The fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population- a mixed methods study

Show simple item record

dc.contributor.author Kelly, Maureen E.
dc.contributor.author Dowell, Jon
dc.contributor.author Husbands, Adrian
dc.contributor.author Newell, John
dc.contributor.author O'Flynn, Siun
dc.contributor.author Kropmans, Thomas
dc.contributor.author Dunne, Fidelma P.
dc.contributor.author Murphy, Andrew W.
dc.date.accessioned 2016-01-19T13:05:53Z
dc.date.available 2016-01-19T13:05:53Z
dc.date.issued 2014-12-21
dc.identifier.citation KELLY, M. E., DOWELL, J., HUSBANDS, A., NEWELL, J., O‘FLYNN, S., KROPMANS, T., DUNNE, F. P. & MURPHY, A. W. 2014. The fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population- a mixed methods study. BMC Medical Education, 14:267, 1-13. http://dx.doi.org/10.1186/s12909-014-0267-0 en
dc.identifier.volume 14 en
dc.identifier.startpage 1 en
dc.identifier.endpage 13 en
dc.identifier.issn 1472-6920
dc.identifier.uri http://hdl.handle.net/10468/2195
dc.identifier.doi 10.1186/s12909-014-0267-0
dc.description.abstract BACKGROUND: International medical students, those attending medical school outside of their country of citizenship, account for a growing proportion of medical undergraduates worldwide. This study aimed to establish the fairness, predictive validity and acceptability of Multiple Mini Interview (MMI) in an internationally diverse student population. METHODS: This was an explanatory sequential, mixed methods study. All students in First Year Medicine, National University of Ireland Galway 2012 were eligible to sit a previously validated 10 station MMI. Quantitative data comprised: demographics, selection tool scores and First Year Assessment scores. Qualitative data comprised separate focus groups with MMI Assessors, EU and Non-EU students. RESULTS: 109 students participated (45% of class). Of this 41.3% (n = 45) were Non-EU and 35.8% (n = 39) did not have English as first language. Age, gender and socioeconomic class did not impact on MMI scores. Non-EU students and those for whom English was not a first language achieved significantly lower scores on MMI than their EU and English speaking counterparts (difference in mean 11.9% and 12.2% respectively, P<0.001). MMI score was associated with English language proficiency (IELTS) (r = 0.5, P<0.01). Correlations emerged between First Year results and IELTS (r = 0.44; p = 0.006; n = 38) and EU school exit exam (r = 0.52; p<0.001; n = 56). MMI predicted EU student OSCE performance (r = 0.27; p = 0.03; n = 64). In the analysis of focus group data two overarching themes emerged: Authenticity and Cultural Awareness. MMI was considered a highly authentic assessment that offered a deeper understanding of the applicant than traditional tools, with an immediate relevance to clinical practice. Cultural specificity of some stations and English language proficiency were seen to disadvantage international students. Recommendations included cultural awareness training for MMI assessors, designing and piloting culturally neutral stations, lengthening station duration and providing high quality advance information to candidates. CONCLUSION: MMI is a welcome addition to assessment armamentarium for selection, particularly with regard to stakeholder acceptability. Understanding the mediating and moderating influences for differences in performance of international candidates is essential to ensure that MMI complies with the metrics of good assessment practice and principles of both distributive and procedural justice for all applicants, irrespective of nationality and cultural background. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Biomed Central Ltd. en
dc.rights © 2014 Kelly et al.; licensee BioMed Central 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. en
dc.rights.uri http://creativecommons.org/licenses/by/4.0/ en
dc.subject Multiple mini interview en
dc.subject Selection en
dc.subject International students en
dc.subject Mixed methods en
dc.subject Culture en
dc.subject Language en
dc.subject Recommendations en
dc.subject Stakeholder views en
dc.subject MRCPG examinations en
dc.subject Professions en
dc.subject Performance en
dc.subject Admissions en
dc.subject Candidates en
dc.subject MRCP UK en
dc.title The fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population- a mixed methods study en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Siun O'Flynn, Medicine, University College Cork, Cork, Ireland. +353-21-490-3000 Email: siun.oflynn@ucc.ie en
dc.internal.availability Full text available en
dc.description.version Published Version en
dc.contributor.funder Western Research and Education Network, National University of Ireland Galway en
dc.description.status Peer reviewed en
dc.identifier.journaltitle BMC Medical Education en
dc.internal.copyrightchecked Open Access articles licensed via CC-BY 4.0 with UCC affiliated authors. Uploaded Jan 2016. en
dc.internal.IRISemailaddress s.fox@ucc.ie en
dc.identifier.articleid 267


Files in this item

This item appears in the following Collection(s)

Show simple item record

© 2014 Kelly et al.; licensee BioMed Central 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated. Except where otherwise noted, this item's license is described as © 2014 Kelly et al.; licensee BioMed Central 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
This website uses cookies. By using this website, you consent to the use of cookies in accordance with the UCC Privacy and Cookies Statement. For more information about cookies and how you can disable them, visit our Privacy and Cookies statement