Assessment of applicants to the veterinary curriculum using a multiple mini-interview method

Area of Science:

• Veterinary Medical Education
• Admissions Assessment
• Psychometrics

Background:

• Traditional admissions processes often struggle to evaluate noncognitive attributes crucial for veterinary professionals.
• The University of Calgary Faculty of Veterinary Medicine (UCVM) sought a robust method to assess applicant suitability beyond academic metrics.
• Standardized assessment tools are needed to ensure fairness and predict success in veterinary medicine.

Purpose of the Study:

• To develop, implement, and psychometrically evaluate the Multiple Mini-Interview (MMI) for UCVM admissions.
• To assess the reliability, validity, and acceptability of the MMI in evaluating noncognitive attributes of veterinary applicants.
• To determine if MMI scores correlate with academic performance (GPA).

Main Methods:

• MMI scenarios were developed based on a review of veterinary school assessment practices and UCVM objectives.
• 110 applicants underwent assessment at five stations, with two interviewers per station using a standardized 1-5 rating scale.
• Psychometric properties, including reliability (G-coefficient) and validity, were analyzed. Correlations with GPA were examined.

Main Results:

• The MMI demonstrated good reliability (G-coefficient=0.88) and evidence of validity.
• MMI scores showed no significant correlation with applicant grade-point averages (r=0.12, p=0.22).
• Both applicants and interviewers found the MMI process acceptable, despite no prior experience with the format.

Conclusions:

• The MMI is a reliable and valid tool for assessing noncognitive attributes in veterinary medical school admissions.
• The MMI provides a distinct measure of applicant suitability, independent of academic performance.
• The MMI format is acceptable to both applicants and interviewers, supporting its use in admissions.