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A Mock Residency Interview Program for Fourth Year Osteopathic Medical Students Lisa Cardello, MA , Associate Director, Center for Teaching and Learning, Rowan University School of Osteopathic Medicine Background Table 2: Pre and Post Student Self-Assessment on Interview Confidence a , RowanSOM Mock Interview Program, Fall 2015 The residency mock interview program was launched at the Rowan University School of Osteopathic Medicine (RowanSOM) in Fall 2013. The goals of the program are: (1) To provide students with an opportunity to pracFce interviewing skills prior to parFcipaFng in residency interviews during their fourth year and (2) To provide students with individualized feedback about their interviewing and interpersonal skills. This study aimed to assess the impact of parFcipaFon in this program on students’ confidence levels regarding their interviewing skills. Approach Interviewers began each mock interview session by asking students to idenFfy what they perceived to be the three most significant strengths of their applicaFon and/or personal characterisFcs (i.e., “what sets you apart from other candidates”). Students were then asked 10 mock interview quesFons. These quesFons were prepared based on criFcal feedback obtained from alumni who had recently parFcipated in the residency match process, as well as Deans and staff within the Office of Graduate Medical EducaFon and residency program directors. Resources from AAMC Careers in Medicine, including lists of common residency interview quesFons, were also uFlized. 8 (Table 1) Eight quesFons were consistent while two quesFons varied depending on the student, their specialty of choice, weak points in their applicaFon (such as failed board exams or courses), or specific quesFons that the student requested to pracFce. The student’s answers were transcribed by the interviewer. Following the mock interview session, the interviewer provided individualized feedback on the student’s responses. Specific focus was devoted to discussing whether or not the student’s self-idenFfied “three strengths” were clearly communicated during the interview. Relevant resources were shared when appropriate. Feedback provided to students was individualized, but maintaining some level of standardizaFon was important. Therefore, interviewers assessed each student’s abiliFes in several predefined areas. These areas are the same areas that students were asked to self-assess prior to the session. (Table 2). Results In Fall 2015, a total of 70 fourth-year students elected to parFcipate in the mock interview program, represenFng approximately half (46%) of students who parFcipated in the 2016 Spring Match. A total of 57 students (81% of parFcipants) completed the pre-survey and 43 students (61% of parFcipants) completed the post-survey. Thirty-nine matched pairs were included in the staFsFcal analysis. In an analysis of 39 students’ matched pre and post responses (Table 2), each of the eight survey quesFons reflected a posiFve impact on student confidence in interviewing skills; there was a staFsFcally significant (p≤ .001) improvement in confidence in all areas. The most sizable shids were observed in the areas of providing an impressive introducFon and addressing challenging quesFons. The post-session survey included a second Likert scale consisFng of quesFons pertaining to students’ aftudes about the mock interview program. The responses were generally posiFve. Of the students who parFcipated in the mock interview program and completed the post-session survey, 100% of respondents indicated that they felt the feedback received in the mock interview session was helpful and that they were able to idenFfy specific areas in which their interviewing skills could be improved. Likewise, 97.7% of respondents “agreed” or “strongly agreed” that their interview skills improved as a result of parFcipaFng in the program. (Table 3) Table 3: Post-Session Responses, Program Evaluation Survey Questions, from Fourth-Year Medical Students Who Participated in the Mock Residency Interview Program at RowanSOM, Fall 2015 Challenges The most significant challenges encountered were the Fme and staffing needed to execute the program. Sessions were intended to be 30 minutes, but in reality most sessions ran 40-45 minutes. On many occasions, students received some level of advising about the residency applicaFon process prior to starFng the mock interview itself. In the future, several quesFons will be added to the pre-session survey regarding the student’s chosen specialty(ies), the number of applicaFons, and the number of