Journal
JOURNAL OF HEALTH CARE FOR THE POOR AND UNDERSERVED
Volume 29, Issue 1, Pages 303-320Publisher
JOHNS HOPKINS UNIV PRESS
DOI: 10.1353/hpu.2018.0021
Keywords
Socioeconomic disadvantage; medical school admissions; Multiple MiniInterview; medical licensing examinations; medical school academic performance; physician workforce diversity; medical school clerkship ratings; racial/ethnic minority groups underrepresented in medicine
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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.
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