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A new peer learning program in radiology significantly improved participation, submissions, and practice improvements compared to score-based peer review. Radiologists found the peer learning approach more valuable for professional development.

Keywords:
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Area of Science:

  • Radiology
  • Medical Education
  • Quality Improvement

Background:

  • Traditional score-based peer review in radiology departments can be limited.
  • There is a need for more effective and engaging methods for quality improvement and professional development.

Purpose of the Study:

  • To compare the efficacy of a peer learning program against a score-based peer review system in a radiology department.
  • To evaluate the impact of transitioning from score-based peer review to a peer learning model.

Main Methods:

  • The study transitioned from a score-based peer review to an open, education- and improvement-oriented peer learning program.
  • Program performance was assessed through metrics including submissions, participation, distributions, improvement projects, and radiologist surveys.

Main Results:

  • Monthly radiologist participation increased from 5.0 to 35.2 (p < 0.01).
  • Submissions rose from 3.0 discrepancies to 36.0 learning opportunities per month (p < 0.01).
  • Improvement projects increased from 5 to 61, and continuing medical education credits earned increased from 7.7 to 50.6 monthly (p < 0.01).

Conclusions:

  • The peer learning program led to significantly more identified and discussed learning opportunities.
  • Radiologists perceived peer learning as more valuable than score-based peer review.
  • The peer learning model effectively converted learning opportunities into practice improvements.