interviews. It is anFcipated that the interviewer’s ability to quickly review and address this informaFon at the beginning of the session will save Fme. In reviewing post-interview survey responses, an area where several students reported feeling “minimally confident” even ader parFcipaFng in the mock interview program related to their ability to tackle tough quesFons in an interview. In the narraFve comments secFon, several students suggested that more “behavioral” quesFons be included in the mock interview (i.e., “Describe a Fme when you worked effecFvely under pressure” and “IdenFfy a Fme when you encountered a difficult situaFon and explain how you handled this situaFon.”). Such quesFons are undoubtedly becoming more common in medical residency interviews. Therefore, behavioral quesFons will be incorporated in mock interview sessions in the future. Conclusion & Next Steps Although there are areas in which the program can be expanded and improved, parFcipaFon in the mock interview program at RowanSOM appears to have a posiFve impact on students’ confidence levels regarding their interviewing skills. Moving forward we plan to conduct longitudinal assessment to explore the impact that parFcipaFon in the program has on students’ match outcomes. AddiFonally, we hope to develop and implement a rubric to be uFlized by staff members when conducFng mock interviews. This will further standardize the feedback provided to students, parFcularly as the program expands. Finally, we would like to expand the program to residents preparing fellowship applicaFons, as well as to residents and fellows preparing to seek employment following their training. Acknowledgements: The author acknowledges and thanks Pamela Basehore, EdD, MPH, Assistant Dean for Assessment, for her staFsFcal analysis of the survey data. The author also thanks Jacqueline Giacobbe, MSEd, Director of Academic Affairs, and Linda Boyd, DO, Senior Associate Director for Academic Affairs, for their guidance and support of this program. Ethics Approval: This study was deemed InsFtuFonal Review Board (IRB) exempt by the Rowan University School of Osteopathic Medicine Internal Review Board in April 2016. Compe8ng Interests and Sources of Funding: none Contact informa8on: Lisa Cardello, MA, Associate Director, Center for Teaching and Learning, Rowan University School of Osteopathic Medicine, [email protected] THE MOCK INTERVIEW SESSION PRE-SESSION SURVEY AND POST-SESSION SURVEY a n=39 paired responses * p ≤ .001 Although the program has been in place since 2013, pre- session and post-session surveys were first implemented in 2015. These surveys aimed to evaluate the program’s impact by determining whether parFcipaFon in the mock interview program increased students’ level of confidence regarding their interviewing skills. Using an online survey, students were asked to self-assess their interviewing skills using a five-point Likert scale prior to parFcipaFng in the mock interview session and again ader parFcipaFng in the program. On the post- session survey, students were also asked to evaluate specific aspects of the mock interview program as well as provide narraFve comments on their overall experience. Table 1: Interview Questions Asked During a Mock Interview Program at RowanSOM, Fall 2015 1. Tell me about yourself. 2. We have many good applicants. Why should we choose you? 3. What are your strengths? 4. What are your weaknesses? 5. What are your interests outside of medicine? 6. Why did you choose this specialty? 7. What are your long-term goals?/Where do you see yourself in 10 years? 8. What questions do you have about our program? 9. Student or interviewer’s choice 10. Student or interviewer’s choice CompeFFon to secure a residency posiFon conFnues to intensify each year. A compeFFve residency applicaFon is crucial for all medical students, regardless of which specialty and match they intend to pursue. In addiFon to the ERAS applicaFon, the residency interview is undeniably one of the most important aspects of the Match process. The considerable emphasis placed upon the residency interview by program directors raises the quesFon: What are medical schools doing to help prepare their students for this criFcal part of the residency applicaFon process? Linle literature exists on the topic, and few resources are available on the MedEd Portal and other sites. Anecdotally, we know that colleges of medicine are taking steps to prepare their students for this criFcal component of the residency applicaFon process. Yet, despite these efforts, many medical students sFll find the interview to be the most daunFng component of this process.

