Kim Kyong-Jee, Nam Kyung-Soo, Kwon Bum Sun
Department of Medical Education, Dongguk University School of Medicine, Goyang, Korea.
Department of Pharmacology, Dongguk University School of Medicine, Gyeongju, Korea.
Korean J Med Educ. 2017 Mar;29(1):7-14. doi: 10.3946/kjme.2017.48. Epub 2017 Feb 28.
This paper aims to introduce the design of multiple mini-interviews (MMIs) as a tool to assess medical school applicants' attributes in alignment with the school's educational goals and to evaluate its utility.
In this MMI, candidates rotated through six stations (10 minutes per station), in which specific interview topics were drawn by mapping the school's educational goals with the core competencies for entering medical students. We conducted post-MMI surveys of all of the interviewers and candidates to investigate their experiences of MMIs. The G-coefficient and interclass correlation were analyzed to investigate the reliability of this test. Additionally, the candidates' MMI scores were compared across different backgrounds and a univariate analysis was used to estimate correlations between their MMI scores and prior academic achievements.
A total of 164 candidates (a 98.8% response rate) and 19 interviewers (a 100% response rate) completed the surveys in the years 2014 and 2015. Both candidates and assessors showed positive responses to MMIs. The G-coefficient of MMI scores was 0.88 and the interclass correlation coefficients ranged from 0.58 to 0.75. The participants' total MMI scores did not differ across genders or undergraduate backgrounds and were not associated with age, undergraduate graduate point averages, nor the Korean medical school admission test (Medical Education Eligibility Test) scores.
Our study illustrates the utility of MMIs that utilize the institution's educational goals to identify attributes to be pursued in the admission interviews in alignment with the institution's core values. Future research is warranted of the predictive validity of this MMI.
本文旨在介绍多重迷你面试（MMI）的设计，将其作为一种工具，用以评估医学院申请者与学校教育目标相符的特质，并评估其效用。
在本次MMI中，候选人依次通过六个站点（每个站点10分钟），其中特定的面试主题是通过将学校的教育目标与入学医学生的核心能力进行映射得出的。我们对所有面试官和候选人进行了MMI后调查，以了解他们对MMI的体验。分析了G系数和组内相关系数，以研究该测试的可靠性。此外，还比较了不同背景候选人的MMI分数，并使用单变量分析来估计他们的MMI分数与先前学业成绩之间的相关性。
2014年和2015年共有164名候选人（回复率为98.8%）和19名面试官（回复率为100%）完成了调查。候选人和评估者对MMI都给予了积极反馈。MMI分数的G系数为0.88，组内相关系数在0.58至0.75之间。参与者的MMI总分在性别或本科背景方面没有差异，并且与年龄、本科平均绩点以及韩国医学院入学考试（医学教育资格考试）成绩无关。
我们的研究说明了MMI的效用，即利用机构的教育目标来确定入学面试中应追求的与机构核心价值观相符的特质。未来有必要对这种MMI的预测效度进行研究。
