Abstract
Introduction:
The selection process for medical schools plays a critical role in identifying candidates who possess the necessary attributes and competencies to excel in the demanding field of medicine. This Multiple Mini Interviews (MMIs) have gained popularity as an assessment tool for evaluating applicants' non-cognitive skills, such as communication, empathy, and ethical judgment. Ensuring the fairness and validity of MMIs across diverse applicant groups is paramount for equitable selection processes.
This study aims to investigate the extent to which:
•core attributes assessed by MMIs maintain consistent meaning and interpretation across gender groups.
•gender-related disparities do exist in MMI performance.
•examiner gender influences student MMI performance.
Method:
This research analyses data collected from 2024 Bond university medical school applicants. A multigroup confirmatory factor analysis (MGCFA) approach will be employed for a comprehensive evaluation of the underlying construct validity of the MMI, assessing its consistency across different subgroups.
Results:
This study holds promise for shedding light on the extent to which MMIs are comparable and unbiased across different genders. By comparing the performance of female and male students, the analysis provides insights into potential variations in non-cognitive skill assessment between genders. Additionally, the analysis will investigate whether the gender of examiners influences student MMI outcomes, addressing the potential for examiner-related biases.
Discussion/Conclusion
By unveiling potential measurement biases and inequities, this research contributes to the refinement of admissions procedures, ultimately fostering a more inclusive and just selection process for aspiring medical professionals. These findings hold implications for both medical education policymakers and practitioners seeking to ensure a more inclusive and equitable selection process for aspiring medical professionals.
The selection process for medical schools plays a critical role in identifying candidates who possess the necessary attributes and competencies to excel in the demanding field of medicine. This Multiple Mini Interviews (MMIs) have gained popularity as an assessment tool for evaluating applicants' non-cognitive skills, such as communication, empathy, and ethical judgment. Ensuring the fairness and validity of MMIs across diverse applicant groups is paramount for equitable selection processes.
This study aims to investigate the extent to which:
•core attributes assessed by MMIs maintain consistent meaning and interpretation across gender groups.
•gender-related disparities do exist in MMI performance.
•examiner gender influences student MMI performance.
Method:
This research analyses data collected from 2024 Bond university medical school applicants. A multigroup confirmatory factor analysis (MGCFA) approach will be employed for a comprehensive evaluation of the underlying construct validity of the MMI, assessing its consistency across different subgroups.
Results:
This study holds promise for shedding light on the extent to which MMIs are comparable and unbiased across different genders. By comparing the performance of female and male students, the analysis provides insights into potential variations in non-cognitive skill assessment between genders. Additionally, the analysis will investigate whether the gender of examiners influences student MMI outcomes, addressing the potential for examiner-related biases.
Discussion/Conclusion
By unveiling potential measurement biases and inequities, this research contributes to the refinement of admissions procedures, ultimately fostering a more inclusive and just selection process for aspiring medical professionals. These findings hold implications for both medical education policymakers and practitioners seeking to ensure a more inclusive and equitable selection process for aspiring medical professionals.
Original language | English |
---|---|
Pages | 136-136 |
Number of pages | 1 |
Publication status | Published - Jul 2024 |
Event | International Test Commission Conference: Working together to improve cross-cultural assessment and research - Granada, Spain Duration: 2 Jul 2024 → 5 Jul 2024 https://www.itc2024granada.com/ |
Conference
Conference | International Test Commission Conference: Working together to improve cross-cultural assessment and research |
---|---|
Abbreviated title | ITC Conference 2024 |
Country/Territory | Spain |
Period | 2/07/24 → 5/07/24 |
Other | For almost 50 years, International Test Commission (ITC) has contributed enormously to promoting effective, valid and fair testing and assessment practices around the world to benefit society. The next ITC conference in Granada (Spain) also aims to make a difference in equity and inclusion when making decisions or comparisons based on tests and questionnaires in a changing assessment context. The ITC Granada conference will be the first in-person since 2018. It will be a unique opportunity to know the latest research, to network with colleagues and collaborate. The conference program will allow researchers and professionals to know innovative research, enroll in short-course on “hot topics” in assessment, and take part in “business-academia” activities to connect industry with researchers. |
Internet address |