University of Dundee, UK.
Med Teach. 2012;34(4):297-304. doi: 10.3109/0142159X.2012.652706.
The multiple mini-interview (MMI) is a new interview process that Dundee Medical School has recently adopted to assess entrants into its undergraduate medicine course. This involves an 'objective structured clinical examination' like rotational approach in which candidates are assessed on specific attributes at a number of stations.
To present methodological, questionnaire and psychometric data on the transitional process from traditional interviews to MMIs over a 3-year period and discuss the implications for those considering making this transition.
To facilitate the transition, a four-station MMI was piloted in 2007. Success encouraged consideration of desirable attributes which were used to develop a full 10-station process which was implemented in 2009 with assessors being recruited from staff, students and simulated patients. A questionnaire was administered to all assessors and candidates who participated in the 2009 MMIs. Cronbach's alpha and Pearson's r and analysis of variances were used to determine the MMI's psychometric properties. Multi-faceted Rasch modelling (MFRM) was modelled to control for assessor leniency/stringency and the impact of using 'fair scores' determined. Analysis was conducted using SPSS 17 and FACETS 3.65.0.
The questionnaire confirmed that the process was acceptable to all parties. Cronbach's alpha reliability was satisfactory and consistent. Graduates/mature candidates outperformed U.K. school-leavers and overseas candidates. Using MFRM fair scores would change the selection outcome of 6.2% and 9.6% of candidates in 2009 and 2010, respectively. Students were less lenient, made more use of the full range of the rating scales and were just as reliable as staff.
The strategy of generating institutional support through staged introduction proved effective. The MMI in Dundee was shown to be feasible and displayed sound psychometric properties. Student assessors appeared to perform at least as well as staff. Despite a considerable intellectual and logistical challenge MMIs were successfully introduced and deemed worthwhile.
多站式迷你面试（MMI）是邓迪医学院最近采用的一种新的面试流程，用于评估本科生医学课程的入学申请者。这涉及到一种类似于旋转方法的“客观结构化临床考试”，其中候选人在多个站点上根据特定属性进行评估。
介绍 3 年来从传统面试向 MMIs 过渡的方法学、问卷和心理计量学数据，并讨论对那些考虑进行这种过渡的人的影响。
为了促进过渡，2007 年试点了四站式 MMI。成功鼓励考虑理想的属性，这些属性被用于开发一个完整的 10 站过程，该过程于 2009 年实施，评估员从员工、学生和模拟患者中招募。向所有参与 2009 年 MMIs 的评估员和候选人发放了问卷。使用 Cronbach 的 alpha 和 Pearson 的 r 以及方差分析来确定 MMI 的心理计量学特性。多方面 Rasch 建模（MFRM）用于控制评估员的宽松/严格程度，并确定使用“公平分数”的影响。使用 SPSS 17 和 FACETS 3.65.0 进行分析。
问卷证实该过程得到了各方的认可。Cronbach 的 alpha 可靠性令人满意且一致。毕业生/成熟候选人的表现优于英国学校毕业生和海外候选人。使用 MFRM 公平分数将分别改变 2009 年和 2010 年 6.2%和 9.6%的候选人的选拔结果。学生不那么宽松，更充分地利用了评分量表的全部范围，并且与员工一样可靠。
通过分阶段引入来产生机构支持的策略被证明是有效的。邓迪的 MMI 被证明是可行的，并具有良好的心理计量学特性。学生评估员的表现至少与员工一样好。尽管面临相当大的智力和后勤挑战，但 MMIs 已成功引入并被认为是值得的。
