Korean J Med Educ.  2014 Sep;26(3):223-229. 10.3946/kjme.2014.26.3.223.

Can the multiple mini-interview predict academic achievement in medical school?

• Kim JK
• Kang SH
• Lee HJ
• Yang J

• KMID: 2306436
• DOI: http://doi.org/10.3946/kjme.2014.26.3.223

Abstract

PURPOSE
The purpose of this study was to determine whether the multiple mini-interview (MMI) predicts academic achievement for subjects in a medical school curriculum.
METHODS
Of 49 students who were admitted in 2008, 46 students finished the entire medical education curriculum within 4 years. We calculated the Pearson correlation coefficients between the total MMI score of the 46 graduates and their academic achievements in all subjects of the curriculum.
RESULTS
The correlation coefficients between total MMI score and academic achievement in Medical Interview and History Taking, Problem-Based Learning, Doctoring I, and Clinical Practice of Surgery ranged from 0.4 to 0.7, indicating that they were moderately related. The values between total MMI score and achievement in Research Overview, Technical and Procedural Skills, Clinical Performance Examinations 1 and 3, Clinical Practice of Laboratory Medicine and Psychiatry, Neurology, and Orthopedics ranged from 0.2 to 0.4, which meant that they were weakly related.
CONCLUSION
MMI score can predict medical student' academic achievement in subjects in the medical humanities and clinical practice.

Keyword

Multiple mini-interview; Academic achievement; Medical schools

MeSH Terms

Clinical Competence
Curriculum
Education, Medical
Humanities
Humans
Neurology
Orthopedics
Problem-Based Learning
Schools, Medical*