Alaki Sumer Madani, Shinawi Lana A, Yamani Ibrahim, Hassan Mona H A, Tekian Ara, Park Yoon Soo
a King Abdulaziz University , Saudi Arabia.
Med Teach. 2016;38 Suppl 1:S45-51. doi: 10.3109/0142159X.2016.1142510.
This study examined the validity evidence of noncognitive skills of incoming students in the Faculty of Dentistry at King Abdulaziz University using multiple mini-interviews (MMI). Validity evidence in response process, internal structure and relationship to other variables was investigated.
A total of 146 students were interviewed by faculty members over a two-day period. The interviews took the form of an MMI, which consisted of six objective structure clinical examination (OSCE) stations with two faculty interviewers per station. Each student rotated through the six stations and were asked 4-5 structured questions per station. Each student was rated on a three-point rating scale.
The majority of dental students were rated to be acceptable. The inter-rater reliability was 0.91 which was significantly high (range: 0.87-0.94). The total MMI score for all stations was 73.47 (SD = 8.49) with female students scoring significantly higher than males did (p < 0.001). Generalizability study results indicated good reliability (Φ-coefficient = 0.73; G-coefficient = 0.75). Moderate association was found between total MMI score and foundation year GPA (r = 0.30, p ≤ 0.001).
Preliminary validity evidence supports the use of MMI scores as an admission tool for dental students, with respect to its response process, internal structure and relationship to other variables.
本研究使用多重迷你面试（MMI）检验了阿卜杜勒阿齐兹国王大学牙科学院新生非认知技能的效度证据。研究调查了反应过程、内部结构以及与其他变量关系方面的效度证据。
在为期两天的时间里，教员对总共146名学生进行了面试。面试采用MMI的形式，包括六个客观结构化临床考试（OSCE）站点，每个站点有两名教员面试官。每个学生轮流通过这六个站点，每个站点被问到4 - 5个结构化问题。每个学生按照三点评分量表进行评分。
大多数牙科学生的评分被认为是可接受的。评分者间信度为0.91，显著较高（范围：0.87 - 0.94）。所有站点的MMI总分为73.47（标准差 = 8.49），女生得分显著高于男生（p < 0.001）。概化性研究结果表明信度良好（Φ系数 = 0.73；G系数 = 0.75）。发现MMI总分与基础年绩点之间存在中度关联（r = 0.30，p ≤ 0.001）。
初步效度证据支持将MMI分数用作牙科学生的录取工具，在其反应过程、内部结构以及与其他变量的关系方面。