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Page 1: A Mock Residency Interview Program for Fourth Year

A Mock Residency Interview Program for Fourth Year Osteopathic Medical Students Lisa Cardello, MA , Associate Director, Center for Teaching and Learning, Rowan University School of Osteopathic Medicine !

!Background!

Table 2: Pre and Post Student Self-Assessment on Interview Confidencea, RowanSOM Mock Interview Program, Fall 2015

TheresidencymockinterviewprogramwaslaunchedattheRowanUniversitySchoolofOsteopathicMedicine(RowanSOM)inFall2013.Thegoalsoftheprogramare:(1)ToprovidestudentswithanopportunitytopracFceinterviewingskillspriortoparFcipaFnginresidencyinterviewsduringtheirfourthyearand(2)Toprovidestudentswithindividualizedfeedbackabouttheirinterviewingandinterpersonalskills.ThisstudyaimedtoassesstheimpactofparFcipaFoninthisprogramonstudents’confidencelevelsregardingtheirinterviewingskills.

Approach!

InterviewersbeganeachmockinterviewsessionbyaskingstudentstoidenFfywhattheyperceivedtobethethreemostsignificantstrengthsoftheirapplicaFonand/orpersonalcharacterisFcs(i.e.,“whatsetsyouapartfromothercandidates”).Studentswerethenasked10mockinterviewquesFons.ThesequesFonswerepreparedbasedoncriFcalfeedbackobtainedfromalumniwhohadrecentlyparFcipatedintheresidencymatchprocess,aswellasDeansandstaffwithintheOfficeofGraduateMedicalEducaFonandresidencyprogramdirectors.ResourcesfromAAMCCareersinMedicine,includinglistsofcommonresidencyinterviewquesFons,werealsouFlized.8(Table1)EightquesFonswereconsistentwhiletwoquesFonsvarieddependingonthestudent,theirspecialtyofchoice,weakpointsintheirapplicaFon(suchasfailedboardexamsorcourses),orspecificquesFonsthatthestudentrequestedtopracFce.Thestudent’sanswersweretranscribedbytheinterviewer.

Followingthemockinterviewsession,theinterviewerprovidedindividualizedfeedbackonthestudent’sresponses.Specificfocuswasdevotedtodiscussingwhetherornotthestudent’sself-idenFfied“threestrengths”wereclearlycommunicatedduringtheinterview.Relevantresourcesweresharedwhenappropriate.Feedbackprovidedtostudentswasindividualized,butmaintainingsomelevelofstandardizaFonwasimportant.Therefore,interviewersassessedeachstudent’sabiliFesinseveralpredefinedareas.Theseareasarethesameareasthatstudentswereaskedtoself-assesspriortothesession.(Table2).

Results!

InFall2015,atotalof70fourth-yearstudentselectedtoparFcipateinthemockinterviewprogram,represenFngapproximatelyhalf(46%)ofstudentswhoparFcipatedinthe2016SpringMatch.Atotalof57students(81%ofparFcipants)completedthepre-surveyand43students(61%ofparFcipants)completedthepost-survey.Thirty-ninematchedpairswereincludedinthestaFsFcalanalysis.Inananalysisof39students’matchedpreandpostresponses(Table2),eachoftheeightsurveyquesFonsreflectedaposiFveimpactonstudentconfidenceininterviewingskills;therewasastaFsFcallysignificant(p≤.001)improvementinconfidenceinallareas.ThemostsizableshidswereobservedintheareasofprovidinganimpressiveintroducFonandaddressingchallengingquesFons.

Thepost-sessionsurveyincludedasecondLikertscaleconsisFngofquesFonspertainingtostudents’aftudesaboutthemockinterviewprogram.TheresponsesweregenerallyposiFve.OfthestudentswhoparFcipatedinthemockinterviewprogramandcompletedthepost-sessionsurvey,100%ofrespondentsindicatedthattheyfeltthefeedbackreceivedinthemockinterviewsessionwashelpfulandthattheywereabletoidenFfyspecificareasinwhichtheirinterviewingskillscouldbeimproved.Likewise,97.7%ofrespondents“agreed”or“stronglyagreed”thattheirinterviewskillsimprovedasaresultofparFcipaFngintheprogram.(Table3)

Table 3: Post-Session Responses, Program Evaluation Survey Questions, from Fourth-Year Medical Students Who Participated in the Mock Residency Interview Program at RowanSOM, Fall 2015

Challenges!ThemostsignificantchallengesencounteredweretheFmeandstaffingneededtoexecutetheprogram.Sessionswereintendedtobe30minutes,butinrealitymostsessionsran40-45minutes.Onmanyoccasions,studentsreceivedsomelevelofadvisingabouttheresidencyapplicaFonprocesspriortostarFngthemockinterviewitself.Inthefuture,severalquesFonswillbeaddedtothepre-sessionsurveyregardingthestudent’schosenspecialty(ies),thenumberofapplicaFons,andthenumberofinterviews.ItisanFcipatedthattheinterviewer’sabilitytoquicklyreviewandaddressthisinformaFonatthebeginningofthesessionwillsaveFme.Inreviewingpost-interviewsurveyresponses,anareawhereseveralstudentsreportedfeeling“minimallyconfident”evenaderparFcipaFnginthemockinterviewprogramrelatedtotheirabilitytotackletoughquesFonsinaninterview.InthenarraFvecommentssecFon,severalstudentssuggestedthatmore“behavioral”quesFonsbeincludedinthemockinterview(i.e.,“DescribeaFmewhenyouworkedeffecFvelyunderpressure”and“IdenFfyaFmewhenyouencounteredadifficultsituaFonandexplainhowyouhandledthissituaFon.”).SuchquesFonsareundoubtedlybecomingmorecommoninmedicalresidencyinterviews.Therefore,behavioralquesFonswillbeincorporatedinmockinterviewsessionsinthefuture.

