Gathering validity evidence in the use of multiple mini-interviews as an admission tool for dental students: Preliminary evidence from Saudi Arabia

Alaki, Sumer M; Shinawi, Lana A.; Yamani, Ibrahim Al; Hassan, Mona Hassan Ahmed; Tekian, Ara; Park, Yoon Soo

doi:10.3109/0142159x.2016.1142510

Cited by 5 publications

(11 citation statements)

References 19 publications

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“…Although no significant difference was found in the total MMI scores a general tendency for higher scores for females was noted and was significant in the empathetic skills station for the first year and in both the empathetic skills and team work abilities on the following year. This is in agreement with the results of the first MMI held at KAUFD in the academic year (2013–2014) where female students were found to score higher than their male counterparts in all MMI stations (4). Unlike the previous year however, this study combined MMI station with the big five inventory (BFI) in order to obtain a more detailed personality profile of the applicants.…”

Section: Discussionsupporting

confidence: 91%

“…This report displayed significant consistency with intra-class correlations (ICC) between evaluators from different stations and within the same station which is one of the foremost advantages of MMI setups compared to traditional panel interviews. These findings are consistent with the first year MMI findings (4) and are most likely a result of the training workshop which aimed to calibrate the high number of faculty involved in MMI and increase the reliability of the MMI findings. It also insures that no bias was practiced during the MMI stations.…”

Section: Discussionsupporting

confidence: 86%

“…The MMI comprised of 5 stations to evaluate the following aspects: 1) Personal characters, 2) Ethical decision-making, 3) Critical thinking ability, 4) Teamwork ability, and 5) Empathetic skills. These stations were selected based on reviewing the MMI literature as well as the previous MMI interviews at KAUFD (4, 12). The structure of each station included one or more scenarios evaluating the MMI station theme.…”

Section: Methodsmentioning

confidence: 99%

“…Additionally, it was found that complaints by patients treated in the medical and dental programs were mostly related to non-cognitive skills including professionalism and ethics (2, 3). Since then, many schools have adopted this form of structured interviews to assess applicants’ non-cognitive skills including ethical and moral values, communication skills, empathy, as well as the awareness of the demands of training as a dental surgeon (4). During the MMI, the applicants are assessed for numerous non-cognitive skills while allowing the applicant to recover if there were problems with previous stations (5).…”

Section: Introductionmentioning

confidence: 99%

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The effect of personality traits on undergraduate dental students' performance in multiple mini interviews

Yamany

et al. 2017

Electron physician

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BackgroundMultiple mini interviews (MMI) is a structured student selection method where applicants rotate around a series of stations that do not require previously learned knowledge. The Big Five Inventory (BFI) is a tool often used to measure personality traits commonly used in applicant selection.ObjectiveThe aim of the current study was to assess the effect of personality traits using the BFI on undergraduate dental students’ performance in MMI.MethodsThis research was conducted at The Faculty of Dentistry, King Abdulaziz University, Jeddah, Saudi Arabia. All undergraduates applying to the dental program at King Abdulaziz University, Faculty of Dentistry (KAUFD) in two academic years [(2014–2015) and (2015–2016)] undertook the MMI held at KAUFD and completed the BFI inventory with a total number of 350 students. The MMI consisted of five stations while the BFI contained forty-four items. Data were analysed by SPSS version 20, using independent-samples t-test, Mann-Whitney U test, Spearman’s rho correlation coefficient and Chi-square test.Resultsfemale students scored higher than their male counterparts but scores were only significant in the empathy station (p<0.001) in the first year, and in both empathetic skills and team work abilities (p<0.05) in the second. BFI results indicate that male students scored higher on agreeableness (p<0.003) and lower on neuroticism (p<0.001) in the first year while female students scored higher on agreeableness and conscientiousness (p<0.001) in the second year. Students of private schools had higher total MMI scores compared to those of public schools (p<0.05).ConclusionMMI combined with the Big Five Inventory can be a useful tool in the admission process.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 86%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The effect of personality traits on undergraduate dental students' performance in multiple mini interviews

Yamany

et al. 2017

Electron physician

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“…[12][13][14] Values of less than 0.4 indicate poor agreement, whereas the values 0.4-0.8 and >0.8 indicate fair-to-good and excellent agreements, respectively. OSCE required many examiners to be present, all with appropriate professional training; an appropriate testing location with a room for multiple stations; and time for preparation of the circuit, including preparation of models, radiographs, and charting.…”

Section: Item For the Prosthodontics-grading Scale For Operation Inmentioning

confidence: 99%

Application of OSCE for Stage Assessment in Standardized Training for Oral Residents

Nie

Zhu

Meng

et al. 2018

Journal of Dental Education

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The aim of this study was to establish and implement an objective structured clinical examination (OSCE) for stage assessment in standardized training for oral residents, evaluating its validity and suitability. An OSCE was established for stage assessment of 158 residents in a program in Jiangsu Province, China. Its validity and suitability were evaluated using indices such as reliability and discrimination coefficients of assessment results. The established OSCE had eight stations: interpretation of auxiliary examination results, basic knowledge, doctor-patient communication and clinical examination, clinical case analysis, medical record and prescription writing, public skills, first aid skills, and specialist's operation skills. The mean overall score and consistency coefficient (Cronbach's alpha) for the test subjects were 83.64±3.69 points and 0.732, respectively. The developed OSCE was reasonably established, with credible assessment results, and indices such as mean and discrimination coefficient of test scores from each station were appropriate. Therefore, the proposed protocol was found to be reliable and suitable.

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Can Multiple Mini‐Interviews Predict Academic Performance of Dental Students? A Two‐Year Follow‐Up

Alaki

Yamany

Shinawi

et al. 2016

Journal of Dental Education

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Prior research has shown that students' previous grade point average (GPA) is the best predictor for future academic success. However, it can only partly predict the variability in dental school performance. The aim of this study was to assess the predictive value of multiple mini-interviews (MMI) as an admission criterion by comparing them with the academic performance of dental students over a two-year period. All incoming undergraduate dental students at the King Abdulaziz University Faculty of Dentistry (KAUFD) during academic year 2013-14 were invited to participate in MMI. Students rotated through six objective structured clinical exam (OSCE)-like stations for 30 minutes total and were interviewed by two trained faculty interviewers at each station. The stations were focused on noncognitive skills thought to be essential to academic performance at KAUFD. The academic performance of these students was then followed for two years and linked to their MMI scores. A total of 146 students (71 males and 75 females) participated in an interview (response rate=92.9%). Most students scored in the acceptable range at each MMI station. Students' total MMI score, ambitions, and motives were significant predictors of GPA during the two years of follow-up (p<0.038 and p<0.

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Gathering validity evidence in the use of multiple mini-interviews as an admission tool for dental students: Preliminary evidence from Saudi Arabia

Abstract: Preliminary validity evidence supports the use of MMI scores as an admission tool for dental students, with respect to its response process, internal structure and relationship to other variables.

Cited by 5 publications

References 19 publications

The effect of personality traits on undergraduate dental students' performance in multiple mini interviews

The effect of personality traits on undergraduate dental students' performance in multiple mini interviews

Application of OSCE for Stage Assessment in Standardized Training for Oral Residents

Can Multiple Mini‐Interviews Predict Academic Performance of Dental Students? A Two‐Year Follow‐Up

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