多站式迷你面试和传统面试分数是否能预测后续学业表现？对加州五所医学院的研究。

Do Admissions Multiple Mini-Interview and Traditional Interview Scores Predict Subsequent Academic Performance? A Study of Five California Medical Schools.

机构信息

A. Jerant is professor, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California. M.C. Henderson is professor, Division of General Medicine, Department of Internal Medicine, and associate dean for admissions and outreach, University of California, Davis, School of Medicine, Sacramento, California. E. Griffin is evaluation specialist, Research and Evaluation Outcomes Unit, University of California, Davis, School of Medicine, Sacramento, California. T.R. Hall is professor, Department of Radiology, and associate dean for admissions, David Geffen School of Medicine at University of California, Los Angeles, Los Angeles, California. C.J. Kelly is professor, Department of Medicine, and associate dean for admissions and student affairs, University of California, San Diego, School of Medicine, San Diego, California. E.M. Peterson is professor, Department of Pathology and Laboratory Medicine, and associate dean for admissions, University of California, Irvine, School of Medicine, Irvine, California. D. Wofsy is professor, Department of Medicine, and associate dean for admissions, University of California, San Francisco, School of Medicine, San Francisco, California. D.J. Tancredi is associate professor, Department of Pediatrics, University of California, Davis, School of Medicine, Sacramento, California. F.J. Sousa is assistant dean for admissions and student development, University of California, Davis, School of Medicine, Sacramento, California. P. Franks is professor emeritus, Department of Family and Community Medicine, University of California, Davis, School of Medicine, Sacramento, California.

出版信息

Acad Med. 2019 Mar;94(3):388-395. doi: 10.1097/ACM.0000000000002440.

DOI:10.1097/ACM.0000000000002440

PMID:30188370

Abstract

PURPOSE

To compare the predictive validities of medical school admissions multiple mini-interviews (MMIs) and traditional interviews (TIs).

METHOD

This longitudinal observational study of 2011-2013 matriculants to five California public medical schools examined the associations of MMI scores (two schools) and TI scores (three schools) with subsequent academic performance. Regression models adjusted for sociodemographics and undergraduate academic metrics examined associations of standardized mean MMI and TI scores with United States Medical Licensing Examination Step 1 and Step 2 Clinical Knowledge (CK) scores and, for required clerkships, with mean National Board of Medical Examiners Clinical Science subject (shelf) exam score and number of honors grades.

RESULTS

Of the 1,460 medical students, 746 (51.1%) interviewed at more than one study school; 579 (39.7%) completed at least one MMI and at least one TI. Neither interview type was associated with Step 1 scores. Higher MMI scores were associated with more clerkship honors grades (adjusted incidence rate ratio [AIRR] 1.28 more [95% CI 1.18, 1.39; P < .01] per SD increase) and higher shelf exam and Step 2 CK scores (adjusted mean 0.73 points higher [95% CI 0.28, 1.18; P < .01] and 1.25 points higher [95% CI 0.09, 2.41; P = .035], respectively, per SD increase). Higher TI scores were associated only with more honors grades (AIRR 1.11 more [95% CI 1.01, 1.20; P = .03] per SD increase).

CONCLUSIONS

MMI scores were more strongly associated with subsequent academic performance measures than were TI scores.

摘要

目的

比较医学院入学多站迷你面试（MMI）和传统面试（TI）的预测效度。

方法

本研究对 2011-2013 年入读加州五所公立医学院的学生进行了纵向观察研究，考察了 MMI 分数（两所学校）和 TI 分数（三所学校）与后续学业成绩的相关性。回归模型调整了社会人口统计学和本科学业成绩指标，考察了标准化平均 MMI 和 TI 分数与美国医师执照考试第 1 步和第 2 步临床知识（CK）分数的相关性，以及对于必修实习课程，与全国医师执照考试临床科学科目（架子）考试平均分数和荣誉成绩数量的相关性。

结果

在 1460 名医学生中，有 746 名（51.1%）在不止一所研究学校接受面试；579 名（39.7%）完成了至少一次 MMI 和至少一次 TI。两种面试类型均与第 1 步分数无关。较高的 MMI 分数与更多实习荣誉成绩相关（调整后的发病率比 [AIRR] 每增加一个标准差增加 1.28 个 [95%置信区间 1.18，1.39；P <.01]），与架子考试和第 2 步 CK 分数更高相关（调整后的平均分数分别增加 0.73 分 [95%置信区间 0.28，1.18；P <.01] 和 1.25 分 [95%置信区间 0.09，2.41；P =.035]，每增加一个标准差）。较高的 TI 分数仅与更多荣誉成绩相关（AIRR 每增加一个标准差增加 1.11 个 [95%置信区间 1.01，1.20；P =.03]）。