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Figures
- FIG 1.
REDCap tool for PL. A, The submitter can indicate his or her name to receive credit against the monthly case submission requirement per the ACR Accreditation Pathway for PL. The submitter selects the reason for case submission, which includes discrepancies as well as interesting cases, good catches, and more. We use the PACS accession number as the case identifier. Any additional required actions can be entered, and the submitter attests to being responsible for ensuring optimal patient care. B, After submitting the content in the survey, a PDF is created that contains all survey input, except the name of the case submitter. The submitter can input the original reader’s email to quickly share the feedback. C, The REDCap tool allows the creation of reports that easily summarize information such as learning and improvement actions resulting from the PL program, which can be used for annual reporting on the ACR Accreditation Pathway for PL. D, We also have an administrative assistant monitor monthly case submissions and send an email with current submissions to every participating radiologist midway through the monthly reporting period.
- FIG 2.
A sample OPPE form allowing peers to evaluate their peers. This qualitative evaluation aligns with the 6 Accreditation Council for Graduate Medical Education (ACGME) core competencies and can serve to identify any practice concerns.
- FIG 3.
A sample report describing Focused Professional Practice Evaluation (FPPE) events to division directors, which represents and qualitative assessment that OPPE can use for TJC reporting. Division directors will not know the nature of the events that have been investigated, but they can still easily glean from this type of reporting across time whether a radiologist’s practice raises concern in terms of a higher-than-usual number of relevant issues and dispositions, such as behavior concerns, contract violations, and verbal or administrative interventions.
Tables
Sample approach to defining quantitative data for OPPE use that could replace score-based random review dataa
Competency Competency Definitions, Radiology Metrics, and Rationale Patient care Definition: Able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health
Metric: Report TAT
Rationale: Report TAT is an important process metric in radiology; providing timely result reporting contributes to timely patient management, may avoid complications related to imaging findings, and supports the patient’s shared decision-making process
Medical knowledge Definition: Must demonstrate knowledge about established and evolving biomedical, clinical, and cognate (eg, epidemiologic, social behavioral) sciences and the application of this knowledge to patient care
Metric: Maintenance of state licensure and radiology board certification
Rationale: Both licensure and maintenance of board certification require ongoing education and skills assessments (CME, MOC)
Practice-based learning and improvement Definition: Able to investigate and evaluate patient care practices, appraise and assimilate scientific evidence, and improve patient care practices
Metric: PL conferences
Rationale: It has been demonstrated that participation in a PL program has measurable educational value, which can conceivably result in improvement of a radiologist’s practice
Interpersonal and communication skills Definition: Able to demonstrate interpersonal and communication skills that result in effective information exchange and teaming with patients, patients’ families, and professional associates
Metric: PL: feedback
Rationale: In providing feedback regarding discrepancies that require a follow-up action, ie, an addendum, radiologists can demonstrate their interpersonal and communication skills to ensure effective patient care
Professionalism Definition: Must demonstrate a commitment to carrying out professional responsibilities, adherence to ethical principles, and sensitivity to a diverse patient population
Metric: PL: meeting targets
Rationale: Program participation and meeting targets demonstrate professional commitment by radiology practitioners
Note:—ACGME, indicates the Accreditation Council for Graduate Medical Education.
↵a The first column lists the 6 ACGME core competencies for physicians; the second column provides first the ACGME definition for each competency, then suggests how either TAT or various peer learning metrics can meet this definition. This table could serve as a sample approach when entering discussions with local OPPE representatives and can be modified to reflect any metrics that the local radiology practice considers meaningful and feasible.
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