Keywords: 360-degree feedback, multi-evaluator feedback, 360-degree evaluation, applied, universities


This research paper aims to find and show what was written about the 360 degree assessment, applied to students and university professors. It was found, that the application of this method in medical students is dominant since in this profession not only the accumulation of acquired knowledge, but also the human quality, and the skills they can develop, does not matter. However, in the medical sector today there is a great tension to maintain an excellent service and that has quality in the full extent of the word; in most of the reviewed articles one of the best advantages, shown in the 360 degree evaluation, is that given its nature, it can be used to improve the quality of those, evaluated by speaking from bosses, colleagues, subordinates and clients, as long as the evaluation is done in a proper, honest and well-organized way you get benefits the same as the authors of different works describe them as advantages and disadvantages. The research objective was achieved and a table is provided with the main works, dating from 2013 to 2019, with the aim of providing an update of this topic in 2020.


Download data is not yet available.

Author Biographies

Vázquez Cid de León Carlos, University of Technology of the Mixteca

Institute of Industrial and Automotive Engineering

Montesinos González Salvador, University of Technology of the Mixteca

Institute of Industrial and Automotive Engineering

Espejo Martínez Abraham, Autonomous University "Benito Juárez" of Oaxaca

Faculty of Accounting and Administration

Castañeda Martínez Evelio Erick, University of Technology of the Mixteca

Institute of Industrial and Automotive Engineering

Martínez Martínez Rigoberto Corby, University of Technology of the Mixteca

Institute of Industrial and Automotive Engineering


Fang, J.-T., Ko, Y.-S., Chien, C.-C., Yu, K.-H. (2013). Assessing medical students′ performance in core competencies using multiple admission programs for colleges and universities: From the perspective of multi-source feedback. Biomedical Journal, 36 (4), 188. doi: http://doi.org/10.4103/2319-4170.113856

Sapién-Aguilar, A., Gutiérrez-Díez, M., Piñón-Howlet, L. Araiza-Zapata, P. (2016). Performance evaluation by 360 degree method and evaluation factors in a Mexican company. Publications, 46, 13–29.

Alles, M. (2005). 360o feedback or 360-degree evaluation. Competency performance: 360-degree evaluationю Buenos Aires: Granica, 141–187.

Jones, C. A., Watkins, F. S., Williams, J., Lambros, A., Callahan, K. E., Lawlor, J. et. al. (2019). A 360-degree assessment of teaching effectiveness using a structured-videorecorded observed teaching exercise for faculty development. Medical Education Online, 24 (1), 1596708. doi: http://doi.org/10.1080/10872981.2019.1596708

Sifuentes Ocegueda, A. T., Hoyos Castellanos, C. A., Cortés García, P. J. (2016). Proposal for a 360-degree performance assessment model for higher education teaching staff. Journal of Science, Technology and Innovation, 3, 197–211.

Vera-Carrasco, O. (2009). How to write review articles. La Paz Medical Journal, 15, 63–69.

Alofs, L., Huiskes, J., Heineman, M. J., Buis, C., Horsman, M., van der Plank, L., ten Cate, O. (2015). User reception of a simple online multisource feedback tool for residents. Perspectives on Medical Education, 4 (2), 57–65. doi: http://doi.org/10.1007/s40037-015-0173-0

Wood, L., Hassell, A., Whitehouse, A., Bullock, A., Wall, D. (2006). A literature review of multi-source feedback systems within and without health services, leading to 10 tips for their successful design. Medical Teacher, 28 (7), e185–e191. doi: http://doi.org/10.1080/01421590600834286

Mayor, I., Rodriguez, M. (2014). 360º feedback and feedforward dynamics for the evaluation and development of emotional intelligence.

Medina-Lopez, C., Marin-Garcia, J. A., Alfalla-Luque, R. (2010). A methodological proposal for the systematic literature review. WPOM-Working Papers on Operations Management, 1 (2), 13–30. doi: http://doi.org/10.4995/wpom.v1i2.786

Chiavenato, I. (2011). Performance Assessment. Human Resources Management: The human capital of organizations. Mexico: McGraw-Hill, 222–223.

Parra, M. (2002). La evaluación del desempeño y la gestión de los RRHH. Universidad rafael Belloso Chacín- urbe.

Zuñiga, A. (2006). Evaluación integral de productividad.

