PAPRSB Institute of Health Sciences, Universiti Brunei Darussalam, Jalan Tungku Link, Gadong, Bandar Seri Begawan, BE1410, Negara Brunei Darussalam.
BMC Med Educ. 2023 Mar 27;23(1):187. doi: 10.1186/s12909-023-04183-7.
Our study determined Multiple Mini-Interview (MMI) effectiveness in evaluating specific skill sets based on medical students' performances during the undergraduate years and compared the academic performances of medical students who appeared for onsite/online MMI.
A retrospective study of 140 undergraduate medical students between 2016 and 2020 included data on age, gender, pre-university results, MMI scores, and examination results. Appropriate non-parametric tests were applied to compare the students' MMI and academic performances.
Ninety-eight students from cohorts 12 to 15 had an overall MMI score of 69.0(IQR: 65.0-73.2)/100 and an overall Cumulative Grade Point Average(GPA) of 3.64 (3.42-3.78)/5.0. Spearman's correlation revealed a significantly positive relationship between MMI and cGPA (rho = 0.23) and GPA from the first 2 semesters (GPA1 rho = 0.25, GPA2 rho = 0.27). This observation was similar to that for station A in the first year (cGPA rho = 0.28, GPA1 rho = 0.34, GPA2 rho = 0.24), and in station B (GPA4 rho = 0.25) and D (GPA3 rho = 0.28, GPA4 rho = 0.24) in the second year. Of twenty-nine cohort16 students, 17(58.6%) underwent online and 12(41.4%) offline modes of MMI assessment, respectively. The overall median MMI score was 66.6(IQR: 58.6-71.6)/100, and the overall median cGPA was 3.45 (3.23-3.58)/5.0. When comparing the median marks of cohort16 groups, the online group scored significantly higher marks for station D than the offline group (p = 0.040).
Correspondence between MMI scores and cGPA predicted MMI scoring during student selection and entry process might ensure the success of their academic performance in medical school.
我们的研究基于医学生本科期间的表现，确定了多项迷你面试（MMI）在评估特定技能方面的有效性，并比较了参加现场/在线 MMI 的医学生的学业表现。
对 2016 年至 2020 年的 140 名本科医学生进行回顾性研究，数据包括年龄、性别、大学入学前成绩、MMI 分数和考试成绩。应用适当的非参数检验比较学生的 MMI 和学业表现。
第 12 至 15 个队列的 98 名学生的总 MMI 得分为 69.0（IQR：65.0-73.2）/100，总累积平均绩点（cGPA）为 3.64（3.42-3.78）/5.0。Spearman 相关分析显示，MMI 与 cGPA（rho=0.23）和前两个学期的平均绩点（GPA1 rho=0.25，GPA2 rho=0.27）呈显著正相关。这种观察结果与第一年的 A 站（cGPA rho=0.28，GPA1 rho=0.34，GPA2 rho=0.24）、第二年的 B 站（GPA4 rho=0.25）和 D 站（GPA3 rho=0.28，GPA4 rho=0.24）相似。第 16 队列的 29 名学生中，17 名（58.6%）进行了在线 MMI 评估，12 名（41.4%）进行了离线 MMI 评估。总中位数 MMI 得分为 66.6（IQR：58.6-71.6）/100，总中位数 cGPA 为 3.45（3.23-3.58）/5.0。当比较第 16 队列组的中位数分数时，在线组在 D 站的得分显著高于离线组（p=0.040）。
学生选拔和入学过程中 MMI 分数与 cGPA 的相关性预测了 MMI 分数，这可能确保他们在医学院的学业表现成功。
