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Measuring Performance: An Inexact Science Earlier I used the word estimating to characterize interviewing because the practice is inherently imprecise. "There's no evidence any of this works," says Werfel. Even the best interviewers reach mostly subjective conclusions about applicants. Often the most realistic way to measure subjects' perfor- mance is to compare them to each other. Some institutions ask interviewers to grade candidates independently on numerical scales, but force-fitting such scores to applicants' responses often leads to goal-directed manipulation of point totals. It works some- thing like this: Candidate A was pretty good, so I score her a 7 out of 10. Candidate B was even better. I give him an 8. Candidate C is good too—better than A but not as good as B—so I'm making C a 7 and dropping A to 6. My subjective comparison of the three candidates determined their scores. Instead of assigning contrived point values during interviews, I could have maintained a relative ranking or yes, no and maybe lists of candidates, including a sentence or two about my impressions of each. Another practice of questionable value is requiring applicants to sub- mit references. "I haven't found them helpful at all," says Werfel. "The only ones that are credible are the bad ones, and you're not likely to see too many of those. Instead we ask students where they took their EMT course because then I can call their instructor. That's much better than any per- sonal references." Homework for Faculty Estimating probabilities, through interviewing, that subjects will conform to academic and behavioral criteria is a skill requiring focus and tact. Prepara- tion is essential. Begin by considering your in-house resources: Will you be conducting interviews alone, or can you invite colleagues to participate? Group interviews have a few advantages: • Members of an interview team can listen to a subject's answers without necessarily having to think of the next question. • Interviewers can play different role—e.g., a time- keeper, a fact-finder to make sure all biographical details have been collected, a "philosopher" to engage subjects in free-form dialogue. • Interviewers' personal biases play less of a role in decisions reached by consensus. • Tasking candidates with multiple concurrent stimuli simulates what they'll face in the field. Ner- vousness is normal; paralyzing anxiety is an impedi- ment best recognized in advance. According to Paul Werfel, director of Stony Brook University's paramedic program since 1993, team interviews work best when everyone in the group has a vested interest in the outcome. "You want people who are legitimately interested in interviewing students—not someone who has noth- ing else to do," says Werfel. "I don't usually ask PA or nursing faculty to help interview because they don't have skin in the game like my instructors do." Shannon Lankford, EMS training officer at Tennes- see's Williamson Medical Center, prefers to interview prospective students one on one. "I think a panel interview is like a firing squad," Lankford says. "I've been through several of those as an interviewee; they're always more intimidating." Lankford adds that an interviewer's body language can help put subjects at ease. "I try not to cross my arms; that looks defensive," she says. "I'd rather make it easy and relaxing—more like a conversation. It's best when there's no desk between us." The best interviewers aren't just talkers, says Wer- fel; like athletes, they read situations and react: "You need to be able to ask questions and listen to the answers. You shouldn't be cutting the subjects off. Ask open-ended questions and let people talk. Their answers will father other questions you'll want to ask." Werfel says it's important to consider high-yield questions before the interview. "A good interviewer has to walk in with some kind of agenda—questions they need to find answers to. If you're interviewing students, what's their scholastic history? What's their motivation for choosing your program? Have they actually done any research? "We have people whom we ask, 'Why do you want to be a paramedic?' and they say, 'I don't know, I never gave it much thought.' Not what you want to hear. Ask them if they've considered how the course will impact their lives outside of school. Sometimes that answer tells you more than anything else about their expected longevity in the program." Lankford favors career-oriented questions too. "I want to know about future goals," she says. "Questions such as 'What do you like about the thought of doing this?' and 'What are your concerns and fears about getting into this field?' make it harder for a student to give us the usual 'I'm just here to help people' answer." Case-oriented questions can be another good source of feedback. "We usually ask an integrity-based question," Wer- fel says. "For example, 'Suppose your partner gives the wrong drug and tells you not to say anything. What would you do?' That might give you some insight into a problem with integrity or judgment. There's no way of fixing those problems in a course like ours." If time and schedules permit, gather the members STUDENT INTERVIEWS 26 JUNE 2015 | EMSWORLD.com ABOUT THE AUTHOR Mike Rubin is a paramedic in Nashville, TN, and a member of the EMS World editorial advi- sory board. Contact him at mgr22@prodigy.net.