Robertson S, Parker G, Byrne S, Wright M
RANZCP Maintenance of Professional Standards Program, Rozelle, New South Wales, Australia.
Aust N Z J Psychiatry. 1996 Oct;30(5):660-6. doi: 10.3109/00048679609062662.
To describe a two-phase study of the structure of Australasian psychiatrist peer review groups. METHOD (Phase one): Initially, information was sought from chairs/coordinators of psychiatrist peer review groups regarding the nature and organisation of their group. RESULTS (Phase one): One hundred and three questionnaires were returned describing a number of models of peer review. Three principal models were identified: a teaching hospital model, a private practice model, and a private institution model. METHOD (Phase two): The second-phase questionnaire sought information on the quality of the review, using six proposed standards developed by the Quality Assurance Committee of the Royal Australian and New Zealand College of Psychiatrists. RESULTS (Phase two): Many groups indicated that four of the proposed standards (those relating to documentation, having clear goals, reviewing actual clinical cases, and rigorous protection of confidentiality) were either already being followed or would be relatively easy to implement. The remaining two proposed standards (including structure, process and outcome dimensions of health care in the case discussion, and the use of explicit criteria) presented more difficulty.
The application of such standards to peer review group meetings should assist groups to provide a forum for presentation and evaluation of clinical work where participants know they will be challenged in an environment which is both supportive and educational.
描述一项关于澳大拉西亚精神科医生同行评审小组结构的两阶段研究。方法（第一阶段）：最初，从精神科医生同行评审小组的主席/协调员处获取有关其小组性质和组织的信息。结果（第一阶段）：共收回103份问卷，描述了多种同行评审模式。确定了三种主要模式：教学医院模式、私人执业模式和私立机构模式。方法（第二阶段）：第二阶段问卷使用澳大利亚和新西兰皇家精神科医学院质量保证委员会制定的六项提议标准，寻求有关评审质量的信息。结果（第二阶段）：许多小组表示，六项提议标准中的四项（与文件记录、有明确目标、评审实际临床病例以及严格保密有关的标准）要么已经在遵循，要么相对容易实施。其余两项提议标准（包括病例讨论中医护保健的结构、过程和结果维度，以及使用明确标准）实施起来更具难度。
将此类标准应用于同行评审小组会议应有助于各小组提供一个展示和评估临床工作的平台，在此环境中，参与者知道他们将在一个既支持又有教育意义的环境中面临挑战。
