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Addressing the Diversity-Validity Dilemma Using Situational Judgment Tests.

Fern R Juster1, Robin Camhi Baum, Christopher Zou

  • 1F.R. Juster was senior associate dean and associate professor of clinical pediatrics, New York Medical College School of Medicine, Valhalla, New York, at the time of this study. She is currently senior associate dean emeritus, New York Medical College School of Medicine, Valhalla, New York, and graduate student, Health Sciences Education Master's Program, David Braley Health Science Centre, McMaster University, Hamilton, Ontario, Canada. R.C. Baum is assistant dean of admissions, New York Medical College School of Medicine, Valhalla, New York. C. Zou is research scientist, Altus Assessments, Toronto, Ontario, Canada. D. Risucci is assistant dean for assessment and evaluation and professor of surgery, New York Medical College School of Medicine, Valhalla, New York. A. Ly is former director of analytics, Academic Administration, New York Medical College School of Medicine, Valhalla, New York. H. Reiter is professor, Department of Oncology, McMaster University, Hamilton, Ontario, Canada. D.D. Miller is former dean and professor of medicine, New York Medical College School of Medicine, Valhalla, New York. K.L. Dore is associate professor of medicine, McMaster University, Hamilton, Ontario, Canada.

Academic Medicine : Journal of the Association of American Medical Colleges
|April 30, 2019
PubMed
Summary

Situational Judgment Tests (SJTs) and Multiple Mini-Interviews (MMIs) show smaller demographic score differences than traditional academic assessments. Including SJTs in medical school admissions may increase diversity among interviewed applicants.

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Area of Science:

  • Medical Education Research
  • Admissions Assessment
  • Health Equity

Background:

  • Traditional medical school admissions rely heavily on academic metrics like GPA and MCAT, which may perpetuate existing demographic disparities.
  • Non-academic assessments, such as Situational Judgment Tests (SJTs) and Multiple Mini-Interviews (MMIs), are increasingly explored to provide a more holistic evaluation.
  • Understanding the demographic implications of different assessment tools is crucial for promoting diversity and inclusion in medical education.

Purpose of the Study:

  • To compare score differences across demographic groups for academic (GPA, MCAT) and non-academic (SJT, MMI) medical school admissions measures.
  • To analyze the potential impact of incorporating SJTs into the screening process on the diversity of the applicant interview pool.

Main Methods:

  • Analysis 1: Calculated effect sizes (Cohen d) for GPA, old MCAT, MCAT 2015, CASPer (an online SJT), and MMI across gender, race, ethnicity, and socioeconomic status (SES) using data from 9,096 applicants.
  • Analysis 2: Conducted simulations to estimate the effect of varying weightings of GPA, MCAT, and CASPer scores on the inclusion of underrepresented in medicine (UIM) applicants in the interview pool.

Main Results:

  • SJTs (CASPer) and MMIs demonstrated significantly smaller or reversed group differences compared to academic assessments (MCAT, GPA) across most demographic variables.
  • Simulations indicated that increased weighting of CASPer scores could enhance gender, racial, and ethnic diversity in the interview pool, with mixed results for low-SES applicants.
  • Group differences in academic measures like GPA and MCAT were generally larger than those observed in SJTs and MMIs.

Conclusions:

  • The integration of SJTs into medical school admissions processes holds promise for improving access for various underrepresented in medicine (UIM) groups.
  • Non-academic assessments may offer a more equitable pathway for evaluating a diverse range of applicants compared to solely relying on traditional academic metrics.
  • Further research is warranted to optimize the use of SJTs and MMIs to foster a more diverse and representative future physician workforce.