The Transition to Peer Learning

Authors

C. G. Roth, Thomas Jefferson UniversityFollow
H. V. Naringrekar, Thomas Jefferson UniversityFollow
A. E. Flanders, Thomas Jefferson UniversityFollow

Files

Description

Problem Description: Historically, peer review has been compelled by regulatory and legislative mandates, such as the Joint Commission Ongoing Professional Practice Evaluation (OPPE) requirement and the Health Care Quality Improvement Act (HCQIA) enacted by Congress in 1986. [1] However, these external mandates were focused on quality assurance, generally carrying punitive connotations and practically translated into rote compliance without the benefit of learning and improvement. In fact, the lack of quality improvement focus prompted the Institute of Medicine (IOM) to release its 2015 report, “Improving Diagnosis in Health Care,” stating that a “critical type of error in health care—diagnostic error—has received relatively little attention.” [2] The IOM report alarmingly reports that 5% of the US population experience diagnostic error annually, most experience diagnostic error in the course of a lifetime and diagnostic error contributes to 10% patient deaths and 6-17% of adverse events in hospitals. The IOM report framed a number of recommendations that potentially informs peer review and learning activities more broadly (Figure 1).

Publication Date

12-2-2021

Keywords

peer review, peer learning, RADPEER

Disciplines

Medicine and Health Sciences | Radiology

Comments

Presented at the 2021 Radiological Society of North America Annual Meeting

Recommended Citation

Roth, C. G.; Naringrekar, H. V.; and Flanders, A. E., "The Transition to Peer Learning" (2021). Department of Radiology Posters. 11.
https://jdc.jefferson.edu/radiologyposters/11