In this issue of JAMA, a study by Eva and colleagues1 describes the multiple mini-interview (MMI) process pioneered at McMaster University and its association with students' national licensing examination scores. The MMI is based on sequential structured interviews, with a series of tasks analogous to the objective structured clinical examination. The authors found that students who were accepted by McMaster based on their MMI results and other application data scored higher on Canadian licensing examinations than students who were not accepted by McMaster but attended other medical schools. The MMI appears to be an effective technique for probing dimensions ranging from applicants' responses to novel situations to their reactions to an ethical conflict. The adoption of the MMI by more schools also may increase the diversity of medical student personal attributes, which may lead to increased opportunity for student professional growth, increased specialty distribution, and improved patient care.2
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