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Medical school interview resource

Multiple Mini Interview (MMI) for Medical School

Understand how the MMI works, what different stations are designed to assess, and how to practice responding with a clear, repeatable approach.

How the Medical School MMI Works

A medical school MMI changes the pace and structure of the interview. Understanding that format makes the MMI preparation and practice that follow more useful.

MMI vs. Traditional Medical School Interviews

A traditional medical school interview generally involves a longer conversation with one interviewer or a small panel. A multiple mini interview uses a series of shorter MMI stations completed in sequence.

Across the interview, stations may include MMI questions, scenarios, role-play interactions, or other tasks, sometimes with a different interviewer at each station. Some medical schools also use a hybrid interview that combines traditional and MMI formats.

Because the prompt and interviewer can change from one station to the next, treat each station as a new interaction. Reset, identify what the prompt is asking, and respond to the situation in front of you.

What MMI Interviewers Evaluate

Medical schools may use MMI stations to assess communication, reasoning, empathy, teamwork, professionalism, judgment, cultural awareness, and the ability to consider multiple perspectives. The qualities emphasized and the way responses are evaluated vary by school and by station.

Many MMI interview questions are designed to show how you approach a situation, not simply which conclusion you reach. An interviewer may consider how clearly you identify the issue, weigh relevant perspectives, make a decision, and explain your reasoning. There is no single evaluation checklist that applies to every medical school MMI.

Typical MMI Timing and Format

The AAMC describes a common MMI interview format as six to ten stations. Applicants often have about two minutes to review a station prompt, followed by roughly five to eight minutes to respond or interact. These ranges provide a useful starting point for MMI practice, not a universal schedule.

The number of MMI stations, preparation time, response time, and station format vary by medical school. Treat your official interview invitation and the school’s instructions as the source of truth for your interview day.

General format reference: Association of American Medical Colleges

Types of MMI Stations You May Encounter

Medical schools structure multiple mini interviews differently, and one station may draw on more than one skill. Use these four common MMI station types as a practical guide, not a universal list. Some MMI interviews may also include writing exercises or other school-specific tasks.

  • Ethical Reasoning Stations

    What it might look like
    A healthcare, policy, or everyday dilemma involving competing responsibilities, limited information, or possible consequences.
    What it may assess
    Ethical reasoning, judgment, professionalism, and your ability to consider different stakeholders and consequences.
    What to focus on
    Identify the central tension and stakeholders, recognize missing information, and explain a reasoned course of action.
    Common mistake
    Treating the prompt as a debate with one obvious answer or naming ethical principles without applying them to the scenario.

  • Communication and Role-Play Stations

    What it might look like
    A conversation with an interviewer, actor, or standardized patient, such as supporting an overwhelmed classmate or responding to a concern.
    What it may assess
    Listening, verbal and nonverbal communication, empathy, adaptability, and appropriate boundaries.
    What to focus on
    Engage with the person, acknowledge what you hear, ask useful questions, and respond with care.
    Common mistake
    Jumping straight to advice or trying to solve the situation before understanding the person’s perspective.

  • Teamwork and Conflict Stations

    What it might look like
    An uneven group project, a disagreement, a concern about a teammate or colleague, or a task that requires people to work together.
    What it may assess
    Collaboration, conflict management, accountability, communication, and respect for others.
    What to focus on
    Clarify what is happening, communicate directly when appropriate, and balance support with responsibility to the team and others affected.
    Common mistake
    Assuming poor intent, avoiding a difficult conversation, or overlooking accountability simply to keep the peace.

  • Personal and Behavioral Stations

    What it might look like
    An MMI question about an experience, challenge, hobby, motivation, personal value, or lesson you learned.
    What it may assess
    Self-awareness, reflection, authenticity, communication, and how your experiences have shaped you.
    What to focus on
    Answer the question directly, use a specific example, explain your role, and make the reflection as clear as the event itself.
    Common mistake
    Giving a generic answer or retelling what happened without explaining what changed or why it matters.

These station types can overlap. During MMI practice, use the category to orient yourself, but let the wording of the prompt guide your response.

A Four-Step Framework for Answering MMI Questions

Medical school MMI questions do not all call for the same kind of answer. For scenario-based questions, this four-step sequence can help you organize your thinking and give a clear response without turning it into a script. Use it as a flexible MMI practice tool, not a universal formula or an official medical school scoring rubric.

