The coronavirus disease 2019 pandemic has affected many aspects of life, including medical education. The selection of students using multiple mini-interviews (MMI) should be adapted promptly as internet-based MMI (iMMI) in the current setting. The current transition from MMI to iMMI is supported by experience in conducting conventional MMI in previous years; hence, the station and assessor preparation could be completed without significant issues. The greater challenges to the use of iMMI are due to technical issues, including poor internet connections and adaptations necessary for assessing candidates’ nonverbal expressions. This paper aims to describe the experience of conducting iMMI in the current pandemic situation, with further highlights on contextual challenges in a limited-resource setting.
Citations
Citations to this article as recorded by
Piloting Virtual Multiple Mini Interviews (MMI) on Undergraduate Medical Students: A Multisource Feedback Analysis Bidyadhar Sa, Pradeep Sahu, Curt Bodkyn, Farid Youssef, Averell Bethelmy, Rohan Maharaj, Md Anwarul Majumder Advances in Medical Education and Practice.2025; Volume 16: 761. CrossRef
Evaluating non-cognitive skills in medical school applicants Katya Peri, Mark J. Eisenberg BMC Medical Education.2024;[Epub] CrossRef
Multiple mini-interviews as admission process: A study on perception of health science students in Universiti Brunei Darussalam Faiza Alam, Fatimah Az-Zahraa, Fazean Idris, Hanif Abdul Rahman, Ayse Hilal Bati PLOS ONE.2024; 19(12): e0314778. CrossRef
Part 2: Assessment of a virtual vs. onsite interview experience from the interviewer perspective Kathryn Litten, Elena Dang, Kenneth A. Lawson, Claire A. Latiolais Currents in Pharmacy Teaching and Learning.2023; 15(1): 26. CrossRef
Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study Faiza Alam, Ya Chee Lim, Li Ling Chaw, Fazean Idris, Kenneth Yuh Yen Kok BMC Medical Education.2023;[Epub] CrossRef
Cross-sectional evaluation of an asynchronous multiple mini-interview (MMI) in selection to health professions training programmes with 10 principles for fairness built-in Alison Callwood, Jenny Harris, Lee Gillam, Sarah Roberts, Angela Kubacki, Angelos Christidis, Paul Alexander Tiffin BMJ Open.2023; 13(10): e074440. CrossRef
‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format Zoe Abraham, Carolyn Melro, Sarah Burm Perspectives on Medical Education.2023; 12(1): 594. CrossRef
Implementation and evaluation of virtual multiple mini interviews as a selection tool for entry into paediatric postgraduate training: A Queensland experience Vanaja Sabesan, Nitin Kapur, Kylie Zemanek, David Levitt, Tung Vu, Ansmarie Van Erp Medical Teacher.2022; 44(1): 87. CrossRef
Recruitment and retention of volunteer multiple mini interview interviewers: Understanding their motivations Louise M. Allen, Claire Palermo, Margaret Hay Medical Education.2022; 56(7): 764. CrossRef
Delivering a modified continuous objective structured clinical examination for ophthalmology residents through a hybrid online method Syntia Nusanti, Dearaini, Anna Puspitasari Bani, Arief S. Kartasasmita, Andi Muhammad Ichsan, Rova Virgana, Neni Anggraini, Tri Rahayu, Irawati Irfani, Lukman Edwar, Maula Rifada, Anggun Rama Yudantha, Muhammad Abrar Ismail, Evelyn Komaratih, Arief Wilda Korean Journal of Medical Education.2021; 33(4): 419. CrossRef
Purpose 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.
Methods 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.
Results 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.
Conclusion 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.
