Investing in Peer Learning as a Qualifying Assessment Model in Breast Imaging: A Paradigm Shift from Peer Review to Peer Learning

Purpose of Review: This article aims to amplify the conversation around transitioning to a qualifying assessment model in breast imaging by reviewing the ways peer learning has been implemented at teaching institutions and proposing a stepwise guide in which peer learning can be used in breast imaging. Recent Findings: Peer learning prioritizes group discussion of cases, fosters peer feedback, and optimizes group practice standards founded on evidence-based medicine. Breast imaging would benefit from shifting to a peer learning paradigm; however, according to a survey our institution conducted in 2021, less than 50% (72/155) of respondents were familiar with peer learning. Summary: Almost all radiologists engage in some form of peer review, which is a staple of routine radiology practice and professional quality improvement. The reasons a radiologist may choose to participate in peer review are as numerous as the ways peer review has been implemented. Recently, there has been increased interest in peer learning, an alternative to traditional peer review that steers away from quantitative and punitive assessment models that have been commonly associated with traditional peer review.