  1. Clarify the Prompt

    Before choosing an answer, determine exactly what the MMI question is asking. Identify the central issue, the facts you have been given, and any important information that may be missing. Separate what the prompt states from what you are assuming.

  2. Consider the Context

    Focus on the people, responsibilities, and concerns that meaningfully affect the situation. Consider possible consequences, assumptions you are making, and what you would want to clarify. You do not need to list every imaginable stakeholder.

  3. Answer and Explain

    Make your position or next step clear, then explain why it fits the facts, people, and responsibilities involved. A thoughtful response can acknowledge that context matters, but it should not end with “it depends” without eventually answering the question.

  4. Reflect and Close

    Briefly acknowledge an important tradeoff, limitation, or uncertainty. If appropriate, name what you would clarify, monitor, or do next. Close by sharpening your reasoning, not simply repeating your opening.

Personal or behavioral MMI question? A concise story structure such as STAR (Situation, Task, Action, Result) may fit better. Answer the question directly, then include the reflection or lesson it asks for rather than forcing the story through this framework.

MMI Interview Questions and Sample Answers

These annotated MMI practice questions show how an applicant might organize a response across several common medical school MMI station types. They are examples, not scripts or universally correct answers. Choose a station to examine the prompt, a practical response outline, the reasoning behind it, common pitfalls, and a follow-up that changes the context.

Practice note: Medical schools may evaluate MMI stations differently. The qualities below are practice lenses, not a universal or official scoring rubric.

Practice station 1 of 4

Teamwork and Conflict Practice Station

Prompt

You are working on a group project with three other students. One group member has repeatedly missed agreed-upon deadlines and has not completed their portion of the work. The project is due next week, everyone will receive the same grade, and the rest of the team is becoming frustrated. How would you address the situation?

What this station may assess

  • Communication
  • Collaboration
  • Accountability
  • Conflict management
  • Judgment
Response Outline
  1. Clarify the Prompt

    Begin with what the prompt establishes: agreed deadlines were missed and the work remains incomplete. Do not assume why it happened or label the teammate.

  2. Consider the Context

    Balance the teammate's opportunity to explain with the group's need for a fair workload, reliable contributions, and a plan that protects the deadline.

  3. Answer and Explain

    Speak with the teammate privately, describe the pattern without accusation, ask what is getting in the way, and agree on specific responsibilities, dates, and a check-in.

  4. Reflect and Close

    If the plan is not followed or the project remains at risk, involve the group or instructor in a proportionate way. Support and accountability both matter.

Example opening

I would speak with the group member privately before assuming why the work has not been completed. I would describe the missed deadlines, ask whether something is getting in the way, and explain that the team needs a clear plan before the project is due.

Read the full sample answer

“I would primarily reach out to this other group member in private about my concerns regarding their participation. I would be sure to do so in a non-judgmental, non-confrontational manner, inquiring regarding their well-being and the circumstances surrounding the completion of the work. I am aware they could be going through something in their personal or academic life that is impinging on the completion of their portion of the task. I would offer my assistance if needed, while also making sure they understand the concerns of the rest of the group regarding the completion of the task. I know that many students have different ways of working towards completing a task as well as have other obligations in addition to their commitment to their education. For instance, some students may work full-time in addition to attending school, have families or children to care for, or be struggling with personal challenges. For this reason, I would remain open-minded to their circumstances in order to ultimately ensure the success of all members of the group. Then, I would report back to the remaining group members in order to facilitate clear lines of communication as well as relay anything that the other group members can help with. Perhaps there was a misunderstanding or other lack of communication that can be remedied by communicating effectively. In the end, I think remaining open-minded, transparent, and articulate can help overcome challenges the group may encounter as well as lead to a final product each group member can be proud of.”

Why this approach works
  • It separates observed behavior from assumptions about motive.
  • It gives the teammate an opportunity to share relevant context.
  • It protects the deadline by moving toward a specific plan.
  • It leaves room for proportionate escalation if needed.
Common mistake

Labeling the teammate as lazy or escalating immediately treats an assumption as fact. Avoiding the conversation entirely is also weak: empathy should help you address the issue fairly, not replace accountability.

Possible follow-up question

The teammate tells you they are dealing with a family emergency, but the project deadline cannot be moved. How would that change your approach?

