Academic Medicine

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Academic Medicine:
doi: 10.1097/ACM.0b013e31826102ad
Assessment of Medical School Applicants

Does Applicant Personality Influence Multiple Mini-Interview Performance and Medical School Acceptance Offers?

Jerant, Anthony MD; Griffin, Erin PhD; Rainwater, Julie PhD; Henderson, Mark MD; Sousa, Francis MD; Bertakis, Klea D. MD, MPH; Fenton, Joshua J. MD, MPH; Franks, Peter MD

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Purpose: To examine relationships among applicant personality, Multiple Mini-Interview (MMI) performance, and medical school acceptance offers.

Method: The authors conducted an observational study of applicants who participated in the MMI at the University of California, Davis, School of Medicine during the 2010–2011 admissions cycle and responded to the Big Five Inventory measuring their personality factors (agreeableness, conscientiousness, extraversion, neuroticism, openness). Individuals’ MMI performance at 10 stations was summarized as a total score. Regression analyses examined associations of personality factors with MMI score, and associations of personality factors and MMI score with acceptance offers. Covariates included sociodemographic and academic performance measures.

Results: Among the 444 respondents, those with extraversion scores in the top (versus bottom) quartile had significantly higher MMI scores (adjusted parameter estimate = 5.93 higher, 95% CI: 4.27–7.59; P < .01). In a model excluding MMI score, top (versus bottom) quartile agreeableness (AOR = 3.22; 95% CI 1.57–6.58; P < .01) and extraversion (AOR = 3.61; 95% CI 1.91–6.82; P < .01) were associated with acceptance offers. After adding MMI score to the model, high agreeableness (AOR = 4.77; 95% CI 1.95–11.65; P < .01) and MMI score (AOR 1.33; 95% CI 1.26–1.42; P < .01) were associated with acceptance offers.

Conclusions: Extraversion was associated with MMI performance, whereas both extraversion and agreeableness were associated with acceptance offers. Adoption of the MMI may affect diversity in medical student personalities, with potential implications for students’ professional growth, specialty distribution, and patient care.

© 2012 by the Association of American Medical Colleges


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