Twelve tips for constructing a multiple mini-interview

Abstract

Health professions the world over value various competencies in their practitioners that are not easily captured by academic measures of performance. As a result, many programs have begun using multiple mini-interviews (MMIs) to facilitate the selection of candidates who are most likely to demonstrate and further develop such qualities. In this twelve-tips article, the authors offer evidence- and experience-based advice regarding how to construct an MMI that is fit for purpose. The tips are provided chronologically, offering guidance regarding how one might conceptualize their goals for creating an MMI, how to establish a database of stations that are context appropriate, and how to prepare both candidates and examiners for their task. While MMIs have been shown to have utility in many instances, the authors urge caution against over-generalization by stressing the importance of post-MMI considerations including data monitoring and integration between one’s admissions philosophy and one’s curricular efforts.

Disclosure statement

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

Additional information

Notes on contributors

Kevin W. Eva

Kevin W. Eva, PhD, is a Senior Scientist and Associate Director in the Centre for Health Education Scholarship, Professor and Director of Educational Research and Development in the Department of Medicine at the University of British Columbia, Vancouver, Canada.

Catherine Macala

Catherine Macala, BCom, MA, is an Admissions Manager for the MD Undergraduate Admissions Office at the University of British Columbia, Vancouver, Canada.

Bruce Fleming

Bruce Fleming, MD, is a Past Associate Dean Admissions for the MD Undergraduate Program, Clinical Associate Professor in the Department of Emergency Medicine at the University of British Columbia, Vancouver, Canada.