Practice station 2 of 4

Ethical Reasoning Practice Station

Prompt

A new treatment for type 1 diabetes has shown promising results in an early study, but the study included a small number of participants and questions remain about safety, effectiveness, and how well the findings apply to a broader patient population. You are advising a committee considering whether to recommend broader access. What information would you examine, and what next step would you recommend?

What this station may assess

  • Evidence-based reasoning
  • Ethical reasoning
  • Patient safety
  • Judgment
  • Reasoning under uncertainty
Response Outline
  1. Clarify the Decision

    Separate the treatment's promise from what the evidence can currently support. Clarify the committee's role and the specific access decision it is being asked to advise on.

  2. Examine the Evidence

    Ask about study design, participant characteristics, comparison groups, meaningful outcomes, adverse effects, length of follow-up, and whether the findings are likely to apply to a broader population.

  3. Recommend a Next Step

    Support larger, well-designed studies and the appropriate regulatory and ethics review before routine broad use. If a regulated limited-access pathway is considered, it should include informed consent, safety monitoring, and the required oversight.

  4. Address Tradeoffs

    Acknowledge that delayed access may matter to patients while premature broad use may expose them to uncertain benefit or harm. State what new evidence could change your recommendation.

Example opening

I would separate the treatment's promise from what the current evidence can support. A small early study would not automatically justify broad use, so I would first examine its safety findings, study design, outcomes, and patient population.

Read the full sample answer

“The most important thing here is to weigh the risks and benefits of having a drug produced in a certain timeline with the potential for adverse effects. Getting drugs approved quickly is important, or else patients may have to wait a significant period of time for treatment or alternately, may have to pay higher prices for drugs. Many drugs currently on the market bear high prices, such as hepatitis and HIV therapies, forcing patients to suffer as a result of inability to afford escalating prices. On the other hand, safety is also of utmost concern, and measures must be taken to ensure that any drug hitting the market will not cause any significant adverse effects. This comes in the way of clinical trials of which involve experimental studies of human patients. These trials serve as a mechanism to compare the risks and benefits of different treatments as well as answer the following questions: Is the treatment … Safe? Effective? Improve the health of the patient? Will it be able to stay on the market? These are certainly issues of which must be considered before a drug hits the market. On the other hand, if the drug or treatment was able to be marketed for widespread use quicker, then there may be the potential for helping a targeted patient population but the important thing to consider is if the potential benefits outweigh the potential risks. As healthcare practitioners, it is our duty to practice beneficence and nonmaleficence. In any case, proper regulation is needed to balance these risks and benefits and any breach of regulation should be investigated under due process.”

Why this approach works
  • It avoids a simplistic choice between approving and rejecting.
  • It connects the recommendation to the strength and limits of the evidence.
  • It protects patient safety while recognizing that delayed access also matters.
  • It gives a clear next step and explains what could change the decision.
Common mistake

Reciting ethical principles without applying them to the evidence does not show how you reached a decision. It is also weak to assume that a small study makes the treatment worthless or that promising results make it ready for broad use.

Possible follow-up question

Patients with no effective alternative are asking for access while larger studies continue. How would that affect your recommendation?

Practice station 3 of 4

Communication and Role-Play Practice Station

Prompt

You are a first-year medical student. A classmate tells you that their parent has been diagnosed with a terminal illness. They feel overwhelmed and say they are considering taking time away from medical school to be with their family. When you enter the station, speak with the classmate.

What this station may assess

  • Empathic communication
  • Active listening
  • Adaptability
  • Judgment
  • Appropriate boundaries
Response Outline
  1. Acknowledge

    Recognize the weight of what the classmate has shared and invite them to say more. Do not rush to fill the silence with advice.

  2. Listen and Clarify

    Reflect what you hear and ask what feels most urgent. Learn what support they already have and what they need from this conversation.

  3. Support, Do Not Decide

    Respect that the choice is theirs. If they are open to it, help them consider speaking with student affairs, an adviser, or another appropriate school resource to understand their options.

  4. Close With a Next Step

    Offer one specific form of practical support, such as helping them identify whom to contact or checking in after their next conversation, without making promises you cannot keep.

Example opening

I am really sorry you are carrying this. It sounds like you are trying to balance being present for your parent with the demands of school. Would you want to tell me more about what feels most overwhelming right now?

