Today is Tuesday, Jun. 27, 2017

Medical Student Admissions

Multiple Mini Interview (MMI) Process


What is the MMI?

The MMI is a series of approximately six to eight interview "stations" or encounters that last eight to 10 minutes and are centered on a scenario. Each station has its own interviewer (rater); consequently, each student is evaluated by approximately six to eight different individuals. The station scenarios do not test or assess scientific knowledge but instead focus on issues such as communication, ethics, critical thinking, teamwork and opinions on health care issues.

See what the New York Times has to say about Cincinnati Medicine’s MMI Process. 

What other schools are using the MMI?

While the MMI was developed roughly 10 years ago and the popularity of the MMI has been growing internationally, to our knowledge, the University of Cincinnati College of Medicine is the first U.S. medical school to solely use the MMI for interviews in the selection of students into an MD program. There are several U.S. medical schools currently using the MMI in the BS/MD and MD selection process and other schools are considering implementing the process.


How should I prepare for the MMI?

You should read through the outline of the MMI and understand the basic structure of the time limit and number of stations. Reviewing or going through a list of "practice" questions is not applicable because the MMI does not use the same questions as a standard interview. Doing practice interviews can be helpful because it might identify nervous habits and also help you feel more comfortable and relaxed.
Examples of scenarios from the MMI.1 

Example 1:
Dr. Cheung recommends homeopathic medicines to his patients. There is no scientific evidence or widely accepted theory to suggest that homeopathic medicines work, and Dr. Cheung doesn’t believe in them. He recommends homeopathic medicines to people with mild and non-specific symptoms, such as fatigue, headaches and muscle aches, because he believes that it will do no harm but will give them reassurance.

Consider the ethical problems that Dr. Cheung's behavior might pose. Discuss these issues with the interviewer.

Example 2:
Universities are commonly faced with the complicated task of balancing the educational needs of their students and the cost required to provide learning resources to a large number of individuals. As a result of this tension, there has been much debate regarding the optimal size of classes. One side argues that smaller classes provide a more educationally effective setting for students, while others argue that it makes no difference, so larger classes should be used to minimize the number of instructors required.

Discuss these issues with the interviewer.

Example 3:
Due to the shortage of physicians in rural communities, such as Northern Ontario, it has been suggested that medical programs preferentially admit students who are willing to commit to a two- or three-year tenure in an under-serviced area upon graduation.

Consider the broad implications of this policy for health care costs. For example, do you think the approach will be effective? At what expense?

Discuss this issue with the interviewer.


1Eva, K.W., Rosenfed, J., Reiter, H.I., & Norman, G.R. (2004). An Admissions OSCE: the multiple mini-interview. Med Educ, 38(3), 314-326.
 

“UCCOM does a great job of integrating anatomy, physiology, and clinical skills in a manner such that all aspects of becoming a good doctor are actively developed from the beginning.

Matthew,
Medical Student, Second Year