Validating a multiple mini-interview question bank assessing entry-level reasoning skills in candidates for graduate-entry medicine and dentistry programmes.

Chris Roberts; Nathan Zoanetti; Imogene Rothnie

doi:10.1111/j.1365-2923.2009.03292.x

Validating a multiple mini-interview question bank assessing entry-level reasoning skills in candidates for graduate-entry medicine and dentistry programmes.

Chris Roberts, Nathan Zoanetti, Imogene Rothnie

Australian Council for Educational Research (ACER)

Research output: Contribution to journal › Article › peer-review

Abstract

The multiple mini-interview (MMI) was initially designed to test non-cognitive characteristics related to professionalism in entry-level students. However, it may be testing cognitive reasoning skills. Candidates to medical and dental schools come from diverse backgrounds and it is important for the validity and fairness of the MMI that these background factors do not impact on their scores.

Original language	English
Journal	Medical Education
Volume	43
Issue number	4
DOIs	https://doi.org/10.1111/j.1365-2923.2009.03292.x
Publication status	Published - 1 Apr 2009

Keywords

Dental school
Entry level students
Medical school
Medical students
Multiple mini interview (MMI)
Non-cognitive characteristics
Student background

Disciplines

Curriculum and Instruction
Medical Education
Psychology

Access to Document

10.1111/j.1365-2923.2009.03292.xLicence: Unspecified

http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2009.03292.x/full

Cite this

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