Read the full sample answer

“I would think that the first thing would be to make sure that my friend is genuinely doing okay and take the time to check to see if there was anything I could do in the immediate moment. Sometimes, all someone needs is a person to hear them out and express concern for them and their well-being. After that, I would communicate to them that I could not possibly understand what they are going through but that I am here for them no matter what they need. In the event that they asked about advice concerning their circumstances, I would attempt to discuss the pros and cons for both sides, taking a leave of absence or remaining enrolled in school, objectively. If they took a leave of absence, they would be able to spend valuable time with their ill parent, assist as needed, and potentially attend medical appointments. On the other hand, if they remained enrolled in classes, it may serve as a mechanism to distract them from their reality. Similarly, given their challenges outside of the classroom, they may find it difficult to focus on their education. These are all topics that I would bring to their attention if they have not considered them already. Further, I would just ask them what their thoughts are. Sometimes, through just talking with another person, it can be therapeutic and they may arrive at the answer they were looking for themselves. I would acknowledge and respect their decision making process on the basis that they were able to identify their options as well as pinpoint that family is an important component of their life and success. Either way, the most important thing for me would be to make sure they feel supported no matter what they ultimately do.”

Why this approach works
  • It treats the role-play MMI station as a conversation, not a speech.
  • It allows the classmate's needs to guide the interaction.
  • It respects their autonomy instead of steering them toward one decision.
  • It moves toward practical support without pretending you can solve the situation.
Common mistake

Jumping immediately into reasons to stay in school or take leave can make the classmate feel unheard. Avoid claiming you know exactly how they feel, offering false reassurance, or pushing a decision before understanding what they need.

Possible follow-up question

The classmate asks, “What would you do if you were me?” How would you respond?

Practice station 4 of 4

Personal and Behavioral Practice Station

Prompt

Tell me about an experience that taught you something important about yourself. What did you learn, and how will that lesson help you as a medical student and future physician?

What this station may assess

  • Self-awareness
  • Reflection
  • Authenticity
  • Communication
  • Capacity for growth
Response Outline: STAR + Reflection

Choose one specific experience and keep the context brief so your actions, learning, and changed behavior remain central.

  1. Situation

    Give only the context needed to understand the moment.

  2. Task

    Explain the responsibility, challenge, or tension you faced.

  3. Action

    Describe the specific choices you made and why you made them.

  4. Result

    Share what happened, including an imperfect result when relevant.

  5. Reflection

    Explain what you learned, what you now do differently, and how that change will matter in medical training and patient care.

Example opening

Your example should come from your own experience. During a semester-long research project, I realized that my tendency to solve problems independently was slowing the team down. When a missed handoff affected our timeline, I had to ask for help earlier and communicate more directly.

Our guidance for this question

The answer to this question will depend on an applicant individually. Remember to tell a story in order to lead the interviewer through your thought process. This will clue him/her into really who you are as an applicant. Then, do not forget to reflect about this experience and then link it to how you anticipate it will allow you to succeed in the future.

Why this approach works
  • It begins with a concrete experience rather than a broad claim about character.
  • It makes the applicant's decisions and development visible.
  • It leaves enough room to explain how the lesson changed later behavior.
  • It connects the experience to medicine without overstating what one moment proves.
Common mistake

Spending most of the response retelling events can bury the most useful part: what you learned and how you changed. Avoid a generic closing such as “This will make me a better doctor” without naming the behavior you will carry forward.

Possible follow-up question

Tell me about a later situation in which you applied that lesson. What did you do differently?

Swipe or use the station tabs to move between stations.

More MMI Questions to Practice

Use these additional MMI practice questions to build range without reading another model answer. Choose a prompt, give yourself a short planning period, then respond aloud before opening its practice cue.

Practice note: These MMI scenarios are adapted from this resource’s original question bank. They are not leaked or guaranteed medical school interview questions.

Ethical Reasoning & Professional Judgment 3 questions

01 Ethical MMI scenario

A parent of an eight-year-old with a serious gastrointestinal condition says they plan to stop the child's prescribed treatment and use an alternative remedy they found online. You are concerned that stopping treatment could cause harm. How would you approach the conversation, and what information or support would you seek before determining next steps?

