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Related Experiment Video

Updated: May 7, 2025

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Professional judgement: a social practice perspective on a multiple mini-interview for specialty training selection.

Chris Roberts1, Annette Burgess2, Karyn Mossman3

  • 1School of Medicine and Population Health, Division of Medicine, The University of Sheffield, Sheffield, UK. chris.roberts@sheffield.ac.uk.

BMC Medical Education
|January 4, 2025
PubMed
Summary

Interviewers in the multiple-mini-interview (MMI) balance rules with expertise, engage in shared meaning-making, and foster professional growth. This study reveals how these high-stakes selection processes enhance interviewer development and fairness.

Keywords:
Multiple-mini-interviewPerformance assessmentPostgraduateProfessional judgmentProfessionalismSelectionSocial learningSpecialty trainingWork-based assessment

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Area of Science:

  • Medical Education
  • Assessment and Evaluation
  • Professional Development

Background:

  • Interviewers' judgments are crucial in high-stakes selection, particularly the multiple-mini-interview (MMI).
  • Existing research often emphasizes psychometrics and rater subjectivity in selection processes.
  • This study explores interviewer judgment formation in specialty postgraduate training selection using an interpretivist and socio-constructivist approach.

Purpose of the Study:

  • To investigate the nuanced processes and underlying reasons for interviewer judgment-making in high-stakes MMI settings.
  • To understand how interviewers navigate institutional guidelines and personal expertise during candidate assessment.
  • To explore the role of social construction and shared meaning in interviewer decision-making.

Main Methods:

  • Employed an institutional observational approach to study MMI interviewers' work processes.
  • Collected data through document analysis, observations of interviewer training and candidate interactions, and informal interviews.
  • Utilized a data analysis approach balancing description with interpretation of interviewer actions and behaviors.

Main Results:

  • Identified three key themes: balancing rules and agency, participating in moderation and shared meaning-making, and fostering a culture of reflexivity and professional growth.
  • Interviewers integrated institutional rules with personal expertise, demonstrating nuanced judgment.
  • Shared meaning-making through dialogue and moderation allowed for diverse candidate performance perspectives, leading to interviewer professional growth.

Conclusions:

  • MMI interviewer judgment involves a dynamic interplay between structured protocols and individual expertise within a social construct.
  • Findings contribute to advancing the design of valid and fair selection tools for postgraduate training.
  • MMIs serve not only as selection instruments but also as platforms for interviewer professional development and growth.