Citations
Citations to this article as recorded by
Has a national recruitment scheme created a positive intervention for Black, Asian or other Minority Ethnic pharmacy trainees? Atif Shamim, Khalid Khan, Muhammad Faisal, Gail Fleming, Helen Porter, Hadar Zaman International Journal of Pharmacy Practice.2023; 31(6): 638. CrossRef
Widening participation in medicine: A focus group evaluation of mock multiple mini-interviews for medical school applicants Alisha Staley, Charlotte Dunkerley, Ben Ryan, Ellis Critchley, Amy Leggett, Enam Haque MedEdPublish.2023; 13: 307. CrossRef
Benefits and Feasibility of Using Videos to Assess Medical School Applicants’ Empathetic Abilities in Multiple Mini Interviews Kyong-Jee Kim, Nam Young Lee, Bum Sun Kwon Medical Science Educator.2021; 31(1): 175. CrossRef
Beyond a Hashtag Miguel Xavier Escalon, Charles De Mesa, German Valdez, Julie K. Silver, Keneshia M. Kirksey, Monica Verduzco-Gutierrez American Journal of Physical Medicine & Rehabilitation.2021; 100(7): 712. CrossRef
Adaptation of internet-based multiple mini-interviews in a limited-resource medical school during the coronavirus disease 2019 pandemic Sophie Yolanda, Wismandari Wisnu, James Marcus Wahjudi, Ardi Findyartini Korean Journal of Medical Education.2020; 32(4): 281. CrossRef
Entrevistas en los procesos de selección de estudiantes de medicina Ubaldo Rodríguez-De Ávila, Mónica Reyes-Rojas, Adalberto Campo-Arias, Carmen Caballero-Domínguez, Guillermo Ceballos-Ospino Duazary.2019; 16(2): 189. CrossRef
Personal domains assessed in multiple mini interviews (MMIs) for healthcare student selection: A narrative synthesis systematic review Alison Callwood, Kamalan Jeevaratnam, Grigorios Kotronoulas, Annegret Schneider, Liane Lewis, Vishna Devi Nadarajah Nurse Education Today.2018; 64: 56. CrossRef
Does the sequence of rotations in Multiple Mini Interview stations influence the candidates’ performance? Kyong-Jee Kim, Bum Sun Kwon Medical Education Online.2018; 23(1): 1485433. CrossRef
Connect medical education practices and research in Asia with the rest of world Young-Mee Lee Korean Journal of Medical Education.2017; 29(1): 3. CrossRef
Purpose The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
Methods Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
Results The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
Conclusion MMI score can predict medical student’ academic achievement in subjects in the medical humanities and clinical practice.
Citations
Citations to this article as recorded by
Investigating the Effects of Pharmacology Flashcards on Academic Achievement and Attitudes in Medical Students Ender Tekeş, Çetin Toraman Tıp Eğitimi Dünyası.2025; 24(72): 59. CrossRef
Multiple mini-interviews is a predictor of students’ academic achievements in early undergraduate medical years: a retrospective study Faiza Alam, Ya Chee Lim, Li Ling Chaw, Fazean Idris, Kenneth Yuh Yen Kok BMC Medical Education.2023;[Epub] CrossRef
‘Click, I Guess I’m Done’: Applicants’ and Assessors’ Experiences Transitioning to a Virtual Multiple Mini Interview Format Zoe Abraham, Carolyn Melro, Sarah Burm Perspectives on Medical Education.2023; 12(1): 594. CrossRef
The utility of multiple mini-interviews: experience of a medical school Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Student selection factors of admission and academic performance in one medical school Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae BMC Research Notes.2016;[Epub] CrossRef
Journal’s step to leap to the international level and communication skill Sun Huh Korean Journal of Medical Education.2014; 26(3): 159. CrossRef
Purpose Seoul National University College of Medicine (SNUMC) introduced a multiple mini-interview (MMI) to assess the noncognitive ability of applicants in 2013. This study aims to examine whether students differ with regard to their personal career values and academic achievements by admission type.
Methods We administered a survey about career values and self-perception of competencies. We then compared the survey results and academic achievements by admission type. Finally, the correlation coefficient between MMI score and academic achievement was calculated in the MMI group. The data were analyzed by t-test and correlation analysis.
Results There was no statistically significant difference in career values between groups. For self-perception of competency, only the ‘interact in heterogeneous groups’ domain was higher for those who entered through the MMI. The MMI group had a higher and broader level of academic achievement. Within the MMI group, there was a significant correlation between grade point average and MMI station scores.
Conclusion The characteristics of students who entered through the MMI were more in accordance with the goals of SNUMC and the competency of future doctors. Considering the unique feature of premedical academic achievement, this result implies that such students have superior noncognitive abilities, such as self-development and internal motivation. How these differences change subsequently remains to be seen.
