The impact of Multiple Mini Interviews on the attrition and academic outcomes of midwifery students

BackgroundAdmission to the Bachelor of Midwifery (BMid) in Australia has traditionally been based on academic ranking. The BMid is a high demand course offered to a limited number of students and therefore choosing applicants who complete the degree is important. Multiple Mini Interviews (MMIs) are used to assess non-cognitive skills and select students into healthcare degrees. One university in Australia has introduced MMIs as part of the application process for the BMid.AimCompare attrition rates and Grade Point Average (GPA) scores between students admitted into the BMid using both academic ranking and MMIs, to those admitted on academic ranking alone.MethodsA basic convergent mixed methods design, using an explanatory unidirectional framework to integrate data. Attrition rates, GPA, and multiple mini interview scores (2013–2019), were linked and compared for before and after the use of MMI’s. Focus groups with students, interviewers, and hospital-based educators, explored stakeholder experiences. Open-ended questions from an applicant survey were added to the qualitative data set, which was analysed thematically.FindingsStudents who enrolled via the MMI’s had significantly lower attrition rates than those enrolled before MMI’s were introduced. GPA scores were significantly higher for students who enrolled via the MMI’s. Integration of data found MMI’s identified students passionate to undertake midwifery, and that success at the interviews increased students’ confidence to successfully complete their studies.ConclusionMMI’s as part of the entry process into the BMid enabled identification of applicants more likely to remain in the course and succeed in their studies.     

A mixed methods evaluation of Multiple Mini Interviews for entry into the Bachelor of Midwifery

BackgroundMultiple-mini interviews (MMI) are increasingly used as part of the admission process into healthcare degrees. Evaluations have found MMIs to be a fair assessment tool in terms of reliability and validity and viewed positively by those involved in the MMI process. The use of MMIs in midwifery is novel and evaluation is lacking.AimTo evaluate the use of MMIs as part of the admission process for the Bachelor of Midwifery in one Australian university.MethodsA basic convergent mixed methods study design was utilised. Data included linked data sets, Likert scale responses to survey questions, focus groups and open-ended survey questions. Integration took place at the interpretation and reporting stage.FindingsParticipants viewed the MMI experience positively. The study confirmed the reliability of the MMIs as an assessment tool. Most variance in MMI scores was attributed to the candidate at 31.4 % with the interviewer and the interview station having less influence on the MMI score at 11 % and 6.4 % variance. Older applicants on average achieved higher MMI scores, and those who spoke a language other than English at home or were first in family to attend university had lower on average MMI scores. Being born overseas did not impact an applicant’s MMI score. The overall experience was seen as fair, offering further opportunity to gain entry into the Bachelor of Midwifery.ConclusionMMIs were viewed positively and findings support the use of MMIs as part of an admissions process for the Bachelor of Midwifery.     

Relative Objective Functions in Multiobjective Decision Support Models*

This paper considers the importance of using the nondominated minimum in forming relative objective functions. Other minima can prevent the decision maker from reaching a preferred decision. They disturb the zero and distort the scale, thereby misguiding the decision maker by falsifying trade-off possibilities. Worse, some of these other minima can inadvertently hide whole regions of preferred solutions. Zeleny's multiple criteria simplex method is used to find the nondominated minimum for the linear case.