Multi Mini Interviews (MMI)

Multi Mini Interviews (MMI) were piloted at St George's Medical School, London (SGUL) in 2008/2009 and formally introduced as part of the selection process in 2009/2010 for both A'Level and Graduate entry. The MMI system was introduced as a replacement for the traditional interview process as it was felt that it was a better predictor of academic performance and professional behaviour and was also a fairer process. Another reason for introducing MMI at St George's was that it allowed more candidates to be tested simultaneously, thereby ensuring a faster process and reducing the need to have so many interviewers present to interview candidates.

The MMI format

The MMI process consists of 8 different tasks (split between 7 stations), each lasting 5 minutes - so a total of 40 minutes. The format of the stations varies but most consist either of a simple discussion, a presentation, or a role play. Each station is designed to test a different skill (they won't tell you which station tests which skill) amongst the following:

• Academic ability and intellect
• Empathy
• Initiative and resilience
• Communication skills and problem solving
• Team work
• Insight and integrity
• Effective learning style

Sample exercises

Example of exercises candidates can be asked include the following:

1 - An actor plays the role of your elderly neighbour. You have just accidentally run over your neighbour's cat whilst reversing your car. You have 5 minutes to break the bad news to her.

This role-play tests insight, integrity communication skills and empathy. Essentially you have to demonstrate that you can take responsibility for your mistake (i.e. don't blame the cat for being where it shouldn't have been!), your ability to apologise and to recognise the pain that you will have caused your neighbour. The neighbour/actor may act in different ways (e.g. get angry, or start crying) and you must show an ability to deal with those emotions. Don't be defensive or try to overjustify your actions. Apologise, recognise there is no excuse for what you did and maybe offer to compensate them, if not financially, at least by buying flowers, perhaps by replacing the cat, or offering to do jobs for the neighbour. In this role play, your tone of voice and body language is likely to be scrutinised as much as what you actually say, as everything will contribute towards your success in building bridges with the distraught neighbour.

2 - You are given a list of items that you would want to take in your suitcase for a two-week holiday. You are told that you can only pack half of the items available.

This exercise tests your initiative and problem solving skills. The list of items may vary from exercise to exercise but you will need to consider some of the following items:

• How long is the trip for? If you are going for just a couple of days, you will not need to take as much as for two weeks.
• What is the destination? For example, if you are going to a "civilised" place, you might be able to buy some items locally (e.g. toothpaste). If you are going to the jungle, this may cause more problems, though in that case you will not need to take any electrical items.
• Are some items more of a luxury e.g. aftershave or lipstick.
• If necessary, can you wear some of your clothes for more than one day? Can you wash some of the clothes locally (e.g. launderette, river).

In prioritisation exercises, it is important to remember that there may be more than one possible correct answer. Once you have eliminated the obvious luxury items, what really matters is how you justify your choice between the others.

3 - You are presented with a list of 15 individuals, including details of their age, sex and occupation. You are being told that a nuclear attack is imminent and you are only allowed to save 5 of them from destruction. Which ones and why?

This exercise is another prioritisation exercise, albeit in a more sensitive setting. The emphasis in this exercise is on problem solving and rational thinking more than having to break the bad news to the unlucky ones. In making your choice you will have to take into account criteria such as:

• Survival of the group/species in the long term (think about need for reproduction and the need to keep some children of different genders and different families!)
• Spread of skills (e.g. it is not use to have people who are bankers! You will need farmers and carpenters though).
• In such extreme scenario, there will be little room for very old people, but you should also be careful not to select only the youngest are experience will count a lot to ensure survival.
• One factor you may also want to consider is mental health (i.e. how would the chosen people feel if they lost their family. Stability of the remaining group might therefore depend on some members of the same family being kept together (though obviously that may cause some problems with reproduction too ...)

Again, there are a few options which may be obviously inappropriate in view of the context (such as people with occupations which would be unsuitable in the new environment or people with an age that would require too much maintenance). Between the others what will matter is the justification that you bring in terms of survival and long-term future/development, more than the actual choice.

4 - You are on a day out in London with a group of friends. One member of your group, who has never been to London before, becomes separated from the rest of the group in the Underground. What actions would you take?

This question is about initiative and resilience, but also about team work. Read the text carefully; it says that you are travelling with a group of friends. So, in your answer, what you will actually do to resolve the problem will matter as much as how you utilise all the resources available to you. So your answer could contain actions such as:

• Have a discussion with the rest of the team to discuss what can be done and allocate tasks between all members.
• Tasks could include sending a member of the group back to the hotel in case the person gets back there; sending a member of the group back up to the surface so that they can call the friend's mobile phone (in case they too resurface); sending someone travelling on in case the friends has alighted at a station further down the line; maybe call the police if the friend in question is vulnerable

The possibilities are numerous and what counts is that (i) you have reasonable ideas which you can try to implement; and (ii) you involve the group.

5 - Without using your hands, explain how to tie shoe laces.

This is obviously testing your verbal communication skills and the fact that you are not allowed to use your hand i.e. demonstrate what is a day to day task makes the exercise rather complicated. The skills that will be tested in this station are:

• Your ability to break down the task into a series of small steps.
• Your ability to adapt you communication to an audience. In particular, explaining to a 5-year-old child will be different to facing a 50-year-old adult.
• Your ability to check that you interlocutor is understanding what you are saying. In other words, make sure you ask the person facing you that they understand what you say. Before you launch into a complex explanation, make sure you tell the person you are talking to that they can interrupt you if there is something they do not understand.
• Your ability to listen, both verbally and non-verbally. Watch out for raised eyebrows, glazing eyes, etc. Stop and rewind if necessary.