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Relationship between Student Performances in Non-Cognitive Skills in Multiple Mini Interview and Integrated Practical
Ayesha Rauf1, Ali Tayyab2, Amena Masrur2
1Department of Health Professional Education, Shifa College of Medicine, Shifa Tameer-e-Millat University, Islamabad.
Summary
Student performance in non-cognitive skills, assessed via the Multiple Mini Interview (MMI) and Integrated Practical Examination (IPE), showed a significant positive correlation. This suggests consistency in evaluating these crucial medical student skills.
Area of Science:
- Medical Education
- Assessment of Non-Cognitive Skills
Background:
- Non-cognitive skills are vital for medical professionals.
- Assessing these skills requires reliable evaluation methods.
- The Multiple Mini Interview (MMI) and Integrated Practical Examination (IPE) are used in medical training.
Purpose of the Study:
- To examine the relationship between student performance in non-cognitive skills during the MMI and IPE.
- To determine if MMI scores correlate with IPE scores in first-year medical students.
Main Methods:
- A cross-sectional observational study was conducted.
- Student communication skills scores from an 8-station MMI were compared with their communication skills scores in the first IPE.
- Pearson's Correlation was used to analyze the relationship between MMI and IPE scores, with statistical significance set at p<0.05.
Main Results:
- A statistically significant positive correlation (p<0.001) was found between MMI and IPE scores.
- The Pearson's correlation coefficient was 0.52.
- Mean scores were 130.38 ±9.90 for MMI and 79.96 ±19.74 for IPE.
Conclusions:
- Student performance in non-cognitive skills demonstrates a positive correlation between the MMI and IPE.
- This suggests that both assessment methods may effectively evaluate similar non-cognitive competencies in medical students.
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