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PubMed2004

The association between maternal ratings of child health interviews and maternal and child characteristics.

BACKGROUND: Doctors develop the skills needed to interview parents and children in paediatric settings by practice and by receiving feedback during their medical training. Interviewed parents are ideally placed to provide evaluations of these skills. If parents, as consumers of health care services, are to be consulted, it is important to determine whether factors other than interview skills affect their evaluations. OBJECTIVES: Our aim was to examine the relationship between maternal satisfaction ratings of student doctor interviews, and maternal and child characteristics. METHODS: Sixty mothers of children attending the paediatric medical out-patient clinic at the Women's and Children's Hospital, South Australia were allocated randomly to rate one of four video-taped final year student doctor interviews (15 mothers per interview). The level of skills displayed by the student doctor differed in each interview. Maternal satisfaction was measured using the Medical Interview Satisfaction Scale (MISS) and the Interpersonal Skills Rating Scale (IPS), and interview ratings were compared for a number of maternal and child characteristics. RESULTS: No significant associations were observed between maternal satisfaction ratings and any maternal or child characteristics other than lower satisfaction associated with previous experience of a real student doctor interview (P <0.01). The interview seen by mothers predicted 53% (MISS) and 65% (IPS) of the variance in maternal satisfaction ratings. After controlling for the interview type, the maternal and child characteristics studied predicted 17% additional variance in MISS scores and 7% in IPS scores. CONCLUSION: The quality of the interview skills demonstrated was the principle determinant of maternal satisfaction ratings.

Adolescent↗
PubMed1981

Borderline personality disorder: interrater reliability of the diagnostic interview for borderlines.

Three interviewers, working in pairs and using the Diagnostic Interview for Borderlines (DIB), interviewed three samples of 10 adult psychiatric inpatients. The two members of each interviewer pair alternated in the role of interviewer. Each member of the interviewer pairs completed the interview schedule and scored the protocol according to the instructions provided by the authors of the DIB. Interrater reliability was determined for each interviewer pair using the Kappa statistic. Reliability values were at about the level reported recently by Spitzer, Forman, and Nee (1979) for DSM-III axis I diagnoses in general. Additional statistical analyses were performed to determine whether there were patient sex differences on DIB scores, whether the two male interviewers differed from the female interviewer in their ratings of male or female patients, and whether experience differences among the three interviewers were reflected in their rating of patients. Among the latter analyses, the only significant finding was that in the interviewer pair consisting of a very experienced male psychiatrist and a male first year psychology graduate student, the former rated male patients as less borderline than did the latter. No other difference was found among raters, or between sex of patient and interviewer sex or amount of clinical experience. It was concluded that the DIB is sufficiently reliable for use in clinical research.

Adolescent↗
PubMed1996

Influence of the interview on the evaluation of applicants to medical school.

PURPOSE: To determine whether medical school admission interviewers change their evaluations and impressions of applicants as a direct result of the interview. METHOD: In 1991-92, 419 applicants to the University of Virginia School of Medicine were interviewed by members of the admission committee in two separate half-hour sessions. After reviewing each applicant's folder, interviewers rated the applicant before the interview on six objective scales. After the interview, ratings were again made on the same six scales, on the same form, below the ratings made before the interview. Data were examined using paired t-tests, Pearson correlations, and stepwise multiple-regression analysis. RESULTS: Of the six scales, only the ratings of Commitment to Serve Others were not significantly changed by the interview; the ratings of Familiarity with Issues in Medicine changed the most (p < .01 by paired t-test). The ratings of Overall Impression increased for accepted applicants and decreased for rejected applicants. CONCLUSION: The interview did influence interviewers' ratings made before the interview, and in the direction consistent with admission decisions, which supports the continued use of the interview. Although the magnitude of the changes was not large, the changes validate the conviction that the interview aids in the selection of individuals for medical school.

Humans↗
PubMed2001

A structured interview for medical school admission, Phase 1: initial procedures and results.

