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Vanaja Sabesan, Louise Young, Karen Carlisle, Venkat Vangaveti, Tung Vu, Ansmarie Van Erp & Nitin Kapur. (2023) Effects of candidates’ demographics and evaluation of the virtual Multiple Mini Interview (vMMI) as a tool for selection into paediatric training in Queensland. Medical Teacher 45:10, pages 1148-1154.
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Avik Chatterjee, Spencer Dunleavy, Tiffany Gonzalez, Jalen Benson, Lori Henault, Alexander MacIntosh, Kristen Goodell, Robert Witzburg & Michael Paasche-Orlow. (2023) Health professions school applicant experiences of discrimination during interviews. Medical Teacher 45:5, pages 532-541.
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Vanaja Sabesan, Nitin Kapur, Kylie Zemanek, David Levitt, Tung Vu & Ansmarie Van Erp. (2022) Implementation and evaluation of virtual multiple mini interviews as a selection tool for entry into paediatric postgraduate training: A Queensland experience. Medical Teacher 44:1, pages 87-94.
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Amie Bingham, Belinda O’Sullivan, Danielle Couch, Samuel Cresser, Matthew McGrail & Laura Major. (2021) How rural immersion training influences rural work orientation of medical students: Theory building through realist evaluation. Medical Teacher 43:12, pages 1398-1405.
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Chyi-Her Lin, Mei-Hua Chen, Tsuen-Chiuan Tsai & Williams J. Huang. (2021) Difference in demographics and motivation to study medicine with respect to medical students’ channel of admission: A national study. Medical Teacher 43:9, pages 1025-1030.
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Jennifer Cleland, Jowe Chu, Samuel Lim, Jamie Low, Naomi Low-Beer & Tong Kiat Kwek. (2020) COVID 19: Designing and conducting an online mini-multiple interview (MMI) in a dynamic landscape. Medical Teacher 42:7, pages 776-780.
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Simon M. Breil, Boris Forthmann, Anike Hertel-Waszak, Helmut Ahrens, Britta Brouwer, Eva Schönefeld, Bernhard Marschall & Mitja D. Back. (2020) Construct validity of multiple mini interviews – Investigating the role of stations, skills, and raters using Bayesian G-theory. Medical Teacher 42:2, pages 164-171.
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Narendra Kumar, Shailaja Bhardwaj & Eqram Rahman. (2018) Multiple mini-interview as a predictor of performance in the objective structured clinical examination among Physician Associates in the United Kingdom: a cohort study. Advances in Medical Education and Practice 9, pages 239-245.
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Carol A. Terregino, H. Liesel Copeland, Sonia Garcia Laumbach, Daniel Mehan, Dana Dunleavy & Thomas Geiger. (2018) 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. Medical Teacher 40:12, pages 1300-1305.
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Simonne Tryb. (2018) Multiple mini interviews (MMI): A perspective on the first year of MMI at Brighton and Sussex Medical School. Medical Teacher 40:2, pages 205-206.
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Chris Roberts, Priya Khanna, Louise Rigby, Emma Bartle, Anthony Llewellyn, Julie Gustavs, Libby Newton, James P. Newcombe, Mark Davies, Jill Thistlethwaite & James Lynam. (2018) Utility of selection methods for specialist medical training: A BEME (best evidence medical education) systematic review: BEME guide no. 45. Medical Teacher 40:1, pages 3-19.
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Kyong-Jee Kim & Bum Sun Kwon. (2018) Does the sequence of rotations in Multiple Mini Interview stations influence the candidates’ performance?. Medical Education Online 23:1.
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Durval Anibal Daniel-Filho, Elda Maria Stafuzza Gonçalves Pires, Angela Tavares Paes, Eduardo Juan Troster, Simone Cristina Azevedo B. S. Silva, Mariana Fachini Granato, Thomaz Bittencourt Couto, Joyce Kelly Silva Barreto, Alexandre Holthausen Campos, Julio C. Martins Monte & Claudio Schvartsman. (2017) First experience with multiple mini interview for medical school admission in Brazil: Does it work in a different cultural scenario?. Medical Teacher 39:10, pages 1033-1039.
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Jacqueline E. McLaughlin, David Singer & Wendy C. Cox. (2017) Candidate Evaluation Using Targeted Construct Assessment in the Multiple Mini-Interview: A Multifaceted Rasch Model Analysis. Teaching and Learning in Medicine 29:1, pages 68-74.
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Eliot L. Rees, Ashley W. Hawarden, Gordon Dent, Richard Hays, Joanna Bates & Andrew B. Hassell. (2016) Evidence regarding the utility of multiple mini-interview (MMI) for selection to undergraduate health programs: A BEME systematic review: BEME Guide No. 37. Medical Teacher 38:5, pages 443-455.
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Sumer Madani Alaki, Lana A. Shinawi, Ibrahim Yamani, Mona H. A. Hassan, Ara Tekian & Yoon Soo Park. (2016) Gathering validity evidence in the use of multiple mini-interviews as an admission tool for dental students: Preliminary evidence from Saudi Arabia. Medical Teacher 38:sup1, pages S45-S51.
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Allan Pau, Yu Sui Chen, Verna Kar Mun Lee, Chew Fei Sow & Ranjit De Alwis. (2016) What does the multiple mini interview have to offer over the panel interview?. Medical Education Online 21:1.
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Celia A. Taylor, Kathryn E. Green & Austen Spruce. (2015) Evaluation of the effect of socio-economic status on performance in a Multiple Mini Interview for admission to medical school. Medical Teacher 37:1, pages 59-63.
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Mike K.P. So, Amanda M.Y. Chu & Agnes Tiwari. (2023) Interviewer bias when using multiple mini-interviews in selecting student nurses in a Chinese setting. Nurse Education Today 121, pages 105676.
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Cédric Villain, Catherine Passirani, Yamina Gouel, Nicolas Lerolle, Annie BENHAIM & Emmanuel Touzé. (2023) Mini-entretiens multiples : un outil pour la réforme de l’accès aux études en santé en France. Pédagogie Médicale 24:1, pages 51-59.
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Anthony JerantMark C. HendersonErin GriffinTheodore R. HallCarolyn J. KellyEllena M. PetersonDavid WofsyPeter Franks. (2018) Do Multiple Mini-Interview and Traditional Interview Scores Differ in Their Associations With Acceptance Offers Within and Across Five California Medical Schools?. Academic Medicine 93:8, pages 1227-1233.
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