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The MMI is a series of approximately six to eight interview "stations" or encounters that last 8-10 minutes and are centered on a scenario. Each station has its own interviewer (rater); consequently, each student is evaluated by approximately 6-8 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.
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.
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:
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.
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
Discuss these issues 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.
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