Introduction of a daily peer learning process with added value for faculty and trainees
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Amirkasra Mojtahed1, Aoife Kilcoyne1, Claire Crowley1
1Department of Radiology, Massachusetts General Hospital, Harvard Medical School, Boston, MA, United States of America.
Objective:
To implement a new daily peer learning (PL) conference which incorporates faculty and trainees within the abdominal imaging division of a large academic medical center, and to determine participants' level of satisfaction and preference over the pre-existing peer review (PR) model.
Methods:
We replaced our pre-existing PR-based tool with a daily hour-long case-based PL teaching conference over a 3-month pilot period. Faculty and trainees were surveyed about their experience at the end of the pilot period.
Results:
A total of 711 cases were logged during the pilot period (median 9 cases per day). We received 30 survey responses from a total of 48 eligible participants. Survey responses from both faculty and trainees on the new PL conference were overwhelmingly favorable, including unanimous support for permanently replacing the existing PR tool with the new PL conference.
Conclusion:
Our successful pilot of a daily PL conference replacing an existing PR tool adds to the growing body of evidence of radiologists strongly supporting PL based processes over PR. Our paradigm of actively involving trainees within the process can serve as a model for other institutions.
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