Practice cue

Think about:

  • Clarify your role, what the prompt establishes, and what clinical information is missing.
  • Explore the parent's concerns and the basis for the alternative remedy without dismissing them.
  • Keep the child's safety central and identify the appropriate clinician, evidence, or escalation pathway to involve.
Read the full sample answer

“Of the utmost significance in this scenario is to ensure that the physician demonstrates respect for the traditional beliefs and remedies but also explains in a non-judgmental way the rationale and potential effectiveness behind your recommendations. I would never want to assume anything about a patient and would correspondingly ask them to describe their beliefs to me in more detail so I could better understand as well as acquire a more holistic view of the patient. I would then explain, in a non-judgemental and in a way in which the patient could truly understand, that there are some aspects surrounding the alternative medicine treatments that I am concerned about such as potential negative effects on the child’s health. I would indicate that the patient and family always has the autonomy to make their own medical decisions and that sometimes, alternate treatments have helped patients when coupled with traditional physician prescribed medications. Therefore, if the parent is adamant about using the alternate medications, I would inquire regarding their interest in using both medications concurrently in order to reduce any negative effects on the child’s health. While this still may not be the optimal treatment plan, at least we are beginning to build rapport and step in the right direction. This adapted plan is akin to modified vaccination schedules in which both the physician and parent are working towards the best interest of the patient. I would also inquire further regarding why the parent desires to deviate from the originally prescribed medication as well as take the time to explain the benefits associated with their continued use. I believe that over the course of a few visits, the parent may see the benefits of the prescribed medication as well as gain more trust in me as the provider in treating their child.”

02 Public policy scenario

Celebrations in a city repeatedly lead to injuries and property damage after the local sports team wins a championship. As the city's police chief, what policies would you propose to allow people to celebrate while protecting the public, and why?

Practice cue

Think about:

  • Balance safe celebration with the risks to people, property, and the wider community.
  • Consider prevention and public communication, not only enforcement after harm occurs.
  • Explain how your proposal would remain proportionate, workable, and open to review.
Read the full sample answer

“I would reach out to various community leaders to get their perspective on the events that have occurred in the past. This would allow me to visualize a clear and objective picture of the events as well as build trust within the community that may lead to better adherence to any proposed policies. I would emphasize to the community that I understand their desire to celebrate their team's victories and successes as well as am happy to allow them to do so, so long as they abide by laws set in place to protect citizens of the community. Additionally, I would articulate that I share their excitement about the wins and successes of our city but I ultimately desire to celebrate in a safe way, so each of our citizens may thrive so that they can do so again next year. In close consultation with community leaders, I would propose having a scheduled celebration for the championship win that would allow people to celebrate in a safe and orderly way in order to prevent chaos and unnecessary injuries to those citizens of which I truly care about. Having a scheduled celebration would assumably reduce some of the uncertainty and unruliness that is coupled with excitement from the championship wins. All in all, I would be meticulous to explain that these guidelines are being enforced in order to protect citizens as opposed to control them and that the help of the citizens in this process would be greatly appreciated.”

03 Professional judgment

You work in a hospital and, during several shifts, have noticed what smells like alcohol on a colleague's breath. You do not know the cause, but you are concerned about patient safety. How would you respond?

Practice cue

Think about:

  • Separate what you observed from what you are inferring.
  • Consider whether there may be an immediate patient-safety concern and what your role allows you to do.
  • Use the appropriate supervisor or institutional process rather than ignoring the concern or confronting the colleague publicly.
Read the full sample answer

I would initially reach out to the co-worker and simply ask how they are doing and whether or not they need anything. I would prefer to give someone the benefit of the doubt about their habits, for all I know, they could be going through a significant challenge in their lives and not have the proper support system for dealing with it in a healthy manner. I would offer my support to this person and gently explain to them that whatever they are going through, they can count on me for support in order to avoid resorting to alcohol, especially in the hospital where patients depend on our care and clear-minded approach. I would make it a point to continue to check in on them as to how they are doing to ensure they feel supported and less of a need to depend on alcohol. Should I continue to have the suspicion that their actions have not changed, even after reaching out to them, I may have to consider a discussion with management to avoid any harm to patients or other staff. I believe the lesson here is that it is generally inexcusable to arrive at work under the influence or have anything cloud your judgement when caring for patients. Obviously, the situation would not always be black and white, per se, as there is often a grey area, but I believe I would be capable of being adaptable to a wide array of different circumstances in order to address the situation effectively.”

Communication & Public Health 1 question

04 Communication scenario

A patient declines an influenza vaccine and says, “I don’t get flu shots,” without explaining further. How would you begin the conversation, and what individual and public health considerations would inform your response?

