revealing insights into perceptions of standardized, scenario-based assessments and desired attributes for evaluation.

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Area of Science:

Medical Education Research
Admissions Processes
Qualitative Study Design

Background:

Multiple mini-interviews (MMIs) are increasingly adopted for high-stakes medical school admissions.
Limited research exists on candidate and interviewer experiences with the MMI process.
This study addresses the gap by examining participant perspectives in graduate-entry medical school selection.

Purpose of the Study:

To investigate candidate and interviewer experiences and understandings of the Multiple Mini-Interview (MMI) process.
To identify key themes related to the structure and content of MMIs in medical school admissions.
To provide recommendations for improving the MMI process's credibility and acceptability.

Main Methods:

Qualitative data collected via focus groups (n=6 interviewers) and surveys (n=442 candidates, n=75 interviewers).
Framework analysis employed for data analysis, involving multiple researchers (n=3) for theme development.
A thematic framework was established to code the complete dataset, capturing content-related themes.

Main Results:

Identified participant perspectives on one-to-one interviews and multiple assessment opportunities.
Revealed insights into standardized, scenario-based interviews and the concept of a 'mini-interview'.
Highlighted views on attributes currently assessed by MMIs and suggestions for assessing additional attributes.

Conclusions:

Enhanced understanding of participant experiences in a high-stakes graduate-entry medical school selection process.
Findings discussed in relation to existing literature on medical admissions.
Recommendations proposed to align participant expectations and improve MMI credibility and acceptability.