Johanna, P., Eudosia, S. (2013). Evaluación de desempeño 360 grados al personal de la carrera de Administración de empresas 2013. Universidad de Cuenca, 55–56. Available at: http://dspace.ucuenca.edu.ec/bitstream/123456789/3540/1/TESIS.pdf Last accessed: 12.06.2015

Lanz, J. J., Gregory, P. J., Menendez, M. E., Harmon, L. (2018). Dr. Congeniality: Understanding the Importance of Surgeons’ Nontechnical Skills Through 360° Feedback. Journal of Surgical Education, 75 (4), 984–992. doi: http://doi.org/10.1016/j.jsurg.2017.12.006

Luis, I., Mayor, S. (2016). Effectiveness of 360o feedback to develop competencies in university students. Option, 32, 225–243.

Alfalla-Luque, R., Medina-López, C. (2010). Manage beyond the limits of the individual company: An opportunity to gain competitive advantages. Economics and Administration, 1 (2), 114–137. doi: http://doi.org/10.5377/eya.v1i2.4353

Tariq, M., Boulet, J., Motiwala, A., Sajjad, N., Ali, S. (2014). A 360-degree evaluation of the communication and interpersonal skills of medicine resident physicians in Pakistan. Education for Health, 27 (3), 269–276. doi: http://doi.org/10.4103/1357-6283.152188

Hartman, N. S., Allen, S. J., Miguel, R. F. (2015). An exploration of teaching methods used to develop leaders. Leadership educators’ perceptions. Leadership & Organization Development Journal, 36 (5), 454–472. doi: http://doi.org/10.1108/lodj-07-2013-0097

Hartman, N., Allen, S., Miguel, R. (2015). An exploration of teaching methods used to develop leaders: Leadership educators’ perceptions. Leadership & Organization Development Journal, 36 (5), 454–472. doi: http://doi.org/10.1108/lodj-07-2013-0097

Lee, K.-L., Tsai, S.-L., Chiu, Y.-T., Ho, M.-J. (2015). Can student self-ratings be compared with peer ratings? A study of measurement invariance of multisource feedback. Advances in Health Sciences Education, 21 (2), 401–413. doi: http://doi.org/10.1007/s10459-015-9638-5

Conger, J. (1992), Learning to Lead: The Art of Transforming Managers into Leaders. San Francisco: Jossey-Bass, 234.

Cheng, T.-F., Wu, H.-C. (2019). A follow-up study on vocational high school principals’ opinions about 360 degree evaluation feedback and their leadership effectiveness and behavior change. Asia Pacific Education Review, 21 (1), 65–81. doi: http://doi.org/10.1007/s12564-019-09608-x

DiVall, M. V., Alston, G. L., Bird, E., Buring, S. M., Kelley, K. A., Murphy, N. L. et. al. (2014). A Faculty Toolkit for Formative Assessment in Pharmacy Education. American Journal of Pharmaceutical Education, 78 (9), 160. doi: http://doi.org/10.5688/ajpe789160

Williams, B. C., Pillsbury, M. S., Stern, D. T., Grum, C. M. (2001). Comparison of Resident and Medical Student Evaluation of Faculty Teaching. Evaluation & the Health Professions, 24 (1), 53–60. doi: http://doi.org/10.1177/01632780122034786

Arreola, R. A. (2000). Common questions concerning student ratings: what 80 years of research tells us. Developing a Comprehensive Faculty Evaluation System. Bolton: AnkerPublishing In, 79–92.

Yazdankhah, A., Tayefeh Norooz, M., Ahmadi Amoli, H., Aminian, A., Khorgami, Z., Khashayar, P., Khashayar, P. (2015). Using 360-degree multi-source feedback to evaluate professionalism in surgery departments: An Iranian perspective. Medical Journal of the Islamic Republic of Iran, 29, 1088–1094.

Kohrt, B. A., Marienfeld, C. B., Panter-Brick, C., Tsai, A. C., Wainberg, M. L. (2016). Global Mental Health: Five Areas for Value-Driven Training Innovation. Academic Psychiatry, 40 (4), 650–658. doi: http://doi.org/10.1007/s40596-016-0504-4

👁 259
⬇ 168
How to Cite
Carlos, V. C. de L., Salvador, M. G., Abraham, E. M., Erick, C. M. E., & Corby, M. M. R. (2020). 360-DEGREE EVALUATION REVIEW APPLIED IN TOP-LEVEL EDUCATION. EUREKA: Social and Humanities, (3), 27-35. https://doi.org/10.21303/2504-5571.2020.001313
Social Sciences