PURPOSE: Despite their widespread use, medical school admission interviews often are unstructured and lack reliability. This report describes the development of a structured admission interview designed to eliminate bias and provide valid information for selecting medical students, with preliminary information about the interview's reliability and validity. METHOD: After screening applications, 490 applicants to a public medical school residency program were interviewed by two faculty members using a structured interview format. Interview scores were compiled and correlated with undergraduate grade-point averages (GPAs); Medical College Admission Test (MCAT) scores; Iowa Evaluation Form (IEF) scores, an in-house evaluation of applicants' noncognitive abilities; and eventual admissions status. RESULTS: Interrater agreement was good; the percentages of rater pairs whose scores differed by one point or less ranged from 87% to 98%. Scores on the structured interview revealed low to moderate correlations with other admission criteria: 10 (p < 0.05) for cumulative GPA, 0.18 (p < 0.01) for MCAT Biological Science, 0.08 (p > 0.05) MCAT Physical Science, and 0.10 (p < 0.05) MCAT Verbal Reasoning. None of the correlations between the overall interview scores and the IEF scores reached statistical significance (p = 0.05). Higher overall scores on the structured interview did predict a greater likelihood of being accepted into the medical school and the interview score accounted for 20% of the incremental variance in admission status beyond GPA, MCAT, and IEF scores. CONCLUSIONS: The moderate-to-low correlations with other admission criteria suggest that the interview provided information about candidate credentials not obtained from other sources and accounted for a substantial proportion of the variance in admission status. This finding supports the considerable time and resources required to develop a structured interview for medical student admissions. Final judgment on the validity and utility of this interview should be made after follow-up performance data have been obtained and analyzed.

Educational Measurement↗
PubMed1994

Admission and optometry grade comparisons among students receiving different types of admission interviews.

This retrospective study examined the interview scores, admission grades, and optometry grades of students who received one of two types of admission interviews. The INDIV-BLIND group (N = 36) represented those students who had received an individual interview (i.e., one interviewer) for which the interviewer had no access to the candidate's file. The PANEL-ACCESS group (N = 21) was made up of those students who had received a panel interview (i.e., two interviewers) for which the interviewers had access to the candidate's file. The two groups were compared using two admission grades and seven optometry grades. Both t-test and Wilcoxon Score statistical procedures were used to test the null hypothesis (H0) that there were no significant grade differences (p < 0.05) between the INDIV-BLIND and PANEL-ACCESS groups. The H0 was accepted. There were no indications that the homogeneity of grades in the two groups was a function of the admission process. When the interview scores in each group were considered, Spearman Correlation Coefficients showed that the interview scores of the PANEL-ACCESS group significantly correlated (p < 0.05) with six of the academic grades such that better scores were associated with higher grades. No such correlations were found for the INDIV-BLIND group. The results were interpreted as evidence that interviewers can be unduly influenced in their scoring of the interview by the candidate's written file. The difference in skills reflected by the interview score and the clinic grade was suggested as an important factor in accounting for the lack of correlation between these two measures.(ABSTRACT TRUNCATED AT 250 WORDS)

Canada↗
PubMed2000

A comparison of the reliability of self-reported drug use and sexual behaviors using computer-assisted versus face-to-face interviewing.

The purpose of this study was to assess the reliability of responses to HIV risk behavior questions obtained using a voice-enhanced, computer-administered self-interview (audio-CASI) system with touch-screen response compared with those obtained via face-to-face interviews administered by trained and experienced interviewers. Additionally, the study assessed bias that may be attributable to an audio-CASI data collection format. The design of the study was a four-group crossover design with random assignment to one of four study conditions: (a) audio-CASI interview at both intake and retest, (b) face-to-face interview at both intake and retest, (c) audio-CASI interview at intake and face-to-face interview at retest, and (d) face-to-face interview at intake and audio-CASI interview at retest. The study was conducted with a sample of drug users at risk for HIV infection interviewed in nonclinical settings. Data were collected at intake and 48 hours after intake. Analyses show that data obtained using voice-enhanced computer interviewing with touch-screen response are reliable and are comparable to data obtained using interviewer administered face-to-face interviews. However, bias was found to be associated with data collection format and may be partially attributable to the complexity of the questionnaire.

