Collaborative Learning in Radiology: From Peer Review to Peer Learning and Peer Coaching

Alison L. Chetlen, Jonelle Petscavage-Thomas, Rekha A. Cherian, Adam Ulano, Sadhna B. Nandwana, Nicole E. Curci, Robert T. Swanson, Rick Artrip, Tharakeswara K. Bathala, Lori Mankowski Gettle, L. Alexandre Frigini

Research output: Contribution to journalArticle

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.

Original languageEnglish (US)
JournalAcademic Radiology
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

Peer Review
Radiology
Learning
Practice Guidelines
Morale
Advisory Committees
Quality Improvement
Mentoring
Growth
Research

All Science Journal Classification (ASJC) codes

  • Radiology Nuclear Medicine and imaging

Cite this

Chetlen, Alison L. ; Petscavage-Thomas, Jonelle ; Cherian, Rekha A. ; Ulano, Adam ; Nandwana, Sadhna B. ; Curci, Nicole E. ; Swanson, Robert T. ; Artrip, Rick ; Bathala, Tharakeswara K. ; Gettle, Lori Mankowski ; Frigini, L. Alexandre. / Collaborative Learning in Radiology : From Peer Review to Peer Learning and Peer Coaching. In: Academic Radiology. 2019.
@article{3a2c9fee948c4da4bb928ca1907f6bf6,
title = "Collaborative Learning in Radiology: From Peer Review to Peer Learning and Peer Coaching",
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.",
author = "Chetlen, {Alison L.} and Jonelle Petscavage-Thomas and Cherian, {Rekha A.} and Adam Ulano and Nandwana, {Sadhna B.} and Curci, {Nicole E.} and Swanson, {Robert T.} and Rick Artrip and Bathala, {Tharakeswara K.} and Gettle, {Lori Mankowski} and Frigini, {L. Alexandre}",
year = "2019",
month = "1",
day = "1",
doi = "10.1016/j.acra.2019.09.021",
language = "English (US)",
journal = "Academic Radiology",
issn = "1076-6332",
publisher = "Elsevier USA",

}

Chetlen, AL, Petscavage-Thomas, J, Cherian, RA, Ulano, A, Nandwana, SB, Curci, NE, Swanson, RT, Artrip, R, Bathala, TK, Gettle, LM & Frigini, LA 2019, 'Collaborative Learning in Radiology: From Peer Review to Peer Learning and Peer Coaching', Academic Radiology. https://doi.org/10.1016/j.acra.2019.09.021

Collaborative Learning in Radiology : From Peer Review to Peer Learning and Peer Coaching. / Chetlen, Alison L.; Petscavage-Thomas, Jonelle; Cherian, Rekha A.; Ulano, Adam; Nandwana, Sadhna B.; Curci, Nicole E.; Swanson, Robert T.; Artrip, Rick; Bathala, Tharakeswara K.; Gettle, Lori Mankowski; Frigini, L. Alexandre.

In: Academic Radiology, 01.01.2019.

Research output: Contribution to journalArticle

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

PY - 2019/1/1

Y1 - 2019/1/1

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.

UR - http://www.scopus.com/inward/record.url?scp=85073825533&partnerID=8YFLogxK

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

JO - Academic Radiology

JF - Academic Radiology

SN - 1076-6332

ER -