***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: OBJECTIVES /HYPOTHESIS To evaluate the acceptability and reliability of the Multiple Mini Interview ( MMI ) for the selection of applicants to an Otolaryngology-Head and Neck ( OTL-HNS ) residency program . STUDY DESIGN Prospect i ve observational study . METHODS Canadian medical graduates applying to the OTL-HNS residency program at McGill University in 2011 and 2012 underwent a 7-station MMI . Upon completion , the major stakeholders commented on and rated various aspects of the MMI using a 7-point Likert scale . Descriptive statistics were used to analyze the quantitative portion of the exit survey , while content analysis and thematic description was applied to qualitative data . Interrater reliability was examined with intraclass correlation coefficients . RESULTS Data was collected from 45 applicants and 18 evaluators . The majority of applicants ( > 80 % ) felt that the MMI helped them present their strengths and was free of any gender , cultural , or age bias . Assessors ( > 85 % ) agreed the MMI evaluated a valid range of competencies , and that it tested more aspects of an applicant than did traditional interviews . Both applicants and assessors ( > 70 % ) agreed that the MMI was a fair process , and both preferred it over the traditional interview . Overall , interrater reliability of the MMI was good . CONCLUSION This is the first study to examine how the MMI interview process can be adapted for admission to an OTL-HNS residency program , while showing both good acceptability for all major stakeholders and good reliability The multiple mini-interview ( MMI ) has become an increasingly popular admissions method for selecting prospect i ve students into professional programs ( e.g. , medical school ) . The MMI uses a series of short , labour intensive simulation stations and scenario interviews to more effectively assess applicants ’ non-cognitive qualities such as empathy , critical thinking , integrity , and communication .  MMI data from 455 medical school applicants were analyzed using : ( 1 ) Generalizability Theory to estimate the generalizability of the MMI and identify sources of error ; and ( 2 ) the Many-Facet Rasch Model , to identify misfitting examinees , items and raters . Consistent with previous research , our results support the reliability of MMI process . However , it appears that the non-cognitive qualities are not being measured as unique constructs across stations PURPOSE The incorporation of the multiple mini-interview ( MMI ) into the postgraduate year 1 ( PGY1 ) pharmacy residency program selection process was evaluated . METHODS Four MMI stations evaluating the highest-rated nonacademic attributes of prospect i ve residents ( critical thinking , teamwork , ethical reasoning and integrity , and communication and interpersonal skills ) were incorporated into the traditional PGY1 residency interview process at an academic medical center . After completion of the interview , c and i date s and interviewers were surveyed regarding their perceptions of the refined interview process . Data regarding scores on various components of the applicant profile were also compared for significant correlations . Descriptive statistics were calculated for question naire responses and individual components of c and i date profiles . Pearson 's correlation coefficients were calculated between MMI score , traditional interview score , age , grade point average , application score , college of pharmacy rank , and final c and i date rank ( subjective score ) . RESULTS A total of 38 c and i date s were interviewed , 37 of whom completed the postinterview survey . C and i date s agreed that the MMI allowed them to convey their abilities effectively ; however , they disagreed that it was more effective than traditional interviews . C and i date s did not agree that the MMI caused less anxiety than traditional interviews . All 15 interviewers completed the postinterview survey and believed that the MMI effectively evaluated soft skills and that the MMI was more effective than traditional interviews in assessing c and i date s ' abilities , skills , and thought processes . CONCLUSION The use of the MMI in a PGY1 pharmacy residency applicant selection process appeared to be well accepted by both c and i date s and interviewers and likely assesses different attributes than do traditional interview techniques Abstract Purpose : Evaluation of non-cognitive skills never has been used in Brazil . This study aims to evaluate Multiple Mini Interviews ( MMI ) in the admission process of a School of Medicine in São Paulo , Brazil . Methods : The population of the study comprised 240 applicants summoned for the interviews , and 96 raters . MMI contributed to 25 % of the applicants ’ final grade . Eight scenarios were created with the aim of evaluating different non-cognitive skills , each one had two raters . At the end of the interviews , the applicants and raters described their impressions about MMI . The reliability of the MMI  was analyzed using the Theory of Generalization and Many-Facet Rasch Model ( MFRM ) . Results : The G- study showed that the general reliability of the process was satisfactory ( coefficient G = 0.743 ) . The MMI grade s were not affected by the raters ’ profile , time of interview ( p = 0.715 ) , and r and omization group ( p = 0.353 ) . The Rasch analysis showed that there was no misfitting effects or inconsistent stations or raters . A significant majority of the applicants ( 98 % ) and all the raters believed MMIs were important in selecting students with a more adequate profile to study medicine . Conclusions : The general reliability of the selection process was excellent , and it was fully accepted by the applicants and raters Abstract Background : In the 11 years since its development at McMaster University Medical School , the multiple mini-interview ( MMI ) has become a popular selection tool . We aim ed to systematic ally explore , analyze and synthesize the evidence regarding MMIs for selection to undergraduate health programs . Methods : The review protocol was peer- review ed and prospect ively registered with the Best Evidence Medical Education ( BEME ) collaboration . Thirteen data bases were search ed through 34 terms and their Boolean combinations . Seven key journals were h and - search ed since 2004 . The reference sections of all included studies were screened . Studies meeting the inclusion criteria were coded independently by two review ers using a modified BEME coding sheet . Extracted data were synthesized through narrative synthesis . Results : A total of 4338 citations were identified and screened , result ing in 41 papers that met inclusion criteria . Thirty-two studies report data for selection to medicine , six for dentistry , three for veterinary medicine , one for pharmacy , one for nursing , one for rehabilitation , and one for health science . Five studies investigated selection to more than one profession . MMIs used for selection to undergraduate health programs appear to have reasonable feasibility , acceptability , validity , and reliability . Reliability is optimized by including 7–12 stations , each with one examiner . The evidence is stronger for face validity , with more research needed to explore content validity and predictive validity . In published studies , MMIs do not appear biased against applicants on the basis of age , gender , or socio-economic status . However , applicants of certain ethnic and social background s did less well in a very small number of published studies . Performance on MMIs does not correlate strongly with other measures of noncognitive attributes , such as personality inventories and measures of emotional intelligence . Discussion : MMI does not automatically mean a more reliable selection process but it can do , if carefully design ed . Effective MMIs require careful identification of the noncognitive attributes sought by the program and institution . Attention needs to be given to the number of stations , the blueprint and examiner training . Conclusion : More work is required on MMIs as they may disadvantage groups of certain ethnic or social background s. There is a compelling argument for multi-institutional studies to investigate areas such as the relationship of MMI content to curriculum domains , graduate outcomes , and social missions ; relationships of applicants ’ performance on different MMIs ; bias in selecting applicants of minority groups ; and the long-term outcomes appropriate for studies of predictive validity 
    Output:
    
MMIs deployed in nursing and midwifery assessed compassion and decision-making more frequently than in all other disciplines .