Abstract
Problem Based Learning as an Interview Technique for Medical School
Maria Giulia Boemi1, Samantha Marazita1, Uma Ramatour1, Vicky Zhang1, Kyle Bauckman, Ph.D.
Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine (NSU MD)
INTRODUCTION: Traditional medical school interviews lack the ability to provide a wholistic review of an applicant. Despite these findings, 111 out of 155 U.S medical schools continue to utilize traditional interview styles. The use of a Problem Based Learning (PBL) activity may serve as an alternative mechanism to evaluate non-cognitive skills such as ethics, professionalism, and interpersonal skills.
METHODS: Candidates who interview at NSUMD participate in a PBL interview. We assessed the interest and engagement of the interviewees and determined the perception and value of PBL interviews for members of NSUMD admissions committee. Admissions deans of U.S. medical schools were surveyed to gauge interest in PBL as an interviewing tool.
OUTCOMES: A total of 223 candidates completed the voluntary post-interview survey (n=348). The 2019-2020 admissions committee was surveyed on their perception of the PBL interview with 10 responding (n=15) at the end of the admissions cycle. A national survey was administered to admissions deans of US medical schools that focused on the use of active learning activities in the interview process.
DISCUSSION: Candidates find the use of the mini-PBL interview engaging and prefer attending a medical school with a PBL curriculum. Admissions committee members expressed agreement that the PBL interview is valuable for assessing professionalism, interpersonal skills, and problem-based learning. However, they still expressed strong favorability for traditional interview formats. National survey data showed majority of schools do not utilize case-based activities for interviews. Future directions include quantifying the influence of PBL for medical school admissions and development of best practices for effective implementation.
