360-degree Evaluation in Otorhinolaryngology Residency Training

Background: To investigate the utiliy of the 360-degree evaluation (360°) in Otorhinolaryngology residency training program, barriers in implementation and reactions of the evaluators. Methods: Initially, standard 360-degree evaluation was implemented among 6 residents in otorhinolaryngology. Seven different evaluator groups completed the assessment forms. In addition, each resident evaluated both themselves and their peers. After the assessment, headings with low scores were evaluated face to face with the educators and the resident. In the second phase, residents and educators were asked for feedback on the process of 360-degree evaluation. For the quantitative assessment, test reliability and correlation between the residents were examined. For the qualitative assessment, the feedback of the participants and notes of the researchers were investigated. Results: A total of 205 forms were completed. The evaluation tool was found reliable according to the Cronbach's Alpha values in the sub-headings. A statistically significant positive correlation was found between the years of seniority and the scores. It was observed that the residents and evaluators reviewed the 360-degree evaluation favourably. The educators believed the results would lead to a change in behavior and the majority of the residents agreed with the statement. On the other hand, it was observed that the process of data collection and assessment took a long time. Conclusions: The 360-degree evaluation was welcomed with interest by otorhinolaryngology trainees, trainers, and evaluators. However, it was seen that all stages of the 360-degree evaluation require very intensive labor. Difficulties were encountered in reporting the results to the students and in the counseling process. For these reasons, it is recommended to have a well-planned preparation before routine practice