A Guide To Multiple Mini Interviews

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A Guide to Multiple Mini Interviews LJMU CAREERS TEAM 0151 231 2048/3719 ❚ careers@ljmu.ac.uk

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What are multiple mini interviews (MMIs)?

The multiple mini interview (MMI) format means essentially that a candidate will be interviewed by more than one interviewer. With this kind of format, candidates will usually rotate around different tables or ‘stations’ where at each station they will face different types of questions. Some MMIs (for example for dentistry or medicine) can include other types of exercises such as a role play or even a practical exercise. Usually a candidate’s time at each station will be timed so that the interview does not over-run.

Which kind of employers use multiple mini interviews?

Students who are applying for job opportunities within the science or healthcare sector would be most likely to encounter MMIs. For example, students may face the MMI format if applying for the following types of opportunities: ❙❙ ❙❙ ❙❙ ❙❙

The Scientist Training Programme (STP) Graduate entry dentistry or medicine courses Physician associate training courses Pre-registration placements which employers are recruiting for via the ORIEL selection process. (This would only apply to pharmacy students).

The above are just examples and not an exhaustive list, MMIs may occur in other interview situations as well.

Written by Laura Aldridge, Careers Adviser, Faculty of Science All information in this guide was correct as of April 2018. However, some facts can be subject to change, so students are advised to also refer to the websites supplied for any updates.

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What are the advantages and disadvantages of MMIs? Advantages - The MMI format gives candidates the chance to be interviewed by more than one interviewer, and to have his or her skills assessed by a range of different recruiters, in a variety of different interview situations. This could potentially allow the candidate to give a more rounded picture of him or herself. Some employers also use a scoring system which could mean that if a candidate has a lower score at one interview station, he or she could compensate for this at the next mini interview.

Disadvantages – MMIs are usually fairly short and there is often not a lot of time between each of the mini interviews. For example, during the interview process for the Scientist Training Programme, each MMI lasts around ten minutes, and then candidates have around two minutes before moving onto the next interview. This can make the interview process feel quite fast paced, and pressurised as candidates do not have a chance to pause between each station. This is why it is important for candidates to listen to all instructions clearly about the MMI process which they will receive when they arrive at the employer selection centre.

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How can candidates prepare for multiple mini interviews?

Before attending a multiple mini interview, it is important that the candidate first of all familiarises him or herself with the skills, qualities and knowledge which the interviewers will be assessing. This will then provide clues to the types of questions which the interviewers will ask, and will enable candidates to prepare evidence and examples of when they have displayed those particular skills. During the MMIs it is likely that each interview station will assess a particular skill, quality or area of knowledge which the employer is looking for. Therefore, each interview station usually has a theme and it is helpful if a candidate can recognise what each station is testing.

For National Health Service (NHS) interviews e.g. for The Scientist Training Programme (STP), interviewers may use a ‘values based’ style of interviewing. This means that candidates will face questions which ask them to give examples of times when they have demonstrated a particular NHS value. Therefore, it is important that prior to the interview that candidates familiarise themselves with the NHS Constitution and its values and behaviours: https://www.nhs.uk/ NHSEngland/thenhs/about/Pages/nhscoreprinciples. aspx Those who are applying to the STP are also likely to face questions which test their scientific knowledge of the specialism which they are applying to. There may be questions about the curriculum of the first year of the training programme for the candidate’s chosen specialism.

There will also be a general science station where candidates could face questions about also anything relating to science (e.g. current research and news). One way for candidates to prepare for this would be to read relevant scientific journals or blogs prior to the interviews, and to keep an eye on current news topics affecting the healthcare professions. You can see a film clip of what happens at the STP interviews here: http://www.nshcs. hee.nhs.uk/join-programme/nhs-scientist-trainingprogramme/the-interview-process

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Aptitudes which the Scientist Training Programme multiple mini interviews test: ❙❙ General aptitude for science and understanding of scientific services in society ❙❙ Specialism specific questions to assess scientific knowledge and skills ❙❙ Values and behaviour and leadership and management Source: National School of Healthcare Science, NHS Health England website, April 2018

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At the ORIEL assessment centre (which all hospital and some community pharmacy employers use to recruit for pre-registration placements) pharmacy students are likely to face MMI questions which test their awareness of the professional attributes for pharmacists: https://www.lasepharmacy.hee.nhs.uk/nationalrecruitment/job-description-person-specification-and-paf/ Pharmacy students will have to give examples of when they have displayed those professional attributes. These questions could be behavioural where candidates could be asked to give an example of when they have demonstrated a particular skill.

