應用多站迷你面試(MMI)選擇學士後醫學系學生

Using a Multiple Mini-interview Approach to Select Graduate Entry Medical Students

10.6145/jme.200706_11(2).0003

劉克明(Keh-Min Liu)；楊奕馨(Yi-Hsin Yang)；劉敏(Min Liu)；葉竹來(Jwu-Lai Yeh)；賴春生(Chung-Sheng Lai)；黃俊雄(Chun-Hsiung Huang)

招生 ； 多站迷你面試 ； 醫學教育 ； 學士後醫學系 ； student admission ； multiple mini-interview ； MMI ； medical education ； graduate entry medical program

Journal of Medical Education

11卷2期（2007 / 06 / 01）

22 - 35

繁體中文

美加等國之醫學院在招收新生時，都會藉由面試評量應徵者之人格特質與學醫動機。然而單次面試往往無法收集到應徵者全面性的資訊。因此為了避免上述缺點，本校參考McMaster University所開發的多站迷你面試(MMI)，並於2006年學士後醫學系招生時實施。MMI採用客觀結構式臨床測驗(OSCE)的形式，共有十個測驗站，各站的主題包括：自我介紹、求學目標、健保制度知識、溝通技巧、倫理兩難、圖片論述、批判性評量、倫理考量、團隊合作及學習潛能。80位考生在各測驗站之平均，以「求學目標」站的成績最高（20.3±3.0分），「倫理考量」站最低（15.3±3.5分），考生在「健保制度知識」站的成績沒有很大的差別。考生們肯定MMI比傳統的面試公平，且讓他們有機會表達想法。我們期望採用MMI的面試方式能更有效地選擇出具備行醫特質、能力與適當動機的學生。

Kaohsiung Medical University (KMU) runs a 5-year graduate-entry (i.e. post-baccalaureate) medical program that aims at recruiting mature and strongly motivated students. The admission process includes a written test to assess applicants' academic performance and an interview to measure their personal qualities. Applicants who passed the written test have, in the past, been invited to take part in a loosely structured interview conducted by a panel of four faculty members. However, several research studies have shown that the reliability and validity of interview data to be subject to the interview format and to interviewer bias. To minimize these problems, we decided to implement a new interview method called the multiple mini-interview (MMI), which was first developed and administrated at McMaster University. The MMI, modeled on the Objective Structured Clinical Examination (OSCE), is composed of ten short interview stations. Each station has a specific interview topic and an interviewer who scores the applicant's performance on a structured rating sheet. The topics of the ten stations are self-introduction, reasons for study medicine, knowledge of the health-care system, communication skills, a discussion on an ethical dilemma, comments on a photograph, critical appraisal, ethical considerations, team-work cooperation and learning potential. Eighty applicants, who had passed the written test, participated in an MMI held on July 15, 2006. The average scores of all interviewees at the ten stations ranged from 15.3 (the ”ethical consideration” station) to 20.3 (the ”reasons for study medicine” station) (maximum score=25). The MMI score and the written test score constitutes 25% and 75% of an applicant's final score, respectively. Applicants were ranked based on their final scores and the top 50 applicants were admitted to the program. Among the applicants admitted, 40 of them were ranked with higher MMI scores between 1st and 50th. When asked, the applicants felt that the MMI was fair and objective. They enjoyed the diverse topics and the one-on-one interview process, because this gave them opportunities to express their opinions. We expect the MMI to be a more effective method of selecting applicants who are closer to the ideal characteristics of a physician.

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