Objective: To describe the development, implementation, and evaluation of the multiple mini-interview (MMI) within a doctor of pharmacy (PharmD) admissions model.
Methods: Demographic data and academic indicators were collected for all candidates who participated in Candidates' Day (n=253), along with the score for each MMI station criteria (7 stations). A survey was administered to all candidates who completed the MMI, and another survey was administered to all interviewers to examine perceptions of the MMI.
Results: Analyses suggest that MMI stations assessed different attributes as designed, with Cronbach alpha for each station ranging from 0.90 to 0.95. All correlations between MMI station scores and academic indicators were negligible. No significant differences in average station scores were found based on age, gender, or race.
Conclusion: This study provides additional support for the use of the MMI as an admissions tool in pharmacy education.
Keywords: admissions; assessment; evaluation; multiple mini-interview; noncognitive attributes.