Widening participation in medicine: A focus group evaluation of mock multiple mini-interviews for medical school applicants

Abstract

Background Medical school applicants from disadvantaged backgrounds feel less confident and are less likely to be successful in their applications compared to their peers. Widening participation interventions seek to address this under-representation. This study evaluated the effectiveness of one such intervention: a mock multiple mini-interview, designed using guidelines created by the Medical Schools Council. Methods The intervention was delivered by a team of medical student volunteers called Manchester Outreach Medics. A total of 29 participants attended the session, which prioritised the recruitment of Year 12 pupils with widening participation flags. The participants completed eight interview stations, with facilitated briefing and debriefing. Participants received both verbal and written feedback throughout. Three focus groups were conducted after the intervention, and thematic analysis was applied to explore its effectiveness. Results Out of 29 participants, who consented to take part in a focus group, 28 attended. They felt that the formal nature of the intervention helped eliminate first time nerves and raised their confidence for future medical school interviews. They valued the regular feedback throughout the session as it encouraged continuous improvement. Some participants felt the intervention helped with their isolation, as they had no peers who were applying to medical school. After the session, participants believed that they could be successful in the real medical school interview. Conclusion This study established that hosting a mock multiple mini-interview session, following the Medical Schools Council guidance, had a positive impact on pupils from disadvantaged backgrounds. The intervention can be delivered both by teachers and medical student volunteers. The MMI session could be improved by factoring in time for informal debriefs with peers, allocating more time for assessors to mark the stations, and incorporating a virtual MMI station.