Transitioning From Peer Review to Peer Learning: Report of the 2020 Peer Learning Summit
| Autor: | Bettina Siewert, Mythreyi Bhargavan-Chatfield, Nadja Kadom, Nelly Tan, Andrew K. Moriarity, Ramin Khorasani, David B. Larson, Jay Pahade, Richard E. Sharpe, Jonathan B. Kruskal, Lane F. Donnelly, Jennifer C. Broder |
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| Rok vydání: | 2020 |
| Předmět: |
Research Report
geography Medical education Quality management Summit geography.geographical_feature_category Program management Organizational culture Commit Constructive Organizational Culture 030218 nuclear medicine & medical imaging 03 medical and health sciences Identification (information) 0302 clinical medicine 030220 oncology & carcinogenesis Radiologists Humans Radiology Nuclear Medicine and imaging Peer learning Psychology Radiology |
| Zdroj: | Journal of the American College of Radiology : JACR. 17(11) |
| ISSN: | 1558-349X |
| Popis: | Since its introduction nearly 20 years ago, score-based peer review has not been shown to have meaningful impact on or be a valid measurement instrument of radiologist performance. A new paradigm has emerged, peer learning, which is a group activity in which expert professionals review one another's work, actively give and receive feedback in a constructive manner, teach and learn from one another, and mutually commit to improving performance as individuals, as a group, and as a system. Many radiology practices are beginning to transition from score-based peer review to peer learning. To address challenges faced by these practices, a 1-day summit was convened at Harvard Medical School in January 2020, sponsored by the ACR. Several important themes emerged. Elements considered key to a peer-learning program include broad group participation, active identification of learning opportunities, individual feedback, peer-learning conferences, link with process and system improvement activities, preservation of organizational culture, sequestration of peer-learning activities from evaluation mechanisms, and program management. Radiologists and practice leaders are encouraged to develop peer-learning programs tailored to their local practice environment and foster a positive organizational culture. Health system administrators should support active peer-learning programs in the place of score-based peer review. Accrediting organizations should formally recognize peer learning as an acceptable form of peer review and specify minimum criteria for peer-learning programs. IT system vendors should actively collaborate with radiology organizations to develop solutions that support the efficient and effective management of local peer-learning programs. |
| Databáze: | OpenAIRE |
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