Can Multiple Mini‐Interviews Predict Academic Performance of Dental Students? A Two‐Year Follow‐Up

Abstract

Prior research has shown that students’ previous grade point average (GPA) is the best predictor for future academic success. However, it can only partly predict the variability in dental school performance. The aim of this study was to assess the predictive value of multiple mini‐interviews (MMI) as an admission criterion by comparing them with the academic performance of dental students over a two‐year period. All incoming undergraduate dental students at the King Abdulaziz University Faculty of Dentistry (KAUFD) during academic year 2013–14 were invited to participate in MMI. Students rotated through six objective structured clinical exam (OSCE)‐like stations for 30 minutes total and were interviewed by two trained faculty interviewers at each station. The stations were focused on noncognitive skills thought to be essential to academic performance at KAUFD. The academic performance of these students was then followed for two years and linked to their MMI scores. A total of 146 students (71 males and 75 females) participated in an interview (response rate=92.9%). Most students scored in the acceptable range at each MMI station. Students’ total MMI score, ambitions, and motives were significant predictors of GPA during the two years of follow‐up (p<0.038 and p<0.001, respectively). In this study, MMI was found to be able to predict future academic performance of undergraduate dental students.