Adult↗
PubMed1992

Computer-based interview for screening blood donors for risk of HIV transmission.

OBJECTIVE: To test the ability of a computer-based interview to detect factors related to the risk of the human immunodeficiency virus (HIV) among potential blood donors and to determine donor reactions to the use of the interview. DESIGN: A comparison of the rate of detection of HIV-related factors elicited by a computer interview with that obtained by standard American Red Cross procedures for assessment of donor suitability, including a randomized crossover trial in which the order of the two methods was reversed. Information obtained by the computer was not available to influence the use of blood components for transfusion. SETTING: The computer interview was administered to donors at an American Red Cross blood donor center and at a mobile blood drive at a hospital. SUBJECTS: Consecutive sample of 294 male and female blood donors 18 to 75 years of age. MAIN OUTCOME MEASURES: Subjects' responses to the computer-based interview as well as responses to the standard Red Cross written questionnaires and face-to-face interviews were used for donor assessment. RESULTS: The interview took an average of 8 minutes to complete. From among 272 donors who provided complete data, the computer identified 12 donors who reported either behaviors associated with a risk of HIV acquisition or symptoms compatible with the acquired immunodeficiency syndrome; none of these donors had been so identified either by routine written questionnaires or by face-to-face interviews used to screen potential blood donors. Only one of the 12 identified donors used the confidential unit exclusion procedure to prevent use of his donated unit. The rate of elicitation of HIV-related factors by the computer interview was 12 (4.4%) of 272 (95% confidence interval [CI], 2.3% to 7.6%), compared with two (0.13%) of 1536 (95% confidence upper bound, 0.28%) using the standard Red Cross procedure (P less than .0001). Tests for antibodies to HIV were negative in blood samples from all of the 272 subjects studied. The subjects enjoyed the computer interview and judged it to be more private than the standard donor assessment method. They also predicted that donors would be more honest with the computer interview than with a human interviewer. CONCLUSIONS: Computer-based screening elicits more HIV-related factors in the health histories of blood donors than do the standard questionnaire and interviewing methods currently in use. Computer-based screening is also acceptable to blood donors.

Adolescent↗
PubMedDate not supplied

The pre-employment interview.

While there is no guarantee during any candidate search process, radiology administrators can use the pre-employment interview to obtain the information they need to make educated hiring decisions. As in other facets of radiology administration, knowledge and preparation are key. The purpose of the interview is to determine the suitability of a candidate or applicant for a specific position. There are several types of interviews, from the informal to the very structured. A planned process for the pre-employment interview must be developed and put into place. It is cost-effective, but it is not free. The development of the pre-employment interview requires application of thought and expertise. The plan consists of 5 steps: determine the interview team, determine job qualifactions, determine interview questions, determine how responses will be evaluated, and train the interviewers. Select a setting that is conducive for interview. Human judgments are susceptible to a variety of rating errors. During the interview process, interviewers must be aware of and overcome these errors. Having an interview process in place can save time and money. It can help prevent legal ramifications resulting from poor or non-existent hiring processes. Keep in mind that assessment tools such as interviews are not a substitute for managerial judgments.

Education, Continuing↗
PubMedDate not supplied

Simulated versus actual patients in teaching medical interviewing.

This research project investigates the value of using simulated v. real patients in teaching interviewing skills to third- and fourth-year medical students on a clerkship in family and community medicine. Sixty-four medical students (38 males, 28 females) were asked to make a videotaped patient interview at the beginning of the clerkship. Forty-one of the students interviewed trained, simulated patients and 22 interviewed real patients at their clerkship site. Students received feedback and faculty teaching of interviewing skills after the first interview. All students made another videotaped interview with a simulated patient at the conclusion of the clerkship. All interviews, pre- and post-clerkship, were scored for interviewing skills, focal areas, and nonverbal language. Multivariate and univariate analyses of pre- and post-interviews found simulated patients to be of most value in teaching medical students verbal interviewing skills and real patients to be of most value in teaching the focal content areas of the interview. Recommendations were made to include use of both simulated and real patients in the teaching of medical interviewing.

