Abdominal peer learning: advantages and lessons learned.
In 2017, our tertiary hospital-based imaging practice transitioned from score-based peer review to the peer learning methodology for learning and improvement. In our subspecialized practice, peer learning submissions are reviewed by domain experts, who then provide feedback to individual radiologist...
| Publicado en: | Abdominal Radiology Vol. 48; no. 4; pp. 1526 - 1536 |
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| Autores principales: | , , , , |
| Formato: | Journal Article |
| Publicado: |
Springer Nature
Apr2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=163188831&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 163188831 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 2366004X JT14 jtl: Abdominal Radiology issn: 2366004X maglogo: N pubinfo: dt: Apr2023 vid: 48 iid: 4 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 163188831 161935169 10.1007/s00261-023-03846-9 163188831 ppf: 1526 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Abdominal peer learning: advantages and lessons learned. aug: au: Khader, Ali Ali, Sarah Wald, Christoph Wortman, Jeremy Broder, Jennifer affil: Department of Radiology, Lahey Hospital and Medical Center, Burlington, MA, USA sug: ab: In 2017, our tertiary hospital-based imaging practice transitioned from score-based peer review to the peer learning methodology for learning and improvement. In our subspecialized practice, peer learning submissions are reviewed by domain experts, who then provide feedback to individual radiologists, curate cases for group learning sessions, and develop associated improvement initiatives. In this paper, we share lessons learned from our abdominal imaging peer learning submissions with the assumption that trends in our practice likely mimic others', and hope that other practices can avoid future errors and elevate the level of the quality of their own performance. Adoption of a nonjudgmental and efficient method to share peer "learning opportunities" and "great calls" has increased participation in this activity and increased transparency into our practice, thus allowing for visualization of trends in performance. Peer learning allows us to bring our own individual knowledge and practices together for group review in a collegial and safe environment. We learn from each other and decide how to improve together. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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