A test with multiple choice questions and an essay. This is the vast majority of current entrance exams. In recent years, however, establishments have integrated other stages into the selection processes, seeking a portrait beyond the traditional test.
Adopting this model seeks candidates for skills that do not show up on tests, but that weigh on academic and professional performance, such as communication and posture in everyday situations. With this entrance exam model, institutions want to analyze the behavioral abilities of students, in addition to theoretical knowledge.
This model of selection process is already common in foreign universities which, in addition to using test scores, also use other elements of the entry process, such as participation in extracurricular activities, academic transcripts, essays and letters of recommendation.
Additional steps, like interviews, focus on the social-emotional assessment of candidates. These aspects which, according to them, go unnoticed in traditional evaluations.
The Albert Einstein Jewish Faculty of Health Sciences uses interviews when selecting students for its medical course. In the first phase of the process, candidates take the traditional test, with multiple choice questions. Those approved in this phase move on to the second stage, called “Multiple Mini Interviews (MME)”.
Júlio Monte, academic director of Einstein Teaching, explains that the interviews aim to identify other skills needed in the medical field.
“It’s an area where you have to have a certain maturity, certain socio-emotional skills, like teamwork, communication, empathy, which will be as important as the technical content,” explains Monte.
The director says that of the 8,000 candidates who took the first part of the entrance exam, only the best 500 advanced to the MME phase. Monte explains that in some cases, candidates who came first in the first phase of the entrance exam end up losing positions or are not approved during the interview phase.
“We no longer do any content assessment from secondary to senior year. That’s it, we know they are good. Now we have to filter whether they are prepared and mature to enter the medical curriculum,” he explains.
The MME is made up of eight maintenance stations. In each of them, the candidate is presented with a scenario before entering the room.
In the hallway, the student has two minutes to read the case which will serve as the basis for their evaluation.
In one example cited by Monte, the statement places the participant in the following situation: in a student residence, he receives news over the phone that Pedro’s father, his roommate, is in a serious car accident and is admitted to intensive care. This candidate’s mission is to transmit this information to Pedro.
Upon entering the room, the participant finds an actor ready to play the roommate. From there, he must conduct the conversation as if he were facing a real situation.
Throughout the interaction, the assessor observes the candidate’s posture and ability to deal with sensitive scenarios. This is done to test skills such as communication, empathy and critical thinking.
The adoption of steps beyond the traditional test in the selection process is also a reality in other universities in Brazil. In Paraná, the Faculdade Donaduzzi has also adopted the interview phase to select new students. The institution offers courses in the fields of technology and administration.
“We always hear that people are not disconnected from work because of technical problems, but because of behavioral problems. We went further, to understand this whole cognitive issue,” explains Paulo Roberto Rocha, vice president of the Biopark, responsible for the institution.
Donaduzzi’s selection process is divided into three stages. The first consists of writing an argumentative thesis. The following phases evaluate the academic profile and behavior of the candidates.
The selection is made by appointment and can last up to four hours. Dayane Sabec, academic head of the establishment, explains that the phase is applied in small groups to ensure greater precision and efficiency.
Other universities insist that the entrance exam must go beyond measuring content. ESPM Academic Vice President Tatsuo Iwata points out that the job market increasingly requires skills such as critical thinking, problem-solving skills, clear communication, creativity and an ethical stance.
“The traditional test assesses cognitive knowledge, but does not fully capture these skills. This is why the institution opted for an expanded model, capable of observing the candidate in a more complete and consistent way with the professional profile required today,” he affirms.
Unlike other establishments, the ESPM interview phase takes place before the written test. The final score of the selection process is made up of the sum of the points obtained at the two stages.
Iwata emphasizes that this selection format is qualitative in nature and complements the objectivity of the written test. According to the academic vice-rector, the interview makes it possible to assess the participant’s motivation, clarity in course choice, argumentation capacity, intellectual autonomy, creativity and worldview.
“In this way, the interview confirms and expands what is observed in the test – and often reveals potential that does not show up in a traditional exam,” he says.
Júlio Monte, from Ensino Einstein, explains that the situations present at the time of the assessment are not so complex and do not deviate from the daily life of students
“We were surprised by the argumentative power of these young people. We do not require the maturity of an adult, we know that we evaluate young people of 17, 18 years old for six minutes,” he explains.
Depending on the institutions, the investigators who conduct the interview stages undergo specific training. In the case of ESPM, this training includes training with psychologists and educators, aimed at standardizing criteria and guaranteeing fairness in interviews.
At Donaduzzi College, the interview is conducted by professionals hired from an external company specializing in this type of evaluation. The professionals are psychologists and HR specialists.
At Einstein, evaluators also receive training. The difference is that the team is made up of professionals from the institution itself, such as doctors, nurses and psychologists.
About The Author
