Alison L Chetlen1, Jonelle Petscavage-Thomas2, Rekha A Cherian3, Adam Ulano4, Sadhna B Nandwana5, Nicole E Curci6, Robert T Swanson7, Rick Artrip8, Tharakeswara K Bathala9, Lori Mankowski Gettle10, L Alexandre Frigini11. 1. Department of Radiology, Penn State Health, Hershey Medical Center, 30 Hope Drive, Suite 1800, EC 008, Hershey, PA 17033. Electronic address: achetlen@pennstatehealth.psu.edu. 2. Penn State Health, Hershey Medical Center, Department of Radiology, Hershey, Pennsylvania. 3. Department of Radiology, Penn State Milton S. Hershey Medical Center, Hershey, Pennsylvania. 4. Department of Radiology, University of Vermont Medical Center, The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, Vermont. 5. Emory University, Atlanta, Georgia. 6. University of Michigan, Ann Arbor, Michigan. 7. Penn State College of Medicine, 500 University Drive, Hershey, Pennsylvania. 8. Pennsylvania State College of Medicine, Hershey, Pennsylvania. 9. Department of Diagnostic Imaging, University of Texas MD Anderson Cancer Center, 1515 Holcombe Blvd, Houston Texas 77030. 10. Division of Abdominal Imaging & Intervention, University of Wisconsin School of Medicine and Public Health, 600 Highland Avenue, E3/380 CSC, Madison, WI 53792. 11. Department Lead Educational Officer, Electives Curriculum Subcommittee, Baylor College of Medicine, Houston, Texas.
Abstract
BACKGROUND: A Radiology Research Alliance Task Force was assembled in 2018 to review the literature on peer review and report on best practices for peer learning and peer coaching. FINDINGS: This report provides a historical perspective on peer review and the transition to peer collaborative learning and peer coaching. Most forms of current peer review have fulfilled regulatory requirements but have failed to significantly impact quality improvement or learning opportunities. Peer learning involves joint intellectual efforts by two or more individuals to study best practices and review error collaboratively. Peer coaching is a process in which individuals in a trusted environment work to expand, refine, and build new skills in order to facilitate self-directed learning and professional growth. We discuss the value in creating opportunities for peer learning and peer coaching. CONCLUSION: Peer collaborative learning combined with peer coaching provides opportunities for teams to learn and grow together, benefit from each other's expertise and experience, improve faculty morale, and provide more opportunities for collaborations between faculty.
BACKGROUND: A Radiology Research Alliance Task Force was assembled in 2018 to review the literature on peer review and report on best practices for peer learning and peer coaching. FINDINGS: This report provides a historical perspective on peer review and the transition to peer collaborative learning and peer coaching. Most forms of current peer review have fulfilled regulatory requirements but have failed to significantly impact quality improvement or learning opportunities. Peer learning involves joint intellectual efforts by two or more individuals to study best practices and review error collaboratively. Peer coaching is a process in which individuals in a trusted environment work to expand, refine, and build new skills in order to facilitate self-directed learning and professional growth. We discuss the value in creating opportunities for peer learning and peer coaching. CONCLUSION: Peer collaborative learning combined with peer coaching provides opportunities for teams to learn and grow together, benefit from each other's expertise and experience, improve faculty morale, and provide more opportunities for collaborations between faculty.
Authors: Tania C Sluckin; Sanne-Marije J A Hazen; Karin Horsthuis; Regina G H Beets-Tan; Corrie A M Marijnen; Pieter J Tanis; Miranda Kusters Journal: Insights Imaging Date: 2022-10-20