Title

Using the Multi Mini Interview in the Bond medicine programme: Developing student self-directed learning

Date of this Version

1-1-2010

Document Type

Book Chapter

Publication Details

Citation only.

Tom, C. (2010). Using the Multi Mini Interview in the Bond medicine programme: Developing student self-directed learning. In A. L. Kenworthy (Ed.), Innovations in teaching and learning: Approaches to professional development from across the disciplines: Volume 1, Bond University (pp. 43-60). Braddon, ACT: Halstead Press.

Access the publisher's website.

2010 HERDC submission. FoR Code: 130203, 130202, 130103

© Copyright 2010, the contributors.

ISBN

978-1-920831-80-6

Abstract

The Bachelor of Medicine/Bachelor of Surgery (MBBS) degree program in the Faculty of Health Sciences and Medicine at Bond University is relatively young, with an establishment date of 2005. One of the assets of being a new program is the opportunity for innovative program design. In this vein, we developed an eight station Multi Mini Interview (MMI) template and process as a tool for ensuring that prospective students who were applicants for the program were a good fit. For fit within the context of the entire degree program, the four Bond University graduate attributes were used as the basis for the MMI process. These attributes include cognitive and non-cognitive areas that require students to demonstrate abilities in communication, ethical and clinical reasoning, leadership and teamwork together with scientific knowledge and understanding. As a result of the item analysis of the MMI results, taken together with students' previous academic ratings, a Student Profile was constructed on each of the successful applicant's performance at the MMI. The students were asked to construct a Personal Development Plan (PDP) to identify their areas of development and to determine what mechanisms they would enlist in order to strengthen their competencies in those areas, thus becoming more self-directed in their learning. The PDP exercise has indeed provided a constructive context for students to develop these self-reflective skills and, together with a Learning Styles Inventory (LSI) for each student, will continue to be incorporated into the early part of the MBBS program. To date, the feedback from students, tutors and academic staff regarding the incorporation of the MMI, PDP and LSI has been uniformly positive.

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This document has been peer reviewed.