Analysis of Variance↗
PubMed2003

Medical student interviewing: a randomized trial of patient-centredness and clinical competence.

BACKGROUND: It is widely accepted that the quality of doctor interviewing skills is an important determinant of health care outcomes. Two interviewing skills contributing significantly to optimal health outcomes are the clinical competence of the interviewer and the use of patient-centred techniques. However, the relative importance of these to health outcomes is unknown. OBJECTIVE: The purpose of this study was to examine the relative effect on maternal recall and satisfaction of medical student clinical competence and use of patient-centred interview techniques. METHODS: Sixty-nine mothers of children attending the Paediatric Medical Out-patient Clinic, Women's and Children's Hospital, South Australia agreed to participate in the study, with 60 successfully completing the study. They viewed two of four standardized 'medical student' interview videotapes in which the level of clinical competence and patient-centredness were varied independently. All other interview variables were controlled. Each mother rated the interviews by questionnaire (balanced incomplete block design, each interview rated by 30 mothers). Maternal satisfaction with the 'student' interview was measured using the Medical Interview Satisfaction Scale (MISS) and the Interpersonal Skills Rating Scale (IPS). Maternal recall of interview information was assessed by questionnaire, with maternal answers coded independently before analysis. RESULTS: Significant, independent effects of clinical competence and patient-centredness were observed with both MISS (F = 42.1, P < 0.0001) and IPS (F = 49.3, P < 0.0001) scores. The effect of clinical competence was stronger than that of patient-centredness. Maternal recall for specific information was greater for some items following the more clinically competent interviews, but was lower for others. There was no association between maternal recall and the level of patient-centredness demonstrated by the 'student'. CONCLUSION: Clinical competence was a more significant determinant of maternal evaluations of medical student interviews and maternal recall of information than was patient-centredness. High levels of both patient-centredness and clinical competence were associated with the highest maternal satisfaction.

Chi-Square Distribution↗
PubMed2000

Does interview date affect match list position in the emergency medicine national residency matching program match?

OBJECTIVE: Some residency applicants believe that the date on which they interview with a residency program influences how the program ranks them in the National Residency Matching Program (NRMP). Therefore, the authors studied whether interview date affects match list position in the emergency medicine (EM) residency match. METHODS: Forty-four Accreditation Council for Graduate Medical Education (ACGME)-accredited EM residency programs participated in this multicenter study. The interview date and match list position were collected for each interviewee for the 1997-98 season. Programs were also asked about factors that might potentially bias interview date assignment. Statistical analyses were performed both with and without these programs included. Interview dates and match list positions were standardized into percentile date and percentile rank for each program and were compared using linear regression analysis. Scatterplots graphed interview date vs match list position. Two-sample t-tests compared interview dates for ranked and nonranked interviewees. RESULTS: Data were collected for 3,800 individual interviews; 14% of these resulted in unranked applicants. Twenty-three programs, representing 1,997 interviews, reported potential bias in their interview date assignment. Regression analysis revealed an R(2) of 0.018268 (correlation coefficient = 0. 1352, 95% CI = 0.0992 to 0.1617) for all programs, R(2) of 0.010626 (correlation coefficient = 0.1031, 95% CI = 0.0571 to 0.1485) for programs without reported potential bias, and R(2) of 0.02444 (correlation coefficient = 0.1563, 95% CI = 0.10887 to 0.20309) for programs with reported bias. Scatterplots revealed no linear correlation. Two-sample t-tests for all programs, and programs with and without reported bias showed no significant difference in average interview date for ranked and unranked interviewees (both with p > 0.2). CONCLUSION: In this study, interview date for EM residency positions in the 1997-98 season did not affect match list position among ranked applicants. Moreover, interview date had nno effect on the decision to leave candidates unranked.

