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Using Multiple Mini-Interviews for Students’ Admissions in Pakistan: A Pilot Study

Authors Haider SI, Bari MF, Ijaz S

Received 16 January 2020

Accepted for publication 18 February 2020

Published 6 March 2020 Volume 2020:11 Pages 179—185

DOI https://doi.org/10.2147/AMEP.S246285

Checked for plagiarism Yes

Review by Single anonymous peer review

Peer reviewer comments 2

Editor who approved publication: Professor Balakrishnan Kichu Nair


Sonia Ijaz Haider, 1 Muhammad Furqan Bari, 2 Shamaila Ijaz 3

1Department of Education and Development, Aga Khan University, Karachi, Pakistan; 2Department of Pathology, Dow University of Health Sciences, Karachi, Pakistan; 3Lahore Institute for Special Care and Attention, Lahore, Pakistan

Correspondence: Sonia Ijaz Haider
Department of Education and Development, Aga Khan University, Karachi, Pakistan
Tel +92 213 4864502
Email sonia.i.haider@gmail.com

Background: A significant challenge continuing to face medical educators is the development of an effective method for student admissions into medical school. Conventional interviews have been commonly used for assessment of non-cognitive skills; however, they are subject to different biases and lack of standardization. The present study aims to determine the validity, reliability, feasibility, and acceptability of implementing Multiple Mini-Interviews (MMI) as a selection method for undergraduate medical students.
Methods: MMI consisting of 8 stations was developed and implemented. A variance component analysis was computed to identify different sources of variance and estimate overall reliability. Content validity was established by seeking consensus on non-cognitive attributes desired by stakeholders. Acceptability and feasibility were determined by a post-MMI questionnaire.
Results: A total of 381 out of 450 (84.66%) candidates participated in the study. The G coefficient was 0.70. Participants found MMI as an acceptable and feasible method of assessment, with 75% of candidates and 95% of assessors preferring MMI to traditional interviews.
Conclusion: MMI as an assessment method for students’ admissions demonstrated reliable findings. Stakeholders found it feasible and acceptable. Individual institutions can tailor the stations towards selection of the characteristics that are most valued within their local context.

Keywords: multiple mini-interviews, medical students, reliable, valid, feasible, admissions

Two Letters to the Editor have been received and published for this article
Patel et al
Al-Azzawi et al


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