Abstract
Background
Admission to the Bachelor of Midwifery (BMid) in Australia has traditionally been
based on academic ranking. The BMid is a high demand course offered to a limited number
of students and therefore choosing applicants who complete the degree is important.
Multiple Mini Interviews (MMIs) are used to assess non-cognitive skills and select
students into healthcare degrees. One university in Australia has introduced MMIs
as part of the application process for the BMid.
Aim
Compare attrition rates and Grade Point Average (GPA) scores between students admitted
into the BMid using both academic ranking and MMIs, to those admitted on academic
ranking alone.
Methods
A basic convergent mixed methods design, using an explanatory unidirectional framework
to integrate data. Attrition rates, GPA, and multiple mini interview scores (2013–2019),
were linked and compared for before and after the use of MMI’s. Focus groups with
students, interviewers, and hospital-based educators, explored stakeholder experiences.
Open-ended questions from an applicant survey were added to the qualitative data set,
which was analysed thematically.
Findings
Students who enrolled via the MMI’s had significantly lower attrition rates than those
enrolled before MMI’s were introduced. GPA scores were significantly higher for students
who enrolled via the MMI’s. Integration of data found MMI’s identified students passionate
to undertake midwifery, and that success at the interviews increased students’ confidence
to successfully complete their studies.
Conclusion
MMI’s as part of the entry process into the BMid enabled identification of applicants
more likely to remain in the course and succeed in their studies.
Keywords
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Article info
Publication history
Published online: August 24, 2021
Accepted:
August 2,
2021
Received in revised form:
July 16,
2021
Received:
May 30,
2021
Identification
Copyright
© 2021 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.