Practice cue

Think about:

  • Ask an open-ended question to understand the patient's reason for declining before offering information.
  • Respond to the concern raised instead of delivering a generic lecture.
  • Respect the patient's decision-making while explaining relevant individual and public health considerations.
Read the full sample answer

“As far as my response to the patient, I would be certain to remain non-judgmental and simply ask them about their concerns and thoughts regarding the influenza vaccine. Perhaps the reason for their apprehension is that they simply have a misconception regarding an aspect of the flu shot that can be cleared up with clear lines of communication. Regardless of the reason, I would adapt my response based on an perceived understanding of their feelings and knowledge regarding the flu shot. This would allow me to gauge their understanding and correspondingly explain the medicine behind vaccinations while also taking care to be respectful and empathetic concerning the patient’s beliefs and autonomy.

As far as the public health issues at stake, this seems to be a conflict of individual choice against the betterment of the community as a whole. By receiving the influenza vaccination each year, you not only protect yourself but also enhance herd immunity as well, potentially protecting the community around you. In a perfect world, both the individual and community well-being would be preserved, but in cases of vaccination, there is often conflict between the two. Furthermore, in terms of public health, I think it is essential to educate the patient on influenza and if he/she is not receiving the vaccination, the importance of staying home from work/school IF he/she has flu-like symptoms or is diagnosed with influenza. This will potentially prevent further transmission of the virus. Ultimately, patients have the autonomy to make decisions whether the provider agrees with them or otherwise as well as are also entitled to an informed decision making process. Therefore, the patient’s decision should not ultimately affect their care and they should not be treated any differently as a result. It is important to remember that the end goal is a patient’s beneficence or well-being. ”

Personal Reflection & School Motivation 2 questions

05 Personal reflection

Tell me about a hobby or activity outside school. What has it taught you, and how might that lesson influence the way you approach medical training or patient care?

Practice cue

Think about:

  • Choose one genuine activity and one specific, meaningful lesson.
  • Show how the experience changed your behavior or perspective, not only what you do.
  • Connect the lesson to medical training or patient care naturally, without stretching the example.
Our guidance for this question

The answer to this question will depend on an applicant individually. Be sure to tell a story, be genuine, and then connect back to how you perceive this hobby with help you with your medical education and future career.

06 School motivation

Why are you applying to this medical school? Which parts of its mission, curriculum, community, or opportunities align with your experiences and goals?

Practice cue

Think about:

  • Use current, school-specific details rather than generic praise.
  • Connect those details to your experiences, values, and future goals.
  • Explain what you hope to contribute as well as what you hope to gain.
Our guidance for this question

The answer to this question will depend on an applicant individually. This question is tremendously important, so it is essential to be prepared for this question or a derivation of it on interview day. Be genuine and specific with your response. Being vague with your interest about their school will only come off to interviewers as uninterested. Pinpoint things about the school that really caught your interest and show passion when conveying them, interviewers look for these things!

Want more scenario practice? Review ethical medical school interview questions or broaden your preparation with common medical school interview questions.

Which Medical Schools Use MMI Interviews?

Many medical schools use a multiple mini interview or combine MMI stations with another interview format. Because interview processes can change by admissions cycle, program, track, or campus, a school should not be treated as a permanent “MMI school.”

Use your invitation as the source of truth. Confirm the current format in your official interview invitation and the medical school’s admissions instructions before deciding how to prepare.

United States and Puerto Rico

MMI Interview Formats for the 2026-2027 Admissions Cycle

The directory includes 47 medical schools, programs, or tracks that report an MMI or a combined process with MMI for the 2027 entering class. Three additional entries are marked because their current official pages describe MMI use without naming the cycle.

