Department of Medicine, University of British Columbia, Vancouver, Canada.
JAMA. 2012 Dec 5;308(21):2233-40. doi: 10.1001/jama.2012.36914.
There has been difficulty designing medical school admissions processes that provide valid measurement of candidates' nonacademic qualities.
To determine whether students deemed acceptable through a revised admissions protocol using a 12-station multiple mini-interview (MMI) outperform others on the 2 parts of the Canadian national licensing examinations (Medical Council of Canada Qualifying Examination [MCCQE]). The MMI process requires candidates to rotate through brief sequential interviews with structured tasks and independent assessment within each interview.
DESIGN, SETTING, AND PARTICIPANTS: Cohort study comparing potential medical students who were interviewed at McMaster University using an MMI in 2004 or 2005 and accepted (whether or not they matriculated at McMaster) with those who were interviewed and rejected but gained entry elsewhere. The computer-based MCCQE part I (aimed at assessing medical knowledge and clinical decision making) can be taken on graduation from medical school; MCCQE part II (involving simulated patient interactions testing various aspects of practice) is based on the objective structured clinical examination and typically completed 16 months into postgraduate training. Interviews were granted to 1071 candidates, and those who gained entry could feasibly complete both parts of their licensure examination between May 2007 and March 2011. Scores could be matched on the examinations for 751 (part I) and 623 (part II) interviewees.
Admissions decisions were made by combining z score transformations of scores assigned to autobiographical essays, grade point average, and MMI performance. Academic and nonacademic measures contributed equally to the final ranking.
Scores on MCCQE part I (standardized cut-score, 390 [SD, 100]) and part II (standardized mean, 500 [SD, 100]).
Candidates accepted by the admissions process had higher scores than those who were rejected for part I (mean total score, 531 [95% CI, 524-537] vs 515 [95% CI, 507-522]; P = .003) and for part II (mean total score, 563 [95% CI, 556-570] vs 544 [95% CI, 534-554]; P = .007). Among the accepted group, those who matriculated at McMaster did not outperform those who matriculated elsewhere for part I (mean total score, 524 [95% CI, 515-533] vs 546 [95% CI, 535-557]; P = .004) and for part II (mean total score, 557 [95% CI, 548-566] vs 582 [95% CI, 569-594]; P = .003).
Compared with students who were rejected by an admission process that used MMI assessment, students who were accepted scored higher on Canadian national licensing examinations.
设计能够有效衡量考生非学术素质的医学院校录取流程一直存在困难。
确定通过使用 12 站多项迷你面试（MMI）修订后的招生方案录取的学生，在加拿大国家执照考试（加拿大医学理事会资格考试[MCCQE]）的 2 个部分中的表现是否优于其他部分。MMI 过程要求考生在每个面试中轮流进行简短的顺序面试，并进行结构化任务和独立评估。
设计、环境和参与者：对 2004 年或 2005 年在麦克马斯特大学接受 MMI 面试并被录取（无论是否在麦克马斯特大学就读）的潜在医学生与那些接受面试但被拒绝但在其他地方被录取的医学生进行了比较。基于计算机的 MCCQE 第 1 部分（旨在评估医学知识和临床决策）可在医学院毕业后参加；MCCQE 第 2 部分（涉及模拟患者互动，测试实践的各个方面）基于客观结构化临床考试，通常在研究生培训 16 个月后完成。向 1071 名候选人提供了面试机会，那些获得入学资格的人可以在 2007 年 5 月至 2011 年 3 月期间完成他们执照考试的两个部分。对于 751 名（第 1 部分）和 623 名（第 2 部分）应试者，可以在考试中进行分数匹配。
录取决定是通过对自传文章、平均绩点和 MMI 成绩的分数进行 z 分数转换来做出的。学术和非学术成绩对最终排名的贡献相等。
MCCQE 第 1 部分（标准化截止分数，390 [SD，100]）和第 2 部分（标准化平均值，500 [SD，100]）的分数。
录取过程中被录取的候选人的分数高于那些在第 1 部分被拒绝的候选人（总分平均值，531 [95%CI，524-537] vs 515 [95%CI，507-522]；P=.003）和第 2 部分（总分平均值，563 [95%CI，556-570] vs 544 [95%CI，534-554]；P=.007）。在被录取的学生中，那些在麦克马斯特大学就读的学生在第 1 部分（总分平均值，524 [95%CI，515-533] vs 546 [95%CI，535-557]）和第 2 部分（总分平均值，557 [95%CI，548-566] vs 582 [95%CI，569-594]）的得分均不高于在其他地方就读的学生（P=.004）。
与通过使用 MMI 评估的录取程序被拒绝的学生相比，被接受的学生在加拿大国家执照考试中的得分更高。
