TY - JOUR
T1 - Collaborative Learning in Radiology
T2 - From Peer Review to Peer Learning and Peer Coaching
AU - Chetlen, Alison L.
AU - Petscavage-Thomas, Jonelle
AU - Cherian, Rekha A.
AU - Ulano, Adam
AU - Nandwana, Sadhna B.
AU - Curci, Nicole E.
AU - Swanson, Robert T.
AU - Artrip, Rick
AU - Bathala, Tharakeswara K.
AU - Gettle, Lori Mankowski
AU - Frigini, L. Alexandre
N1 - Publisher Copyright:
© 2019 The Association of University Radiologists
PY - 2020/9
Y1 - 2020/9
N2 - 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.
AB - 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.
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UR - http://www.scopus.com/inward/citedby.url?scp=85073825533&partnerID=8YFLogxK
U2 - 10.1016/j.acra.2019.09.021
DO - 10.1016/j.acra.2019.09.021
M3 - Article
C2 - 31636005
AN - SCOPUS:85073825533
SN - 1076-6332
VL - 27
SP - 1261
EP - 1267
JO - Academic Radiology
JF - Academic Radiology
IS - 9
ER -