Gender and Educational Pathway Differences in 360-Degree Evaluations During Postgraduate Year Training in Taiwan

Postgraduate year (PGY) training in Taiwan is a 2-year program for new physicians. The 360-degree evaluation offers multisource feedback on clinical competencies, yet it remains unclear whether performance varies by educational background or gender, and how self-assessment compares with others' evaluations.

We analyzed 116 PGY trainees (2019-2021) at a Taiwanese teaching hospital. Each trainee was assessed in 4 domains-clinical care, medical skills, communication, and teamwork-by attending physicians, chief residents, peers, nurses, and self-assessment. Patients completed an 11-item satisfaction survey. Scores used 6-point Likert scales (1-6), converted to 0% to 100%. Independent t-tests compared scores by academic track (undergraduate vs post-baccalaureate) and gender. Repeated-measures ANOVA examined differences between self- and other evaluators.

The evaluation showed strong reliability (Cronbach's α = .98). No significant differences appeared between undergraduate and post-baccalaureate graduates (all P > .05). Female trainees received higher scores in communication and teamwork (P < .05) from attending and chief resident evaluators, while males rated themselves higher in clinical care (P < .05). Peer, nurse, and patient ratings showed no gender differences. Across all domains, physicians and peers rated trainees significantly higher than self-assessments (P < .01), whereas nurse versus self scores did not differ.

Graduates of different medical school tracks received equivalent evaluation ratings in this PGY program. Female trainees received higher ratings in communication and teamwork, whereas males showed greater self-confidence in clinical care. Trainees generally underrated their performance compared with physician evaluations. These findings underscore the value of mentorship and 360-degree feedback in fostering self-awareness and professional growth during early postgraduate training.