Purpose
Structured interviews have become essential in the medical schools admission selection because structured interviews predict academic achievement after admission. The purpose of this study was to determine validity and fairness of the new structural interview technique, assignment book-based structured interview (ABSI), in predicting future academic achievement of the medical students.
Methods
The validity of this new interview technique and academic achievement was evaluated based on the data of all the applicants and successful applicants who applied for on-time admission between the year 2011 and 2014.
Results
The ABSI technique showed a significant correlation and predictive validity for academic achievement in the medical school. The retention group received significantly lower T-scores of ABSI compared with the superior student group.
Conclusion
The results indicate that ABSI is a feasible, reliable, fair and valid admission selection tool. The ABSI may be meaningful and fair method for predicting academic achievements, and it could be incorporated as one of the contents in the multiple mini-interview.

PURPOSE
To evaluate the educational effectiveness of practice-based program for procedural skills at Kangwon National University College of Medicine.
METHODS
In 2005, we conducted the training program composed of 19 procedural skills for third-year medical students during their first semester clerkship. The 14-week training used simulation models and was held for 3 hours per week, one hour for didactic session and 2 hours for practical exercise. A lecture was given only for wound dressing. OSCE, consisting of four 5-minute stations, was administered to analyze the students' achievement. 53 third-year students were given a survey following skills training and OSCE.
RESULTS
Most students reported that the practice-based program was interesting and helpful in learning procedural skills. Students preferred practice to didactic medium. Students were satisfied with the faculty's instruction, but suggested that the training should be providedprior to clerkship. OSCE had an overall reliability coefficient (Cronbach's alpha) of 0.78. The mean score in the dressing case was lower than those in other cases.
CONCLUSION
The practice-based program for procedural skills was effective in motivating students' learning as well as improving theirtechnical skills. Self-directed exercises and appropriate feedback are more effective training tools than lectures.