How good are we at selecting students that meet our mission? Outcomes of the 2011 and 2012 entering classes selected by a locally developed multiple mini interview

Abstract

Background: Can a locally developed multiple mini interview (MMI) process lead to outcomes reflective of local values and mission?

Methods: In 2017, the authors performed a retrospective analysis of the relationship of MMI with multiple-choice-based outcomes and non-multiple-choice-based outcomes, including clerkship competencies, OSCE, scholarship/service/leadership, academic honor society induction, peer and faculty humanism nominations, and overall performance at graduation for two entering classes with acceptance decisions based exclusively on a locally developed MMI.

Results: There was no association between MMI and performance on multiple-choice-based examinations. For other outcomes, the effect size of MMI for OSCE was small and leadership/service and scholarship did not correlate with MMI score. For clerkship competencies, there was medium effect size for patient care, practice-based learning and improvement, interpersonal and communication skills, and cultural competence. Highest and lowest quartile MMI scorers were no different in academic honor society induction; however, top quartile MMI scorers received more humanism votes versus last quartile and were more likely rated outstanding or excellent graduates.

Conclusions: Local development of MMI and of admissions processes with sole reliance on MMI for final acceptance decisions will not affect academic preparation/medical school performance in multiple-choice-based assessments but can lead to locally desired attributes in students.

Acknowledgements

The authors would like to thank Meryle R. Kramer, MA, former admissions officer and Bruce Fisher, MD, clinical professor of medicine, for their constant support and encouragement for the new admissions process.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Multiple Mini Interview (MMI): Is an OSCE-style exercise consisting of multiple, focused encounters. It is intended to assess many of the cognitive and non-cognitive skills that are currently assessed (inadequately) by the personal interview. Its specific advantage is that multiple interviews should dilute the effect of chance and interviewer/situational biases.”

Eva KW, Rosenfeld J, Reitger HI, Norman GR. An admissions OSCE: the multiple mini-interview. Med Educ. 2004. DOI: 10.1046/j.1365-2923.2004.01776.x

Notes on contributors

Carol A. Terregino, MD, Professor of Medicine, is Senior Associate Dean for Education and Associate DEan for Admissions, Rutgers Robert Wood Johnson Medical School, Piscataway, NJ.

H. Liesel Copeland, PhD, is the Director of medical education and admissions, Rutgers Robert Wood Johnson Medical School, Piscataway, NJ.

Sonia Garcia Laumbach, MD, is an Assistant Professor of Family Medicine and Community Health, is Assistant Dean for student affairs Rutgers Robert Wood Johnson Medical School, Piscataway, NJ.

Daniel Mehan, PhD, is an Assistant Professor of Medicine, is an Assistant Dean for Student Affairs, Rutgers Robert Wood Johnson Medical School, Piscataway, NJ.

Dana Dunleavy, PhD, is the Director of admissions and selection research and development, Association of American Medical Colleges, Washington DC.

Thomas Geiger, MA, is a research specialist admissions initiative, Association of American Medical Colleges, Washington, DC.