Introduction of a daily peer learning process with added value for faculty and trainees

Area of Science:

• Radiology
• Medical Education

Background:

• Traditional peer review (PR) in abdominal imaging may be less effective than collaborative learning.
• Academic medical centers seek innovative educational models for radiology trainees and faculty.

Purpose of the Study:

• To implement and evaluate a daily peer learning (PL) conference for abdominal imaging.
• To compare participant satisfaction and preference between the new PL model and the existing PR tool.

Main Methods:

• A 3-month pilot study replaced the PR tool with a daily, hour-long, case-based PL conference.
• Faculty and trainees in abdominal imaging participated in the conference.
• Surveys were administered to assess participant experience and preferences.

Main Results:

• 711 cases were logged during the pilot (median 9 cases/day).
• 30 out of 48 eligible participants responded to the survey.
• Both faculty and trainees reported overwhelmingly favorable experiences with the PL conference.
• Unanimous support was expressed for replacing the PR tool with the PL conference.

Conclusions:

• The pilot daily PL conference was successfully implemented and highly favored by participants.
• This study supports peer learning (PL) processes over traditional peer review (PR) in radiology.
• The model of involving trainees in daily PL can be adopted by other institutions.