scholarly journals Rapid Transition to a Virtual Multiple Mini-Interview Admissions Process

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Michelle A. Carroll Turpin ◽  
Kenya Steele ◽  
Omar Matuk-Villazon ◽  
Kevin Rowland ◽  
Catherine Dayton ◽  
...  
Author(s):  
Katherine Girgulis ◽  
Andrea Rideout ◽  
Mohsin Rashid

Background: Diversity in medical schools has lagged behind Canada’s growing multicultural population. Dalhousie medical school allows Black and Indigenous applicants to self-identify. We examined how these applicants performed and progressed through the admissions process compared to Other group (applicants who did not self-identify). Methods: Retrospective analysis of four application cycles (2015-2019) was conducted, comparing demographic data, scores for application components (Computer-Based Assessment for Sampling Personal Characteristics (CASPer), MCAT, GPA, supplemental, discretionary, Multiple Mini Interview (MMI)), and final application status between the three groups. Results: Of 1322 applicants, 104 identified as Black, 64 Indigenous, and 1154 Other. GPA was higher in the Other compared to the Indigenous group (p < 0.001). CASPer score was higher in the Other compared to the Black group (p = 0.047). There was no difference between groups for all other application components. A large proportion of Black and Indigenous applicants had incomplete applications. Acceptance rates were similar between all groups. Black applicants declined an admission offer substantially more than expected (31%; p < 0.001). Conclusions: Black and Indigenous applicants who completed their application progressed well through the admissions process. The pool of diverse applicants needs to be increased and support provided for completion of applications. Further study is warranted to understand why qualified applicants decline acceptance.


Author(s):  
Barbara Salingré ◽  
Sheryl MacMath

This article reports on the validity of the Multiple-Mini-Interview (MMI) method as it was used by a post-degree teacher education program as part of their admissions process to select candidates for entry into the program. The MMI, primarily used for medical school admittance, involves several stations with different interviewers. Comparisons were made between the MMI, other intake variables, and outtake measures. Quantitative analyses also examined possible interviewer, station, gender, and heritage effects. Results support the claim that the MMI can be used to measure dispositions not measured by other intake variables; however, some concerns did emerge. Keywords: multiple-mini-interview, teacher education, admission processes, higher education


2015 ◽  
Vol 79 (9) ◽  
pp. 135 ◽  
Author(s):  
Robin L. Corelli ◽  
Michael A. Muchnik ◽  
Ryan J. Beechinor ◽  
Gary Fong ◽  
Eleanor M. Vogt ◽  
...  

Author(s):  
Greer Glazer ◽  
Laura F. Startsman ◽  
Karen Bankston ◽  
Julia Michaels ◽  
Jennifer C. Danek ◽  
...  

Health profession schools use interviews during the admissions process to identify certain non-cognitive skills that are needed for success in diverse, inter-professional settings. This study aimed to assess the use of interviews during the student admissions process across health disciplines at schools in the United States of America in 2014. The type and frequency of non-cognitive skills assessed were also evaluated. Descriptive methods were used to analyze a sample of interview rubrics collected as part of a national survey on admissions in the health professions, which surveyed 228 schools of medicine, dentistry, pharmacy, nursing, and public health. Of the 228 schools, 130 used interviews. The most desirable non-cognitive skills from 34 schools were identified as follows: communication skills (30), motivation (22), readiness for the profession (17), service (12), and problem-solving (12). Ten schools reported using the multiple mini-interview format, which may indicate potential for expanding this practice. Disparities in the use of interviewing across health professions should be verified to help schools adopt interviews during student admissions processes.


Somatechnics ◽  
2013 ◽  
Vol 3 (1) ◽  
pp. 9-30
Author(s):  
Fiona K. O'Neill

In the UK, when one is suspected of having breast cancer there is usually a rapid transition from being diagnosed, to being told you require treatment, to this being effected. Hence, there is a sense of an abrupt transition from ‘normal’ embodiment through somatechnic engagement; from normality, to failure and otherness. The return journey to ‘embodied normality’, if indeed there can be one, is the focus of this paper; specifically the durée and trajectory of such normalisation. I offer a personal narrative from encountering these ‘normalising interventions’, supported by the narratives of other ‘breast cancer survivors’. Indeed, I havechosento become acquainted with my altered/novel embodiment, rather than the symmetrisation of prosthetication, to ‘wear my scars’,and thus subvert the trajectory of mastectomy. I broach and brook various encounters with failure by having, being and doing a body otherwise; exploring, mastering and re-capacitating my embodiment, finding the virtuosity of failure and subversion. To challenge the durée of ‘normalisation’ I have engaged in somatic movement practices which allow actual capacities of embodiment to be realised; thorough kinaesthetic praxis and expression. This paper asks is it soma, psyche or techné that has failed me, or have I failed them? What mimetic chimera ‘should’ I become? What choices do we have in the face of failure? What subversions can be allowed? How subtle must one be? What referent shall I choose? What might one assimilate? Will mimesis get me in the end? What capacities can one find? How shall I belong? Where / wear is my fidelity? The hope here is to address the intra-personal phenomenological character and the inter-corporeal socio-ethico-political aspects that this body of failure engenders, as one amongst many.


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