Impact of sociodemographic characteristics of applicants in multiple mini-interviews

Abstract

Background: Multiple mini-interviews (MMI) are commonly used for medical school admission. This study aimed to assess if sociodemographic characteristics are associated with MMI performance, and how they may act as barriers or enablers to communication in MMI.

Methods: This mixed-method study combined data from a sociodemographic questionnaire, MMI scores, semi-structured interviews and focus groups with applicants and assessors. Quantitative and qualitative data were analyzed using multiple linear regression and a thematic framework analysis.

Results: 1099 applicants responded to the questionnaire. A regression model (R²=0.086) demonstrated that being age 25–29 (β = 0.11, p = 0.001), female and a French-speaker (β = 0.22, p = 0.003) were associated with better MMI scores. Having an Asian-born parent was associated with a lower score (β = −0.12, p < 0.001). Candidates reporting a higher family income had higher MMI scores. In the qualitative data, participants discussed how maturity and financial support improved life experiences, how language could act as a barrier, and how ethnocultural differences could lead to misunderstandings.

Conclusion: Age, gender, ethnicity, socioeconomic status and language seem to be associated with applicants’ MMI scores because of perceived differences in communications skills and life experiences. Monitoring this association may provide guidance to improve fairness of MMI stations.

Acknowledgements

The authors would like to thank Dr. Julie-Anne Buckland for her help with data collection and initial project planning in 2014. Thanks to Dr. Albaka Ag-Bazet who also provided comments for the questionnaire content. Special thanks to Mrs. Ive Cartier who did proof-reading of the translated quotes.

Disclosure statement

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

Glossary

Socioeconomic status (SES)

Socioeconomic status is commonly conceptualized as the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation.

American Psychological Association. [Internet]. Socioeconomic status; [cited 2016 October 7]. Available from: http://www.apa.org/topics/socioeconomic-status/

Notes on contributors

Jean-Michel Leduc, MD, MMEd, FRCPC, is a medical microbiologist and infectious diseases specialist, and is associate clinical professor at Université de Montréal. He has recently completed a Master’s in Medical Education from the University of Dundee and has a research interest in the impact of admission tools on diversity.

Richard Rioux, MA, is a Senior Lecturer and PhD Student in Health and Society. He has completed a Master’s in Health Communication from Université du Québec à Montréal. His research interests are environmental and occupational health, specifically medical resident’s well-being and coping strategies during residency.

Robert Gagnon, MPsy, is a psychometrician and is head of the Assessment and Evaluation Office of Université de Montréal’s Faculty of Medicine. He has worked in the medical field for many years. His research interests are mainly in the domains of development and validation of tests and assessment programs.

Christian Bourdy, MD, a general physician, is an associate professor at Université de Montréal and former vice-dean for undergraduate medical education. He is the chair of Université de Montréal admission committee and has been responsible since 2008 of the development and implementation of MMI across the three French Canadian Medical Schools.

Ashley Dennis, PhD, is a Lecturer at the Center for Medical Education at the University of Dundee with a background in psychology. Her research and pedagogical interests center on how educational structures support health professionals’ development of resiliency and coping skills as they progress through their training.