1 / 27

Multiple Mini Interviews in the UK

Multiple Mini Interviews in the UK. Jon Dowell - University of Dundee Aileen O’Brien - St George's University of London. Rationale.

camille
Télécharger la présentation

Multiple Mini Interviews in the UK

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Multiple Mini Interviews in the UK Jon Dowell - University of Dundee Aileen O’Brien - St George's University of London

  2. Rationale • Personal qualities considered ‘important’ but not very reliably assessed by interview and without much predictive validity. (Goho + Blackman 2006. cognitive r 0.06, clinical r 0.17) • Introduced for assessing medical school applicants at McMaster University, Canada. (Reiter, Eva et al) • Piloted 2002 – 12 x 8 min. Generalisability since +/- 0.7 • Predicted OSCE performance ß 0.44 (interview nil) • Clerkship ratings ß 0.57 (interview nil) • MCC Part 1 (selected components) ß 0.3-0.4 (interview nil or negative) • Supporting evidence from • Canberra - Harris and Owen 2007 • Calgary - Brownell et al 2007 • Dundee - Ponnamperuma 2008 / 4 station trial 2007-8

  3. Domains assessed Dundee Interpersonal and communication skills Critical thinking, problem solving Team work Robustness against stress Ethical/moral reasoning Integrity/honesty Preparation and motivation for medical school Georges Empathy Communication Organisation and problem solving Team work Initiative and resilience Insight and integrity Effective learning style Academic ability & intellect ability & intellect (already tested)

  4. Dundee Stations

  5. How it runs

  6. Marking Training 30 min general 20 min station specific Optimal criteria for each domain defined Name Label

  7. Stations St George’s Standard interview questions Prioritising Scenario/ breaking bad news Presentation Observation Communication/ giving instructions

  8. George’s Marking Scheme Candidates name……………………………………………… Motivation to do medicine What are you looking forward to about being a doctor? Points for guidance: Personal satisfaction from helping people Satisfaction from achieving something worthwhile Working with a diverse range of people Combining an interest in science with caring for people Variety of career opportunities once qualified Job status and security Good income The opportunity to work abroad Intellectual rigour Lifelong learning and clear professional career structure Camaraderie from clinical teams Research collaboration Please mark out of 5 Poor motivation1 2 3 4 5 good motivation Please also assign an overall impression of the candidate’s suitability to be offered a place at medical school based on their performance at this station (please circle and comment as appropriate). EXCELLENT ACCEPTABLE CAUSE FOR CONCERN Red card Comments:

  9. George’s results Graduates and non graduates did equally well No correlation with Gender Age 4 year and 5 year course UKCAT and GAMSAT scores Reliable (kappa 0.68)

  10. George’s Conclusions • Successful pilot 2009 • Ran this year with 1000 candidates • Smooth (two breakdowns!) • Graduates and school leavers same cut off score for admission

  11. Dundee results 2009 n = 452 Cronbach’s Alpha = .70 2010 n = 477 Cronbach’s Alpha = .69 No correlation in 2009 with Gender Age Overseas candidates School type Small age gender interaction

  12. Females performed significantly better than males. • t(475) = 3.19, p = < .01 • Effect size: 0.14 2010 MMIs: Gender

  13. Significant differences between groups. • F(4) = 2.50, p < .05 • Graduates/Mature perform significantly better than all other groups 2010 MMIs: Applicant Group

  14. Domain Reliability

  15. Correlations between scales No correlation between UKCAT and MMI scores No correlation between our UCAS form and MMI scores

  16. Dundee MMI - Conclusions Good reliability in last two years. All stations were reliable enough. No negative Item-total correlations; no reason to reject any station. Successfully ran for over 900 candidates with no significant problems (no breakdowns, tears etc!) Putting more weight on MMI may increase female and graduate/mature candidates compared to the Pre-Interview Score

  17. MMI/Pre-Interview 48 40 Selection Difference 88

  18. So what do the punters think?

  19. Assessors’ Survey Dundee • 116 /157 assessors (88% of students and 50% of staff) completed online survey to find out how they viewed MMI. • 91% thought the process fair. • 88% thought stress on applicants ‘moderate’ or less.

  20. Candidates’ Survey Dundee • 324 /433 (75%) of Candidates completed online survey. • 94% felt MMI was ‘fair’. • 90% felt it is a ‘valid way to assess candidates’. • 71% preferred MMI to traditional interview. • ‘Student Counselor’ (role play) cited as the most enjoyable (153/172).

  21. Assessors’ Survey George’s Equally fair Equally accurate Equally able to pick best candidate Interviews “coached” MMIs can be boring MMIs good distinguishing tool

  22. Candidates’ survey George’s 5 years- MMI more fair -MMI more accurate -interview more difficult 4 years- MMI more difficult -equally fair and accurate

  23. Conclusions and next steps MMIs becoming an interview tool at many schools. Is it justifiable not to use them? How to develop new stations? Collectively? Reliability potentially increased (above 0.8) using Rasch analysis – alters decision for 10% Predictive validity in UK? – could UKCAT help? Questions...

  24. Options to improve? • ? Rasch Modeling

  25. Station 0 A 4 B 5 C 7 D 4 E Variation in outcomes can be enhanced by using multiple tracks Examiner 1 2 3 4 5 6 7 8 9 10 Track

  26. Yardstick

  27. Effect of using Rasch Reliability based on ‘fair scores’ 0.84 10% different candidates would be given offers. (+ 10% not) Only the top 169 ‘stable’. Could not be 100% confident in process this year, so not applied. (complex black box stuff)

More Related