Emergency Medicine↗
PubMed1976

The influence of interviewer self-disclosure and verbal reinforcement on personality tests.

The effects of prior interview experiences on subsequent test responding were examined by comparing the influence of three interviewer behaviors: interviewer self-disclosure, interviewer verbal reinforcement of self-referent statements, and direct instructions to be self-disclosive. Performance was contrasted with a control interview condition characterized by no interviewer self-disclosure or self-referent reinforcement and with a no-interview condition. Responses on measures of self-disclosure and anxiety indicated that female Ss tended to be more self-disclosive than males in general, but were relatively uninfluenced by experimental condition. For male Ss, verbal reinforcement increased self-disclosure relative to the interviewer seld-disclosure condition. Interviewer self-disclosure was shown to result in more favorable perceptions of the self and the interviewer, particularly for males, and greater social evaluative anxiety for females. Both these factors are discussed as possibly counteracting the modelling effects of interviewer self-disclosure. An interpretation of the results in terms of interactions between S sex, interviewer sex, and experimental condition is proposed and implications for related research discussed.

Anxiety↗
PubMed2000

Assessing the value of structured protocols for forensic interviews of alleged child abuse victims.

OBJECTIVE: To evaluate the effectiveness of a structured interview protocol (NICHD Investigative Interview Protocol) operationalizing universally recommended guidelines for forensic interviews. METHOD: The NICHD Investigative Protocol was designed to maximize the amount of information obtained using recall memory probes, which are likely to elicit more accurate information than recognition memory probes. Forensic investigators were trained to use the NICHD protocol while conducting feedback-monitored simulation interviews. The utility of the protocol was then evaluated by comparing 55 protocol interviews with 50 prior interviews by the same investigators, matched with respect to characteristics likely to affect the richness of the children's accounts. The comparison was based on an analysis of the investigators' utterance types, distribution, and timing, as well as quantitative and qualitative characteristics of the information produced. RESULTS: As predicted, protocol interviews contained more open-ended prompts overall as well as before the first option-posing utterance than non-protocol interviews did. More details were obtained using open-ended invitations and fewer were obtained using focused questions in protocol interviews than in non-protocol interviews, although the total number of details elicited did not differ significantly. In both conditions, older children provided more details than younger children did. CONCLUSION: The findings confirmed that implementation of professionally recommended practices affected the behavior of interviewers in both the pre-substantive and substantive phases of their interviews and enhanced the quality (i.e., likely accuracy) of information elicited from alleged victims.

Adolescent↗
PubMed2003

The Johns Hopkins telephone diagnostic interview for the restless legs syndrome: preliminary investigation for validation in a multi-center patient and control population.

STUDY OBJECTIVES: To develop and validate a telephone diagnostic interview (the Johns Hopkins telephone diagnostic interview for restless legs, abbreviated TDI) for diagnosis of the restless legs syndrome (RLS). DESIGN AND METHODS: Using the International RLS Study Group diagnostic criteria, specific questions were developed reflecting the diagnostic features of RLS. Seventy-five subjects (37 previously diagnosed RLS patients and 38 controls self-reported to be free of RLS) were interviewed by three expert interviewers blinded to each others' interviews and the patient's clinical status. The interviewers diagnosed each subject based on responses to the TDI. RESULTS: The interviewers overall correctly diagnosed 72 of 75 individuals. Minimum interviewer sensitivity and specificity were 97 and 92%, respectively. The intraclass correlation coefficient (ICC) was used to quantify inter-rater reliability for the three interviewers. The ICC for diagnosis was 0.95. The ICC calculated on other key items in the interview exceeded 0.80 in all cases. The patients were predominantly older individuals with long-standing RLS; 19 of them scored at the highest level of severity on the Johns Hopkins Restless Legs Severity Scale (JHRLSS). The interviewers had more difficulty with assessing the controls accurately, some of whom were probably incorrectly self-categorized as not having RLS. CONCLUSIONS: The TDI is a sensitive, specific, and reliable instrument for diagnosing RLS by experienced interviewers in a brief, anonymous telephone encounter.

