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

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All Science Journal Classification (ASJC) codes

  • Radiology Nuclear Medicine and imaging

Cite this

Chetlen, A. L., Petscavage-Thomas, J., Cherian, R. A., Ulano, A., Nandwana, S. B., Curci, N. E., Swanson, R. T., Artrip, R., Bathala, T. K., Gettle, L. M., & Frigini, L. A. (Accepted/In press). 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