Table 6.

Best practice recommendations

ᅟ	ᅟ
1.	Consider what domains to test and blueprint these against the relevant medical school and nationally agreed learning outcomes, regulatory standards and on the job requirements
2.	Ensure adequate diversity of domains tested to avoid over reliance on any one skill set
3.	Consider cultural issues in the design and development of stations. Opt for culturally neutral material or adequately diverse cultural issues to avoid giving an advantage to any one group of candidates.
4.	Pilot stations with candidates and assessors from a range of cultures, where possible mapped to the cultural backgrounds of the relevant applicant pool
5.	Provide adequate cultural awareness training for assessors and recruit assessors from a range of cultural backgrounds
6.	Use clear unambiguous language, avoiding colloquialisms, for candidate and assessor instructions and role players’ script
7.	Ensure station duration provides adequate time for candidates who are being assessed in a language other than their first language
8.	Provide free preparatory information to applicants in advance via a variety of media – e.g. Medical School Open days, online and printed materials. Material should include sample stations, a description of the MMI process, justification for the range of domains tested in terms of job relatedness, links to professional standards and medical school learning outcomes.
9.	Regularly audit applicant and successful candidates for demographics including age, gender, socioeconomic group and cultural backgrounds to monitor for fairness.
10.	Monitor for evidence of predictive validity on an ongoing basis.
11.	Provide adequate supports and formative feedback to international students throughout their training
12.	Draft globally agreed minimum standards for selection processes