Implementing peer learning in a pediatric division in a university-based health system: Review and illustration of...

- To review 30-months of experience in converting from case-based peer review to peer learning in a pediatric radiology division within an academic university-based radiology department.

- Cases were identified by pediatric radiology faculty for a weekly peer learning conference. Cases were categorized as: System Issue, Great Call, Learning Opportunity, New Knowledge, Interesting Case, or Artifact / Quality Issue. Trends in the volume and types of cases reviewed were evaluated for the 30-month period (9/2022 - 2/2025). For all System Issue cases, the total number of executed improvement action plans was recorded and categorized.

- 558 cases were submitted and reviewed for peer learning, for a rate of 18.6/month including the case types: System Issue 83 (15 %), Great Call 41 (7 %), Learning Opportunity 123 (22 %), New Knowledge 16 (3.0 %), Interesting Case 237 (42 %), and Artifact / Quality Issue 58 (10 %). Cases submission increased in each successive period: year 1 (13.3/month) year 2 (20.3/month), year 3 [6 months] (31/month). Of the 83 peer learning cases categorized as system issues, it was found that multiple cases often pointed to the same underlying problem. This allowed for the creation of 38 distinct improvement action plans, which successfully addressed 57 of the original cases. Examples of improvement plans included new imaging protocols, new standardized reports, new processes, minor equipment replacement, and other technical changes.

- Peer Learning was quickly adopted and proved an effective means of identifying and addressing pediatric system issues, fostering collaboration, driving process improvement, and enhancing operational efficiency in an adult-oriented university-based health system.