Multiple Mini-Interview Utilization in United States Physician Assistant Program Admission Processes.
Journal
The journal of physician assistant education : the official journal of the Physician Assistant Education Association
ISSN: 1941-9449
Titre abrégé: J Physician Assist Educ
Pays: United States
ID NLM: 101298201
Informations de publication
Date de publication:
01 Jun 2021
01 Jun 2021
Historique:
entrez:
18
5
2021
pubmed:
19
5
2021
medline:
29
10
2021
Statut:
ppublish
Résumé
Health care program admission processes utilize multi-faceted approaches to evaluate cognitive and noncognitive attributes of applicants. The multiple mini-interview (MMI) was developed in response to the need for a reliable and validated tool to assess noncognitive factors and has been increasingly incorporated into the admissions process by physician assistant (PA) programs. The study's purpose was to explore the current implementation and utilization of the MMI within PA programs. The study used a mixed-methods exploratory approach including a telephone survey and semi-structured interview of 11 PA programs using the MMI in their admissions process. Quantitative data collected included demographic information, MMI implementation characteristics, station structure, scoring, feasibility, satisfaction with MMI utilization, and MMI evaluation methods. During the 2015-2016 admissions cycle, the participating programs used from 5 to 10 stations, averaging 7 minutes per station, requiring 8 faculty, 2 staff, and 7 students per interview session. Despite variation in program size, number of applicants, and years of MMI utilization, all participating programs reported that they were satisfied with the format and would continue to utilize the MMI in the admissions process. While there is substantial literature describing the use of the MMI within health care programs globally, this study represents the first characterization of its use within PA programs on a national level. Although there was variation among PA program implementation of the MMI, our results are comparable to studies within other health care professions. Additional studies are necessary to further describe the MMI and its correlation with PA program educational outcomes and the impact on diversity.
Identifiants
pubmed: 34004644
doi: 10.1097/JPA.0000000000000352
pii: 01367895-202106000-00002
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
74-78Commentaires et corrections
Type : ErratumIn
Informations de copyright
Copyright © 2021 Physician Assistant Education Association.
Déclaration de conflit d'intérêts
The authors declare no conflict of interest.
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