Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum
Introduction High-value cost-conscious care (HVCCC) education has been shown to reduce wasteful health care spending. Incorporating HVCCC into a medical school curriculum can be challenging due to limited curricular time. We explored the feasibility of medical students creating HVCCC peer education...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Association of American Medical Colleges
2025-01-01
|
| Series: | MedEdPORTAL |
| Subjects: | |
| Online Access: | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11490 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832583868706717696 |
|---|---|
| author | Sruthi Eapen Aylmer Tan Paul Gorman Gretchen Scholl Andrea Smeraglio |
| author_facet | Sruthi Eapen Aylmer Tan Paul Gorman Gretchen Scholl Andrea Smeraglio |
| author_sort | Sruthi Eapen |
| collection | DOAJ |
| description | Introduction High-value cost-conscious care (HVCCC) education has been shown to reduce wasteful health care spending. Incorporating HVCCC into a medical school curriculum can be challenging due to limited curricular time. We explored the feasibility of medical students creating HVCCC peer education within existing platforms at a single urban academic medical school. We reasoned that curricular changes could improve student knowledge, attitudes, and competency with HVCCC within 2 hours and 25 minutes of curricular time. Methods First-year medical student attitudes and understanding regarding HVCCC were evaluated via a survey before and after the delivery of a mixed asynchronous and in-person HVCCC curriculum created by two medical student peers. The curricula comprised three spaced asynchronous online sessions targeting HVCCC skill development followed by a gamified 90-minute clinical skills lab where students competed to determine the correct diagnosis at the lowest cost. Results One hundred and twenty-three medical students (out of 145 first-year medical students) completed the presurvey and indicated willingness to participate in the educational innovation, and 54 completed both surveys. Forty-two percent of students agreed/strongly agreed that the curriculum was effective/strongly effective at promoting cost-effective care. Sixty-five percent of students agreed they would likely use these resources during their clinical rotations. Comfort accessing HVCCC resources improved from 4% precurriculum to 41% postcurriculum. There was no significant difference in HVCCC knowledge pre- and postsurvey. Discussion This educational innovation demonstrated the feasibility of a peer-developed HVCCC curriculum in preclinical education that minimally impacted curricular time and improved student comfort in accessing cost-effective resources. |
| format | Article |
| id | doaj-art-d4789fcdd5c14fe998008d4d323e4678 |
| institution | Kabale University |
| issn | 2374-8265 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Association of American Medical Colleges |
| record_format | Article |
| series | MedEdPORTAL |
| spelling | doaj-art-d4789fcdd5c14fe998008d4d323e46782025-01-28T05:00:14ZengAssociation of American Medical CollegesMedEdPORTAL2374-82652025-01-012110.15766/mep_2374-8265.11490Integrating High-Value Cost-Conscious Care into an Existing Medical School CurriculumSruthi Eapen0Aylmer Tan1Paul Gorman2Gretchen Scholl3Andrea Smeraglio4First-Year Medical Student, Oregon Health & Science University School of MedicineFirst-Year Medical Student, Oregon Health & Science University School of MedicineProfessor Emeritus, Oregon Health & Science University School of MedicineEHR Informaticist, Oregon Health & Science University School of MedicineAssociate Professor, Internal Medicine, Oregon Health & Science University School of Medicine; Portland Veterans Administration HospitalIntroduction High-value cost-conscious care (HVCCC) education has been shown to reduce wasteful health care spending. Incorporating HVCCC into a medical school curriculum can be challenging due to limited curricular time. We explored the feasibility of medical students creating HVCCC peer education within existing platforms at a single urban academic medical school. We reasoned that curricular changes could improve student knowledge, attitudes, and competency with HVCCC within 2 hours and 25 minutes of curricular time. Methods First-year medical student attitudes and understanding regarding HVCCC were evaluated via a survey before and after the delivery of a mixed asynchronous and in-person HVCCC curriculum created by two medical student peers. The curricula comprised three spaced asynchronous online sessions targeting HVCCC skill development followed by a gamified 90-minute clinical skills lab where students competed to determine the correct diagnosis at the lowest cost. Results One hundred and twenty-three medical students (out of 145 first-year medical students) completed the presurvey and indicated willingness to participate in the educational innovation, and 54 completed both surveys. Forty-two percent of students agreed/strongly agreed that the curriculum was effective/strongly effective at promoting cost-effective care. Sixty-five percent of students agreed they would likely use these resources during their clinical rotations. Comfort accessing HVCCC resources improved from 4% precurriculum to 41% postcurriculum. There was no significant difference in HVCCC knowledge pre- and postsurvey. Discussion This educational innovation demonstrated the feasibility of a peer-developed HVCCC curriculum in preclinical education that minimally impacted curricular time and improved student comfort in accessing cost-effective resources.http://www.mededportal.org/doi/10.15766/mep_2374-8265.11490GamesGame-Based LearningHigh-Value Care/Cost-Conscious CareHigh-Value Cost-Conscious Care |
| spellingShingle | Sruthi Eapen Aylmer Tan Paul Gorman Gretchen Scholl Andrea Smeraglio Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum MedEdPORTAL Games Game-Based Learning High-Value Care/Cost-Conscious Care High-Value Cost-Conscious Care |
| title | Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum |
| title_full | Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum |
| title_fullStr | Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum |
| title_full_unstemmed | Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum |
| title_short | Integrating High-Value Cost-Conscious Care into an Existing Medical School Curriculum |
| title_sort | integrating high value cost conscious care into an existing medical school curriculum |
| topic | Games Game-Based Learning High-Value Care/Cost-Conscious Care High-Value Cost-Conscious Care |
| url | http://www.mededportal.org/doi/10.15766/mep_2374-8265.11490 |
| work_keys_str_mv | AT sruthieapen integratinghighvaluecostconsciouscareintoanexistingmedicalschoolcurriculum AT aylmertan integratinghighvaluecostconsciouscareintoanexistingmedicalschoolcurriculum AT paulgorman integratinghighvaluecostconsciouscareintoanexistingmedicalschoolcurriculum AT gretchenscholl integratinghighvaluecostconsciouscareintoanexistingmedicalschoolcurriculum AT andreasmeraglio integratinghighvaluecostconsciouscareintoanexistingmedicalschoolcurriculum |