Oliver Tom, Hecker Kent, Hausdorf Peter A, Conlon Peter
University of Guelph, Guelph, Canada.
Adv Health Sci Educ Theory Pract. 2014 Aug;19(3):379-92. doi: 10.1007/s10459-013-9480-6. Epub 2014 Jan 22.
The multiple mini-interview (MMI) used in health professional schools' admission processes is reported to assess multiple non-cognitive constructs such as ethical reasoning, oral communication, or problem evaluation. Though validation studies have been performed with total MMI scores, there is a paucity of information regarding how well MMI scores differentiate the constructs being measured, the relationship between MMI scores (construct or total) and personality characteristics, and how well MMI scores (construct or total) predict future performance in practice. Results from these studies could assist with MMI station development, rater training, score interpretation, and resource allocation. The purpose of this study was to investigate the validity of MMI construct scores (oral communication and problem evaluation), and their relationship to personality measures (emotionality and extraversion) and specific scores from standardized clinical communications interviews (building the relationship and explaining and planning). Confirmatory factor analysis results support a two factor MMI model, however the correlation between these factors was .87. Oral communication MMI scores significantly correlated with extraversion (r c = .25, p < .05), but MMI scores were not related to emotionality. Scores for building a relationship were significantly related to MMI oral communication scores, (r c = .46, p < .001) and problem evaluation scores (r c = .43, p < .001); scores for explaining and planning were significantly related to MMI problem evaluation scores (r c = .36, p < .01). The results provide validity evidence for assessing multiple non-cognitive attributes during the MMI process and reinforce the importance of developing MMI stations and scoring rubrics for attributes identified as important for future success in school and practice.
据报道，健康专业院校招生过程中使用的多重迷你面试（MMI）可评估多种非认知结构，如道德推理、口头沟通或问题评估。尽管已经对MMI总分进行了效度研究，但关于MMI分数在区分所测量的结构方面的表现、MMI分数（结构或总分）与人格特征之间的关系，以及MMI分数（结构或总分）在预测未来实践表现方面的效果，相关信息却很匮乏。这些研究的结果有助于MMI站点开发、评分者培训、分数解释和资源分配。本研究的目的是调查MMI结构分数（口头沟通和问题评估）的效度，及其与人格测量指标（情绪性和外向性）以及标准化临床沟通面试的特定分数（建立关系、解释和计划）之间的关系。验证性因素分析结果支持双因素MMI模型，然而这些因素之间的相关性为0.87。口头沟通MMI分数与外向性显著相关（r c = 0.25，p < 0.05），但MMI分数与情绪性无关。建立关系的分数与MMI口头沟通分数显著相关（r c = 0.46，p < 0.001）和问题评估分数（r c = 0.43，p < 0.001）；解释和计划的分数与MMI问题评估分数显著相关（r c = 0.36，p < 0.01）。研究结果为在MMI过程中评估多种非认知属性提供了效度证据，并强化了为确定对未来学业和实践成功至关重要的属性开发MMI站点和评分标准的重要性。
