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Is there an association between nurse, clinical teacher and peer feedback for trainee doctors’ medical specialty choice? An observational study in Taiwan
  1. Chih-Ming Hsu1,2,
  2. Cheng-Ting Hsiao1,3,
  3. Li-Chun Chang4,
  4. Hung-Yu Chang5
  1. 1 Medical Education Research Centre (CG-MERC), Chang Gung Memorial Hospital, Linkou, Taiwan
  2. 2 Medical Education Department, Chang Gung Memorial Hospital, Puzi, Taiwan
  3. 3 Emergency Department, Chang Gung Memorial Hospital, Puzi, Taiwan
  4. 4 Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan
  5. 5 Nephrology Department, Chang Gung Memorial Hospital, Puzi, Taiwan
  1. Correspondence to Dr Hung-Yu Chang; vincentchang{at}cgmh.org.tw

Abstract

Objectives This study explored whether there is an association between medical trainees’ future specialty choices and the 360-degree feedback they receive. We hypothesised that the higher the scores that teachers, trainees and/or nurses give to postgraduate year 1s (PGY1s) in any given specialty, the more likely that they will choose that specialty for their residency.

Setting The study was conducted in a large regional teaching hospital in Taiwan.

Participants The participants of this study were n=66 PGY1s who had completed their medical studies domestically or internationally and had received their PGY1 training in a single teaching hospital in southern Taiwan. Data from 990 assessments were included.

Primary and secondary outcome measures Logistic regression analyses for teachers’, nursing staff and peers’ authentic assessments of trainees were undertaken for (1) desired specialty, (2) applied specialty, (3) enrolled specialty, (4) consistency between desired and applied specialties, (5) consistency between applied and enrolled specialties and (6) consistency between desired and enrolled specialties. Alpha was set at p<0.05.

Results Nursing staff scores were significantly associated with all six dependent variables. Furthermore, teachers’ scores were significantly associated with trainees’ desired specialty and the consistency between desired and enrolled specialty. Peers’ scores were not significantly associated with any dependent variable.

Conclusions Trainees’ specialty choices are associated with scores given by nursing staff and clinical teachers. We suggest that qualitative research methods should further explore this association to ascertain whether PGY1s are consciously influenced by these scores and if so, in what way.

  • 360-degree feedback
  • post-graduate year
  • logistic analysis
  • specialty choice
  • medical residency

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Footnotes

  • C-MH and C-TH contributed equally.

  • Contributors C-MH: Substantial contributions to the conception and design of the work and agreement to be accountable for all aspects of the work, as well as ensuring that questions related to the accuracy or integrity of any aspect of the research are appropriately investigated and resolved. C-TH: The acquisition, analysis and interpretation of the research data. L-CC: Drafting the work and revising it critically for important intellectual content. H-YC: Final approval of the version to be published.

  • Funding This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient consent Not required.

  • Ethics approval Chang Gung Medical Foundation Institutional Review Board.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Data sharing statement There are no unpublished data from the study.

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