Conclusion & Next Steps!Althoughthereareareasinwhichtheprogramcanbeexpandedandimproved,parFcipaFoninthemockinterviewprogramatRowanSOMappearstohaveaposiFveimpactonstudents’confidencelevelsregardingtheirinterviewingskills.MovingforwardweplantoconductlongitudinalassessmenttoexploretheimpactthatparFcipaFonintheprogramhasonstudents’matchoutcomes.AddiFonally,wehopetodevelopandimplementarubrictobeuFlizedbystaffmemberswhenconducFngmockinterviews.Thiswillfurtherstandardizethefeedbackprovidedtostudents,parFcularlyastheprogramexpands.Finally,wewouldliketoexpandtheprogramtoresidentspreparingfellowshipapplicaFons,aswellastoresidentsandfellowspreparingtoseekemploymentfollowingtheirtraining.

Acknowledgements:TheauthoracknowledgesandthanksPamelaBasehore,EdD,MPH,AssistantDeanforAssessment,forherstaFsFcalanalysisofthesurveydata.TheauthoralsothanksJacquelineGiacobbe,MSEd,DirectorofAcademicAffairs,andLindaBoyd,DO,SeniorAssociateDirectorforAcademicAffairs,fortheirguidanceandsupportofthisprogram.EthicsApproval:ThisstudywasdeemedInsFtuFonalReviewBoard(IRB)exemptbytheRowanUniversitySchoolofOsteopathicMedicineInternalReviewBoardinApril2016.Compe8ngInterestsandSourcesofFunding:noneContactinforma8on:LisaCardello,MA,AssociateDirector,CenterforTeachingandLearning,RowanUniversitySchoolofOsteopathicMedicine,[email protected]

THE MOCK INTERVIEW SESSION

PRE-SESSION SURVEY AND POST-SESSION SURVEY

an=39pairedresponses*p≤.001

Althoughtheprogramhasbeeninplacesince2013,pre-sessionandpost-sessionsurveyswerefirstimplementedin2015.Thesesurveysaimedtoevaluatetheprogram’simpactbydeterminingwhetherparFcipaFoninthemockinterviewprogramincreasedstudents’levelofconfidenceregardingtheirinterviewingskills.Usinganonlinesurvey,studentswereaskedtoself-assesstheirinterviewingskillsusingafive-pointLikertscalepriortoparFcipaFnginthemockinterviewsessionandagainaderparFcipaFngintheprogram.Onthepost-sessionsurvey,studentswerealsoaskedtoevaluatespecificaspectsofthemockinterviewprogramaswellasprovidenarraFvecommentsontheiroverallexperience.

Table 1: Interview Questions Asked During a Mock Interview Program at RowanSOM, Fall 2015 1. Tell me about yourself. 2. We have many good applicants. Why should we choose you? 3. What are your strengths? 4. What are your weaknesses? 5. What are your interests outside of medicine? 6. Why did you choose this specialty? 7. What are your long-term goals?/Where do you see yourself in 10 years? 8. What questions do you have about our program? 9. Student or interviewer’s choice 10. Student or interviewer’s choice

CompeFFontosecurearesidencyposiFonconFnuestointensifyeachyear.AcompeFFveresidencyapplicaFoniscrucialforallmedicalstudents,regardlessofwhichspecialtyandmatchtheyintendtopursue.InaddiFontotheERASapplicaFon,theresidencyinterviewisundeniablyoneofthemostimportantaspectsoftheMatchprocess.TheconsiderableemphasisplacedupontheresidencyinterviewbyprogramdirectorsraisesthequesFon:WhataremedicalschoolsdoingtohelppreparetheirstudentsforthiscriFcalpartoftheresidencyapplicaFonprocess?Linleliteratureexistsonthetopic,andfewresourcesareavailableontheMedEdPortalandothersites.Anecdotally,weknowthatcollegesofmedicinearetakingstepstopreparetheirstudentsforthiscriFcalcomponentoftheresidencyapplicaFonprocess.Yet,despitetheseefforts,manymedicalstudentssFllfindtheinterviewtobethemostdaunFngcomponentofthisprocess.

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