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Applicant Demographics and Multiple Mini Interview Performance at a Medical School Over 5 Years.

Trevonne M Thompson^1,2, Yoon Soo Park², Monica Vela^2,3

¹Department of Emergency Medicine, University of Illinois College of Medicine, Chicago.

JAMA Network Open

|April 22, 2026

Summary

This summary is machine-generated.

Multiple mini interview (MMI) performance varied across demographic groups. Black or African American applicants and women scored higher, while White and disadvantaged applicants scored lower, highlighting potential biases in medical school admissions.

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Area of Science:

Medical Education
Sociology of Education
Health Equity

Background:

The Multiple Mini Interview (MMI) is a key component of medical school admissions, aiming for holistic applicant evaluation.
Limited research exists on how sociodemographic characteristics influence MMI performance.
Understanding these differences is crucial for ensuring equitable admissions processes.

Purpose of the Study:

To investigate disparities in MMI performance among medical school applicants based on race, ethnicity, age, gender, and socioeconomic status.
To identify specific demographic groups that may be advantaged or disadvantaged in the MMI process.

Main Methods:

A retrospective cross-sectional study analyzed MMI data from 3447 applicants at a US public medical school (2020-2024).
Statistical analyses included t-tests for bivariate comparisons and multiple linear regression to assess associations between demographic variables and MMI scores.

Main Results:

Overall mean MMI score was 3.77 (SD 0.43).
Black or African American applicants and women achieved higher MMI scores compared to other groups.
White applicants and those with disadvantaged status scored lower.
Specific interactions were observed, such as younger American Indian/Alaskan Native applicants scoring higher, while men and disadvantaged Asian, Black, White, and Hispanic/Latino applicants tended to score lower.

Conclusions:

Significant differences in MMI performance exist across various sociodemographic groups.
These findings underscore the need to critically evaluate the MMI's role in holistic admissions and address potential biases.
Further research is warranted to refine MMI protocols for greater equity in medical school selection.