Alternatively questions could be asked which test candidates’ clinical knowledge. At the ORIEL assessment centre, candidates will also face a situational judgement test and a numeracy test. More information about the ORIEL assessment centre can be found here: https://www.lasepharmacy.hee.nhs.uk/national-recruitment/ For graduate medicine or dentistry courses, applicants may face interview questions about why they would like to train as a dentist or a doctor. Interviewers may ask questions which test candidates’ awareness of ethical dilemmas which medical professionals may face. They may also face other types of assessment such as role plays or even practical exercises. For example, those applying to dentistry may have to complete an assessed exercise which assesses their manual dexterity.

General interview technique It is also important to be aware of the different types of interview questions which employers use. Some employers use very specific competency based questions (e.g. ‘tell us about a time when you have worked as part of a team’) and in response to this question it is advisable to structure your answer according to the STAR framework (Situation, Task, Action and Result).

Other employers may use strengths based questions such as; (‘what do you enjoy about teamworking?’) which allow you to draw on a range of evidence, and to structure your answer in a different way. Please refer to our mini guide about preparing for interviews for more information about general interview technique: www2.ljmu.ac.uk/Careers/careers_docs/Preparing_for_Interviews_mini_guide.pdf Competency Based Question

Strengths Based Question

Tell us about a time when you have worked as part of a team?

What do you enjoy about teamworking?

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Example questions Below are some examples of questions which LJMU students have been asked at different types of multiple mini interviews. Further information is provided in brackets about which attribute the question is testing.

Interviews for graduate dentistry or medicine courses Why do you want to become a doctor?

career motivation question

Which qualities should a dentist have?

career motivation question

Can you tell us about a significant recent advance in medicine or science? Why is it significant? Why has this interested you?

testing a candidate’s awareness of current issues

What do you know about problem based learning (PBL)? Why do you want to come to a PBL medical school?

testing a candidate’s awareness of the medicine course content

Should alternative or complimentary medicine be funded by the NHS, and why?

ethical question

How should the NHS achieve a balance between promoting good health and treating ill health?

ethical question

Scientist Training Programme (STP) interviews How would you explain the scientific aspects of your work – for example how would you interpret test results – to an anxious patient who has no background in science, on a busy ward?

testing the NHS value of compassion

Improving lives is an NHS value that emphasises a core function of the NHS and innovation is central to improvement. Tell me about a time when you have found a new way to approach a task or made a suggestion that improved practice?

testing the NHS value of innovation

What are your expectations from the Scientist Training Programme?

assessing a candidate’s understanding of the STP

Interview questions as part of the ORIEL assessment centre (relevant to pharmacy students only) Give me an example of when you have failed in a team? How did you rectify this?

testing multi professional working

How do you further your professional development?

testing self-directed learning and motivation

How would you go about building a rapport with a patient?

testing communication and consultation skills

A patient has received a medicine and is concerned about side effects so he doesn’t want to take it, how would you tackle this situation?

testing person centred care and communication and consultation skills

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Case studies Line Djeokeng completed a biomedical science degree, followed by an MSc in International Public Health. Line began her medicine degree at The University of Exeter, in autumn 2017.

‘My interview day for The University of Exeter medicine degree course started at 10 am and ended at 3pm. In the morning there was a two hour session explaining what the medical degree entails and the interview process. The other candidates and myself practiced ethical questions and PBL (problem based learning) style teaching, during this session.

The actual interview process was in ‘multiple mini interview’ format. There were seven stations. Each station lasted three minutes and then I was allocated three minutes to read the next questions. It was a very quick process. The questions were all ethical style apart from one question which was; ‘why do you want to be a doctor’.

Prior to my interviews, the support which I accessed via Byrom Street Careers Zone was excellent. I had several practice interviews with Laura Aldridge (careers adviser). The questions which I practiced were very helpful because they covered everything which I was asked at interview. I had lots of information and I felt very prepared. I still can’t believe I managed to gain a place at medical school and it is a dream come true!’

(Normally science graduates would apply for the four year graduate medicine course but Line has gained a place on the five year course at The University of Exeter).

Noshin Raham graduated from biomedical science in the summer of 2018, and has gained a place on the four year graduate dentistry course at University of Central Lancashire (UCLAN), which she will begin in autumn 2018.

‘The universities I applied to predominantly used a multiple mini interview (MMI) format to assess candidates and the Careers Team provided me with more information on how to prepare for this style of interview. I also attended two mock interviews with Laura Aldridge (careers adviser) and the experience was vital in preparing and familiarising me with the MMI process. Following my mock interviews, the feedback I received allowed me to identify and discuss my strengths and weaknesses (when answering interview questions) and how best to improve them.

My work experience and careers research was also an excellent talking point during my interviews as I was able to evidence my answers with my own experiences. Having gained experiences in general dental practices, hospital dentistry, orthodontics, maxillofacial surgery, prosthodontics and cosmetic dentistry I was able to reflect on a wide variety of settings and show I had gained a well-rounded insight into dentistry.’

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