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ERIC Number: EJ1036040
Record Type: Journal
Publication Date: 2014-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-1382-4996
Validating MMI Scores: Are We Measuring Multiple Attributes?
Oliver, Tom; Hecker, Kent; Hausdorf, Peter A.; Conlon, Peter
Advances in Health Sciences Education, v19 n3 p379-392 Aug 2014
The multiple mini-interview (MMI) used in health professional schools' admission processes is reported to assess multiple non-cognitive constructs such as ethical reasoning, oral communication, or problem evaluation. Though validation studies have been performed with total MMI scores, there is a paucity of information regarding how well MMI scores differentiate the constructs being measured, the relationship between MMI scores (construct or total) and personality characteristics, and how well MMI scores (construct or total) predict future performance in practice. Results from these studies could assist with MMI station development, rater training, score interpretation, and resource allocation. The purpose of this study was to investigate the validity of MMI construct scores (oral communication and problem evaluation), and their relationship to personality measures (emotionality and extraversion) and specific scores from standardized clinical communications interviews ("building the relationship" and "explaining and planning"). Confirmatory factor analysis results support a two factor MMI model, however the correlation between these factors was 0.87. Oral communication MMI scores significantly correlated with extraversion (r[subscript c] = 0.25, p < 0.05), but MMI scores were not related to emotionality. Scores for "building a relationship" were significantly related to MMI oral communication scores, (r[subscript ]c = 0.46, p < 0.001) and problem evaluation scores (r[subscript c] = 0.43, p < 0.001); scores for "explaining and planning" were significantly related to MMI problem evaluation scores (r[subscript c] = 0.36, p < 0.01). The results provide validity evidence for assessing multiple non-cognitive attributes during the MMI process and reinforce the importance of developing MMI stations and scoring rubrics for attributes identified as important for future success in school and practice.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A