Correlation on the Performance of Competence Base Multiple Mini-interview and the Clinical Assessments thereafter for the Postgraduate Residency

10.6145/jme.202003_24(1).0003

Heng-Hui Lien；Shu-Chen Chen；Tien-Shang Huang

competence base ； multiple mini-interview ； postgraduate education

Journal of Medical Education

24卷1期（2020 / 03 / 01）

29 - 38

英文

Purpose: To assess the reliability and validity of a competence-based multiple mini-interview (MMI) for determining admittance to postgraduate residency. Methods: To evaluate such reliability and validity, we investigated the correlation between performance in the MMI and in subsequent clinical assessments (during the school year of internship and program in general medicine [PGY] residency). The assessment dimensions of the MMI were developed based on the six core competencies formulated by the accreditation council for graduate medical education (ACGME). On January 2016, an MMI was conducted for 269 applicants, 28 of whom were still interns at our hospital and 19 of whom were interns in 2016. Of them, 269, 37 were admitted as PGY residents. Multiple comparisons, a chi-square test, and a generalized linear model were used to analyze the correlations between scores for the MMI, an objective structured clinical examination (OSCE), and clinical assessments in five departments for the 19 interns in 2016 and 37 PGY residents in 2017. Results: The MMI exhibited high test discrimination (P ＜ 0.001). The applicant's performance on the MMI was not affected by whether they were an intern at our hospital. For interns, MMI performance was significantly correlated with performance in OSCEs and the clinical assessment. For PGY residents, MMI performance was significantly correlated only observed with performance in clinical assessments. Conclusions: The significant correlation between performance of MMI and clinical assessments provides powerful support for the use of our MMI model, where ACGME core competencies are used as test dimensions in the recruitment of PGY residents by teaching hospitals.

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