Seven ways to get a grip on preparing for and executing an inclusive virtual multiple mini interview.

Area of Science:

• Medical education
• Admissions processes
• Health equity

Background:

• COVID-19 restrictions necessitated a rapid shift to virtual interviews in medical school admissions.
• The transition to virtual Multiple Mini Interviews (V-MMI) has been widely discussed regarding process and benefits.
• Less attention has been paid to the impact of V-MMI on representation from underrepresented groups.

Purpose of the Study:

• To examine the equity implications of virtual Multiple Mini Interviews (V-MMI) in medical school admissions.
• To identify potential unintended consequences of V-MMI on diversity and inclusion.
• To provide actionable recommendations for optimizing V-MMI to ensure equitable applicant and assessor engagement.

Main Methods:

• Qualitative analysis of the shift to virtual interview formats.
• Review of existing literature on V-MMI and its impact on underrepresented groups.
• Development of practical recommendations based on equity considerations.

Main Results:

• The shift to V-MMI may inadvertently create barriers for underrepresented applicants.
• Specific equity issues may affect applicant and assessor engagement and success in virtual settings.
• Seven actionable recommendations are proposed to address these equity concerns.

Conclusions:

• Medical schools must proactively address equity in V-MMI to avoid exacerbating representation gaps.
• Implementing practical strategies can optimize virtual interview processes for greater inclusivity.
• The recommendations can be adapted for residency matching and other health professions education programs.