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| Multiple Mini Interview (MMI) | |
|---|---|
| Name | Multiple Mini Interview |
| Acronym | MMI |
| Purpose | Admissions assessment |
| First used | 2000s |
| Developer | McMaster University |
| Format | Circuit of timed stations |
Multiple Mini Interview (MMI) The Multiple Mini Interview (MMI) is a multi-station, objective structured interview format used for selection in professional programs. It evaluates interpersonal skills, ethical reasoning, communication, and critical thinking through brief, timed interactions across a circuit of stations. The MMI has been adopted by institutions and professional schools worldwide, influencing admissions practices in fields such as medicine, nursing, dentistry, law, and public policy.
The MMI consists of a series of short, structured stations where candidates respond to prompts or tasks, often interacting with standardized participants or evaluating scenarios. Prominent institutions such as McMaster University, University of Toronto, Harvard University, University of Oxford, University of Cambridge, Stanford University, Yale University, Columbia University, University of California, Berkeley, University of California, Los Angeles, King's College London, Imperial College London, University College London, University of Edinburgh, University of Melbourne, University of Sydney, Monash University, University of Queensland, University of British Columbia, McGill University, University of Pennsylvania, Duke University, Johns Hopkins University, Cornell University, University of Chicago, Northwestern University, University of Michigan, University of Washington, University of Texas at Austin, University of Toronto Faculty of Medicine, University of Alberta, Queen's University, University of Western Ontario, Dalhousie University, Memorial University of Newfoundland, McMaster Medical School, Nanyang Technological University, National University of Singapore, Seoul National University, Peking University, Tsinghua University, University of Hong Kong, Chinese University of Hong Kong, University of Auckland, University of Otago, Trinity College Dublin, Karolinska Institutet, Uppsala University, Lund University, Heidelberg University, Humboldt University of Berlin, Freie Universität Berlin, University of Tokyo, Keio University, Osaka University, Kyoto University and University of São Paulo have influenced or adopted multi-station interview methods.
The MMI originated in response to concerns about bias and variability in traditional panel interviews, developed by researchers and educators seeking standardized assessment tools. Early adopters included medical schools aiming to improve selection fairness after studies by teams at McMaster University and collaborations involving scholars from University of Toronto and Western University. Subsequent diffusion involved international conferences, workshops hosted by organizations such as the Association of American Medical Colleges, Canadian Medical Association, British Medical Association, Australian Medical Association, General Medical Council, Medical Council of Canada, and institutions like World Health Organization, United Nations Educational, Scientific and Cultural Organization, and Organisation for Economic Co-operation and Development influencing policy dialogues. Key figures and institutions in psychometrics, admissions research, and medical education drove iterative refinements, drawing upon assessment theory from scholars connected to Harvard Medical School, Oxford University Medical School, and Cambridge University.
Typical MMI formats include 6–12 stations each lasting 5–10 minutes, with a global or checklist rubric completed by trained examiners. Stations include role-play with standardized participants trained at centers like Standardized Patient Program at McMaster University and simulation units at Johns Hopkins University Hospital, Mayo Clinic, Cleveland Clinic, Massachusetts General Hospital, Royal London Hospital, Guy's and St Thomas' NHS Foundation Trust, Royal Melbourne Hospital, St Vincent's Hospital Melbourne, The Alfred Hospital, Groote Schuur Hospital, and Toronto General Hospital. Scenario types range from ethical dilemmas referencing cases akin to issues discussed at Nuremberg Trials, Tuskegee syphilis study, Helsinki Declaration, and debates in venues such as World Health Assembly; teamwork tasks modeled on practices from Googleplex innovation labs; communication stations inspired by outreach at Doctors Without Borders and Red Cross; and critical thinking prompts referencing public health responses like SARS outbreak, H1N1 pandemic, COVID-19 pandemic, and lessons from Ebola virus epidemic in West Africa.
Scoring typically uses anchored rating scales, global assessments, or analytic checklists scored by faculty, clinicians, and trained community assessors. Psychometric approaches employed by assessment teams at Educational Testing Service, Psychometrics Centre at University of Cambridge, University of Melbourne School of Medicine Assessment Unit, Medical Schools Council, Association for Medical Education in Europe and consultants from firms like KPMG and Deloitte analyze inter-rater reliability, generalizability, and fairness. Statistical models such as generalizability theory and item response theory, used by researchers from University of Chicago, University of Iowa, Indiana University Bloomington, and McGill University quantitate sources of variance and inform station design.
Evidence for reliability and validity includes multi-site studies conducted by teams at McMaster University, University of Toronto, University of Calgary, Queen's University, Monash University, University of Melbourne, University of British Columbia, and University of Sydney. Validation work references frameworks promulgated by American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. Meta-analyses and systematic reviews by researchers affiliated with Cochrane Collaboration, Campbell Collaboration, BEME Collaboration, and scholars at Johns Hopkins Bloomberg School of Public Health examine predictive validity for clinical performance, licensing outcomes overseen by bodies like Medical Licensing Examination Board and correlation with academic metrics from institutions such as Imperial College London and King's College London.
Preparation resources are offered by university career services at Harvard College, Yale College, Princeton University, Brown University, Dartmouth College, University of Notre Dame, Georgetown University, Tufts University, University of Miami, University of North Carolina at Chapel Hill, Emory University, Vanderbilt University and by commercial test-prep organizations such as Kaplan, Inc., The Princeton Review, Manhattan Prep, and independent coaching by clinicians from Royal College of Physicians, American College of Physicians, and Royal Australasian College of Physicians. Candidate feedback studies involve surveys coordinated with student unions at University of Toronto Students' Union, Medical Students' Association of Australia, British Medical Association Medical Student Council, and professional bodies like American Medical Association.
Beyond medicine, MMI-style assessments are used in admissions or selection for programs at law schools like Harvard Law School, business schools such as Wharton School, London Business School, and professional programs at Royal College of Surgeons, School of Nursing at Johns Hopkins University, Faculty of Dentistry at University of Toronto, Veterinary Medicine at Royal Veterinary College, Public Health programs at Columbia University Mailman School, and policy schools such as Harvard Kennedy School and London School of Economics. Adoption has been influenced by accreditation agencies including Liaison Committee on Medical Education, Australian Medical Council, General Medical Council, Canadian Residency Matching Service, and professional certification boards across health and allied professions.
Category:Interviews