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Statements

Subject Item
dbr:Multiple_mini-interview
rdfs:label
Multiple mini-interview
rdfs:comment
In recruitment, the multiple mini-interview (MMI) is an interview format that uses many short independent assessments, typically in a timed circuit, to obtain an aggregate score of each candidate's soft skills. In 2001, the McMaster University Medical School began developing the MMI system, to address two widely recognized problems. First, it has been shown that traditional interview formats or simulations of educational situations do not accurately predict performance in medical school. Secondly, when a licensing or regulatory body reviews the performance of a physician subsequent to patient complaints, the most frequent issues of concern are those of the non-cognitive skills, such as interpersonal skills, professionalism and ethical/moral judgment. Since its formal introduction at McMast
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dbc:University_and_college_admissions dbc:Interviews dbc:Recruitment
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23768495
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1052581653
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dbr:Radiologic_technologist dbr:Meta-analysis dbr:Soft_skills dbc:University_and_college_admissions dbr:Pharmacy dbr:Physical_therapy dbr:Predictive_validity dbr:Graduate_school dbr:Postgraduate_education dbr:University_of_Cincinnati_Academic_Health_Center dbr:Human_resources dbr:McMaster_University_Medical_School dbr:Dentistry dbr:Podiatry dbr:Nuclear_medicine dbr:Halo_effect dbr:Midwifery dbr:Sonographer dbr:Interpersonal_skills dbr:Occupational_therapy dbc:Recruitment dbr:Medical_laboratory dbr:Michael_G._DeGroote_School_of_Medicine dbc:Interviews dbr:Objective_structured_clinical_examination dbr:Veterinary_medicine dbr:Dental_hygienist
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In recruitment, the multiple mini-interview (MMI) is an interview format that uses many short independent assessments, typically in a timed circuit, to obtain an aggregate score of each candidate's soft skills. In 2001, the McMaster University Medical School began developing the MMI system, to address two widely recognized problems. First, it has been shown that traditional interview formats or simulations of educational situations do not accurately predict performance in medical school. Secondly, when a licensing or regulatory body reviews the performance of a physician subsequent to patient complaints, the most frequent issues of concern are those of the non-cognitive skills, such as interpersonal skills, professionalism and ethical/moral judgment. Since its formal introduction at McMaster University Medical School in 2004, it has been adopted by medical, dental, pharmacy, and veterinary schools around the world.
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