Preparing students for residency interviews in the age of COVID: Lessons learned from a standardized video interview preparation program

Cynthia G Leung; Matthew Malone; David P Way; Michael G Barrie; Nicholas E Kman; Christopher San Miguel

doi:10.1002/aet2.10583

Preparing students for residency interviews in the age of COVID: Lessons learned from a standardized video interview preparation program

AEM Educ Train. 2021 Mar 9;5(3):e10583. doi: 10.1002/aet2.10583. eCollection 2021 Jul.

Authors

Cynthia G Leung¹, Matthew Malone¹, David P Way¹, Michael G Barrie¹, Nicholas E Kman¹, Christopher San Miguel¹

Affiliation

¹ Department of Emergency Medicine The Ohio State University College of Medicine Columbus Ohio USA.

Abstract

Objectives: The COVID-19 pandemic has necessitated the widescale adoption of video-based interviewing for residency applications. Video interviews have previously been used in the residency application process through the pilot program of the American Association of Medical Colleges standardized video interview (SVI). We conducted an SVI preparation program with our students over 3 years that consisted of an instructional lecture, deliberate practice in video interviewing, and targeted feedback by emergency medicine faculty. The aim of this investigation was to summarize the feedback students received on their practice SVIs to provide the guidance they need for preparing for the video interviews that will replace in-person interviews with residency programs.

Methods: A retrospective thematic analysis was conducted on faculty feedback provided to students who had completed SVI practice videos in preparation for their application to an EM residency between June 2017 and July 2019. Categorized comments were also sorted by type of faculty feedback: positive reinforcement, constructive criticism, or both.

Results: Forty-six medical students received 334 feedback elements from three faculty. Feedback was balanced between positive reinforcement statements and constructive criticism. Students performed well on appearance and attire, creating a proper recording environment, and response content. They needed the most guidance with the delivery of content and the technical quality of the video.

Conclusions: Our results demonstrate a need for formal instruction in how to communicate effectively through the video medium. Medical educators will need to formally prepare students for tele-interviews with residency programs, with an emphasis on communication skills and techniques for improving the quality of their video presentation, including lighting and camera placement.

Keywords: education; emergency medicine; internship and residency; interviews as topic; undergraduate medical.