Adult↗
PubMed1990

Reliability of interviewers using the Seven-Day Physical Activity Recall.

The Seven-Day Physical Activity Recall interview is commonly used in epidemiologic research, but the methods of training and certifying interviewers have not been studied or standardized. The purpose of this study was to examine the reliability of the Seven-Day Physical Activity Recall interviews after a structured training program. Twenty-one volunteer interviewers participated in a five-session group training program that targeted standardized interview techniques and scoring procedures. Interviewers scored eight videotaped interviews on two occasions to assess scoring skills. Across all videotapes and interviewers, the test-retest reliability was .99. Two interviewers independently interviewed the same person on the same day, and the reliability of kilocalorie expenditure across interviewers was .86. It was concluded that naive individuals can be taught to reliably conduct and score the Seven-Day Physical Activity Recall interview in a brief training program.

Adult↗
PubMed1988

Computer-aided personal interviewing. A new technique for data collection in epidemiologic surveys.

Most epidemiologic studies involve the collection of data directly from selected respondents. Traditionally, interviewers are provided with the interview in booklet form on paper and answers are recorded therein. On receipt at the study office, the interview results are coded, transcribed, and keypunched for analysis. The author's team has developed a method of personal interviewing which uses a structured interview stored on a lap-sized computer. Responses are entered into the computer and are subject to immediate error-checking and correction. All skip-patterns are automatic. Data entry to the final data-base involves no manual data transcription. A pilot evaluation with a preliminary version of the system using tape-recorded interviews in a test/re-test methodology revealed a slightly higher error rate, probably related to weaknesses in the pilot system and the training process. Computer interviews tended to be longer but other features of the interview process were not affected by computer. The author's team has now completed 2,505 interviews using this system in a community-based blood pressure survey. It has been well accepted by both interviewers and respondents. Failure to complete an interview on the computer was uncommon (5 per cent) and well-handled by paper back-up questionnaires. The results show that computer-aided personal interviewing in the home is feasible but that further evaluation is needed to establish the impact of this methodology on overall data quality.

Blood Pressure↗
PubMed1981

Description of the interview process in selecting students for admission to U.S. medical schools.

A survey was made of the medical schools in the United States to obtain a description of the interview process used in the selection of first-year medical students. The following questions were the basis for the study: What is the role of the interview in the selection of medical students? What is the nature of the interview process? How is the interview administered? An 87 percent response rate was obtained. The results indicated that 99 percent of the responding medical schools use interviews in evaluating students for medical school admission, and the interview ranks second only to the grade-point average in importance among four selection factors. The interview is usually in a one to one setting, with each applicant having two separate interviews. All schools use faculty and staff members in interviewing, and usually at least one admissions committee member interviews each applicant. Usually interviews are conducted on the campus of the school. Implications drawn from the results indicate a need for a quantification of methods to incorporate the interview into the selection process.

College Admission Test↗
PubMed1991

Current practices in admission interviews at U.S. medical schools.

Although the interview is widely used in the selection of applicants for admission to U.S. medical schools, little is known about current interview practices. The authors formulated a 46-item questionnaire concerning the interview process for medical school applicants, then in 1989 sent it to admission officials at all the 127 LCME-accredited schools in the United States. The questionnaire concerned the interview's status as a predictor; interviewers and interview structure; interviewer training; and the utility of interview data. Seventy-two percent of those sent the questionnaire completed and returned it. The responding admission officials indicated that the interview had two major purposes at their schools: as a means of assessing candidates' noncognitive skills and as a public relations tool. Most schools' interview processes were loosely to moderately structured, and interviewers received minimal training. It is concluded that the interview's role is primarily subjective and that it has a definite but imprecise influence on admission decisions.

Education, Medical, Undergraduate↗