50 listed

  • Albany Medical CollegeMMIVirtual
  • Anne Burnett Marion School of Medicine at TCUMMIVirtual
  • Central Michigan University College of MedicineMMI + group activitiesVirtual
  • Charles R. Drew University of Medicine and Science College of MedicineMMIVirtual
  • Chicago Medical School at Rosalind Franklin University of Medicine & ScienceMMIVirtual
  • Drexel University College of MedicineMMI + group interviewVirtual
  • Donald and Barbara Zucker School of Medicine at Hofstra/Northwell *MMI + traditional-style stationVirtual
  • Duke University School of MedicineMMIVirtual
  • Geisinger Commonwealth School of MedicineMMIVirtual
  • Kaiser Permanente Bernard J. Tyson School of MedicineMMI + traditional interviewVirtual
  • Medical College of Georgia at Augusta UniversityMMIVirtual
  • Michigan State University College of Human MedicineMMI + one-on-one interviewVirtual
  • New York Medical CollegeMMIVirtual
  • Nova Southeastern University Dr. Kiran C. Patel College of Allopathic MedicineMMIOnline
  • NYU Grossman Long Island School of MedicineMMI + team activityVirtual
  • NYU Grossman School of MedicineMMIVirtual
  • Oregon Health & Science University School of MedicineMMI + one-on-one interviewVirtual
  • Ponce Health Sciences University School of MedicineMMILive + asynchronousInterview language varies by campus.
  • Rutgers Robert Wood Johnson Medical SchoolMMIDelivery may varyMD/PhD, BA/MD, and approved early-assurance applicants also complete a one-on-one interview.
  • San Juan Bautista School of MedicineMMI + personal interviewPrimarily in personVirtual MMI may be offered in specific circumstances.
  • Stanford University School of MedicineMMI + traditional interviewVirtual
  • SUNY Upstate Medical University Alan and Marlene Norton College of MedicineMMIVirtual
  • Texas A&M University School of MedicineMMI + personal interviewVaries by programRegular MD interviews are virtual; EnMed interviews are in person.
  • Texas Tech University Health Sciences Center Paul L. Foster School of MedicineMMIVirtual
  • Tufts University School of Medicine, Maine TrackMMI + personal interviewsVirtualThe standard MD interview uses a different format.
  • UMass Chan Medical School, PURCH TrackMMI + structured interviewVirtualThe MMI applies to the PURCH Track; other tracks use different formats.
  • Universidad Central del Caribe School of MedicineMMIVirtual
  • University of Alabama at Birmingham Marnix E. Heersink School of MedicineMMI + one-on-one interviewVirtual
  • University of Arizona College of Medicine - PhoenixFive-station MMIDelivery not stated
  • University of Arizona College of Medicine - TucsonRecorded round + MMIVirtual
  • University of California, Davis School of MedicineMMIVirtual
  • University of California, Los Angeles David Geffen School of Medicine, PRIME-LAMMIVirtualThe MMI applies to PRIME-LA; the standard MD and MSTP programs use traditional interviews.
  • University of California, Riverside School of MedicineMMIVirtual
  • University of California, San Diego School of MedicineMMIVirtualThe four-year MD, PRIME-HEq, PRIME-TIDE, and GHAC programs use MMI; MD/PhD combines one-on-one interviews with MMI.
  • University of Georgia School of MedicineMMIVirtual
  • University of Houston Tilman J. Fertitta Family College of MedicineMMI + group interviewVirtual
  • University of Illinois College of MedicineMMI + one-on-one interviewsVirtual
  • University of Michigan Medical SchoolMMI + one-on-one interviewsVirtual
  • University of Mississippi School of MedicineMMIIn person
  • University of Missouri-Kansas City School of MedicineEleven-station MMIIn person
  • University of Texas at Tyler School of MedicineMMI + group exerciseIn person
  • University of Texas Medical Branch John Sealy School of MedicineMMIVirtual
  • University of Toledo College of Medicine and Life SciencesMMIVirtual
  • University of Vermont Robert Larner, M.D. College of MedicineMMI + group exerciseVirtual
  • Virginia Commonwealth University School of MedicineMMIVirtual
  • Virginia Tech Carilion School of MedicineMMIIn person
  • Wake Forest University School of MedicineMMIVirtual
  • Wayne State University School of MedicineMMI + two interviewsVirtual
  • WesternU College of Osteopathic Medicine of the Pacific, California *Interview + required MMIOnline + limited in person
  • WesternU Heatherington College of Osteopathic Medicine, Oregon *Panel interview + two MMI interactionsOnline

* These current official school pages describe MMI use, but do not explicitly confirm the 2026-2027 cycle. Confirm the format in your official interview invitation.

Last reviewed September 4, 2026. The verified list is based on the AAMC MSAR Interview Procedures report for the 2027 entering class, updated August 19, 2026 with information supplied by medical schools. This release focuses on U.S. and Puerto Rico programs; Canadian medical schools are not included.

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