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

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dc.contributor.authorKelly, Maureen E.
dc.contributor.authorDowell, Jon
dc.contributor.authorHusbands, Adrian
dc.contributor.authorNewell, John
dc.contributor.authorO'Flynn, Siun
dc.contributor.authorKropmans, Thomas
dc.contributor.authorDunne, Fidelma P.
dc.contributor.authorMurphy, Andrew W.
dc.contributor.funderWestern Research and Education Network, National University of Ireland Galwayen
dc.date.accessioned2016-01-19T13:05:53Z
dc.date.available2016-01-19T13:05:53Z
dc.date.issued2014-12-21
dc.description.abstractBACKGROUND: 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.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.articleid267
dc.identifier.citationKELLY, 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/s12909-014-0267-0en
dc.identifier.doi10.1186/s12909-014-0267-0
dc.identifier.endpage13en
dc.identifier.issn1472-6920
dc.identifier.journaltitleBMC Medical Educationen
dc.identifier.startpage1en
dc.identifier.urihttps://hdl.handle.net/10468/2195
dc.identifier.volume14en
dc.language.isoenen
dc.publisherBiomed 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.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectMultiple mini interviewen
dc.subjectSelectionen
dc.subjectInternational studentsen
dc.subjectMixed methodsen
dc.subjectCultureen
dc.subjectLanguageen
dc.subjectRecommendationsen
dc.subjectStakeholder viewsen
dc.subjectMRCPG examinationsen
dc.subjectProfessionsen
dc.subjectPerformanceen
dc.subjectAdmissionsen
dc.subjectCandidatesen
dc.subjectMRCP UKen
dc.titleThe fairness, predictive validity and acceptability of multiple mini interview in an internationally diverse student population- a mixed methods studyen
dc.typeArticle (peer-reviewed)en
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