Citations
Citations to this article as recorded by
Current Status and Challenges of Korean Medical School Admissions Policies Seung-Jae Hong, Jung-Sik Huh Korean Medical Education Review.2024; 26(3): 191. CrossRef
Personal domains assessed in multiple mini interviews (MMIs) for healthcare student selection: A narrative synthesis systematic review Alison Callwood, Kamalan Jeevaratnam, Grigorios Kotronoulas, Annegret Schneider, Liane Lewis, Vishna Devi Nadarajah Nurse Education Today.2018; 64: 56. CrossRef
The utility of multiple mini-interviews: experience of a medical school Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Connect medical education practices and research in Asia with the rest of world Young-Mee Lee Korean Journal of Medical Education.2017; 29(1): 3. CrossRef
Student selection factors of admission and academic performance in one medical school Keunmi Lee, Taeyoon Hwang, So young Park, Hyoungchul Choi, Wanseok Seo, Philhyun Song Yeungnam University Journal of Medicine.2017; 34(1): 62. CrossRef
Ethically Related Decisions in Different Scenarios of Medical School Applicants for Graduate‐Entry Program Do-Hwan Kim, Eun Jeong Kim, Jinyoung Hwang, Jwa-Seop Shin, Seunghee Lee Korean Medical Education Review.2016; 18(2): 90. CrossRef
Can the multiple mini-interview predict academic achievement in medical school? Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang Korean Journal of Medical Education.2014; 26(3): 223. CrossRef
Restoring force of medical school Eun Kyung Chung Korean Journal of Medical Education.2014; 26(2): 81. CrossRef
PURPOSE Selecting medical students through interviews seems difficult and the reliability of the results is one of the major concerns. The purpose of this study was to investigate the reliability and acceptability of the Multiple Mini-Interview (MMI) in selecting medical students of Kangwon National University.
METHODS Eighty-four applicants participated in the MMI which consists of 3 8-minute stations that have 9 checklist items and 3 global items. The 3 domains that we chose were motivation to become a doctor, communication and interpersonal skills, and ethical decision-making. We placed 2 interviewers in each room. The interviewers were chosen from our faculty. We analyzed the reliability of the MMI with urGENOVA for PC. We conducted a survey of these applicants and interviewers.
RESULTS The reliability was 0.791. Students answered that the interview was impressive and enjoyable. Students were also satisfied with the level and quality of the MMI cases.
They described that they were evaluated objective ly.
Interviewers also responded positively. They stated that more stations and more efforts to develop the cases were needed to improve the reliability and validity.
CONCLUSION The MMI was acceptable to our applicants and faculty. It is reliable for assessing medical school applicants in Korea. We should develop more stations and better cases to increase the reliability and validity of the MMI.
Citations
Citations to this article as recorded by
Using Multiple Mini-Interviews for Students’ Admissions in Pakistan: A Pilot Study
Sonia Ijaz Haider, Muhammad Furqan Bari, Shamaila Ijaz Advances in Medical Education and Practice.2020; Volume 11: 179. CrossRef
The utility of multiple mini-interviews: experience of a medical school Kyong-Jee Kim, Kyung-Soo Nam, Bum Sun Kwon Korean Journal of Medical Education.2017; 29(1): 7. CrossRef
Multiple mini-interviews as a predictor of academic achievements during the first 2 years of medical school Hee Jae Lee, Sung Bae Park, Sung Chul Park, Won Sun Park, Sook-Won Ryu, Jeong Hee Yang, SungHun Na, Jun Yeon Won, Gi Bong Chae BMC Research Notes.2016;[Epub] CrossRef
How different are premedical freshmen who enter after introducing a multiple mini-interview in a medical school? Do-Hwan Kim, Jinyoung Hwang, Eun Jeong Kim, Hyun Bae Yoon, Jwa-Seop Shin, Seunghee Lee Korean Journal of Medical Education.2014; 26(2): 87. CrossRef
Can the multiple mini-interview predict academic achievement in medical school? Ja Kyoung Kim, Seok Hoon Kang, Hee Jae Lee, JeongHee Yang Korean Journal of Medical Education.2014; 26(3): 223. CrossRef
How medical students perform academically by admission types? Se-Hoon Kim, Keumho Lee, Yera Hur, Ji-Ha Kim Korean Journal of Medical Education.2013; 25(3): 201. CrossRef
Differentiation Strategy of Graduate Entry Programme Hye Rin Roh Hanyang Medical Reviews.2012; 32(1): 17. CrossRef
First
Prev
