Medical school performance of socioeconomically disadvantaged and underrepresented minority students matriculating after a multiple mini-interview

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

Multiple Mini-Interviews (MMIs) are increasingly used in medical school admissions. We previously reported that while under-represented minority (URM) status was not associated with MMI scores, self-designated disadvantaged applicants had lower MMI scores, possibly affecting their matriculation prospects. No studies have examined how URM status or socioeconomic disadvantage (SED) are associated with academic performance following admission through an MMI. We examined the adjusted associations of MMI scores, SED, and URM status with U.S. Medical Licensing Examination Steps 1 and 2 performance and third-year clerkship Honors, measures affecting residency matching. While URM status was not associated with the measures, students with greater SED had lower Step 1 scores and fewer Honors. Students with higher MMI scores had more Step 1 failures, but more Honors. The findings identify areas to address in medical school admissions, student support, and evaluation processes, which is important given the need for a more representative physician workforce.

Original languageEnglish (US)
Pages (from-to)303-320
Number of pages18
JournalJournal of Health Care for the Poor and Underserved
Volume29
Issue number1
StatePublished - Feb 1 2018

Keywords

  • Medical licensing examinations
  • Medical school academic performance
  • Medical school admissions
  • Medical school clerkship ratings
  • Multiple mini-interview
  • Physician workforce diversity
  • Racial/ethnic minority groups underrepresented in medicine
  • Socioeconomic disadvantage

ASJC Scopus subject areas

  • Public Health, Environmental and Occupational Health

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