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360 Degree Evaluation

This tool facilitates comprehensive evaluations for medical professionals with a focus on communication, interpersonal skills, and professionalism. It involves multiple raters providing feedback via rating forms and allows for goal-setting. Considerations include cost, development time, and personnel support. The platform of evaluation can be paper-based, computer-based, or on a PDA. Challenges include securing appropriate instruments for different evaluators and managing data effectively. Advantages include rapid feedback and electronic documentation. Disadvantages include potential for bias and information overload.

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360 Degree Evaluation

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  1. 360 Degree Evaluation Craig McClure, MD May 15, 2003 Educational Outcomes Service Group

  2. Description • Use of rating forms to report frequency of observed behavior • Multiple people in contact with resident act as evaluators • Often survey type form • Ratings summarized by topic • Include goal-setting

  3. Background • Human resources in business • ACGME found no published reports of use in GME

  4. Use for “Soft” Areas • More accurate for formative than summative feedback • Interpersonal & communication • Professional behavior • Limited • Patient care • Systems-based practice

  5. Decision to Utilize • Accepted and used by residents, faculty, staff? • Develop or purchase? • Cost? • Who are the raters? • How will the tool be used?

  6. Decision to Utilize (2) • To whom is the information available? • What core competencies will be evaluated with this tool? • How nurture trust the process remains confidential? • Platform of evaluation

  7. Acceptance • Will all potential evaluators fully participate? • Will raters be fair & honest? • Will residents accept the feedback from non-faculty?

  8. Develop or Purchase • Development permits tailoring • Development time may be considerable • Purchasing gives a ready-made product • Purchasing: computer based

  9. Developing • Expert in educational testing • Programming expertise • Pilot period

  10. Purchase • Items measured appropriate? • Does it perform as claimed? • Inter-rater reliability? • Degree of support and ability to customize

  11. Cost • If purchasing, monetary cost • If developing, personnel support • Data management system • Personnel time to complete forms • Annual development plan

  12. Cost (2) • Addressing EEOC/grievance complaints • Handling disputes over data • Divisive & counterproductive for those resistant

  13. Personnel Evaluation Time • 5 to 10 nurse evaluators per resident to give reproducible results • More for faculty • More for patients

  14. Identify Raters • Patients (how explain process) • Nursing staff • Clerical staff members • Physician faculty members • Non-physician faculty members • Residents

  15. Identify Raters (2) • Medical students • Allied Health Personnel • Self-assessment

  16. Patients as Raters • Literacy • Language • Culture (medical and otherwise) • Personality

  17. Intended Utility • Intervals: monthly, quarterly, yearly • Summative versus formative • To support high stakes decisions?

  18. Access to Information • Resident • Advisor • Program Director

  19. Confidentiality & Trust • Raters require anonymity • Residents require confidentiality • Both need the process to be positive & constructive • Prior history conditions expectations • Education to process aids current participation

  20. Platform of Evaluation • PDA • Paper • Computer

  21. Challenges • Securing appropriate instruments for variety of evaluators • Managing data successfully

  22. Advantages • Electronic database for documentation • Ease of access for raters • Rapid turnaround for feedback • “Gap” analysis (self perception versus image of others)

  23. Disadvantages • Hardware/software costs • Lack of validation in GME • Potential information overload • Selection bias • Discoverability • Potential for invalid feedback

  24. References • Assessment of Communication and Interpersonal Skills Competencies, C.C. Hobgood, et.al. Academic Emergency Medicine 2002;9: 1257-69 • ACGME/ABMS Joint Initiative Toolbox of Assessment Methods, September 2000

  25. References (2) • 360-degree Feedback, K.G. Rodgers,et.al. Academic Emergency Medicine 2002;9:1300-1304 • Letter from ADFM listserv, Goldsmith to Kikano

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