Perceptions and Cost-Analysis of a Multiple Mini-Interview in a Pharmacy School Admissions Process

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.

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Rapid Transition to a Virtual Multiple Mini-Interview Admissions Process

Academic Medicine ◽

10.1097/acm.0000000000004179 ◽

2021 ◽

Vol Publish Ahead of Print ◽

Author(s):

Michelle A. Carroll Turpin ◽

Kenya Steele ◽

Omar Matuk-Villazon ◽

Kevin Rowland ◽

Catherine Dayton ◽

...

Keyword(s):

Rapid Transition ◽

Admissions Process ◽

Multiple Mini Interview

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Using Multiple-Mini-Interviews for Admission into Teacher Education

Canadian Journal of Education / Revue canadienne de l éducation ◽

10.53967/cje-rce.v44i1.4401 ◽

2021 ◽

Vol 44 (1) ◽

pp. 150-173

Author(s):

Barbara Salingré ◽

Sheryl MacMath

Keyword(s):

Higher Education ◽

Teacher Education ◽

Medical School ◽

Education Program ◽

Teacher Education Program ◽

Quantitative Analyses ◽

Admissions Process ◽

Multiple Mini Interview

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

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Introduction of the multiple mini interview into the admissions process at the University of Calgary: acceptability and feasibility

Medical Teacher ◽

10.1080/01421590701311713 ◽

2007 ◽

Vol 29 (4) ◽

pp. 394-396 ◽

Cited By ~ 45

Author(s):

K. Brownell ◽

J. Lockyer ◽

T. Collin ◽

J.-F. Lemay

Keyword(s):

University Of Calgary ◽

The University ◽

Admissions Process ◽

Multiple Mini Interview

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How many schools adopt interviews during the student admission process across the health professions in the United States of America?

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2016.13.12 ◽

2016 ◽

Vol 13 ◽

pp. 12 ◽

Cited By ~ 12

Author(s):

Greer Glazer ◽

Laura F. Startsman ◽

Karen Bankston ◽

Julia Michaels ◽

Jennifer C. Danek ◽

...

Keyword(s):

United States ◽

Communication Skills ◽

United States Of America ◽

Cognitive Skills ◽

Health Professions ◽

The United States ◽

Admission Process ◽

Interview Format ◽

Admissions Process ◽

Multiple Mini Interview

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.

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