Evidence map›Paper›PMID 31460928›Full record

ArticleAcademic medicine : journal of the Association of American Medical Colleges2019

Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States.

Christopher Moriates, Victoria Valencia, Sara Stamets, Joseph Joo, Jonathan MacClements, LuAnn Wilkerson, Elizabeth A Nelson, Kevin Bozic, Susan M Cox

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Academic medicine : journal of the Association of American Medical Colleges, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
12citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

12 citing papers in PubMed, 1 synthesis or guideline pooled it.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

9 authors.

Christopher MoriatesC. Moriates is assistant dean for health care value, Department of Medical Education, and associate chair for quality, safety, and value and associate professor of internal medicine, Department of Internal Medicine, Dell Medical School, University of Texas at Austin, Austin, Texas. V. Valencia is assistant director for health care value, Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas. S. Stamets is an instructional designer, Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas. J. Joo is a fourth-year medical student, Texas A&M College of Medicine, Bryan, Texas. J. MacClements is associate dean of graduate medical education and professor of medical education, Department of Medical Education, and professor of population health, Department of Population Health, Dell Medical School, University of Texas at Austin, Austin, Texas. L. Wilkerson is associate dean for evaluation and faculty development and professor, Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas. E.A. Nelson is associate dean of undergraduate medical education, Department of Medical Education, and associate professor, Department of Internal Medicine, Dell Medical School, University of Texas at Austin, Austin, Texas. K. Bozic is chair and professor, Department of Surgery and Perioperative Care, Dell Medical School, University of Texas at Austin, Austin, Texas. S.M. Cox is executive vice dean of academics, Dean's Office, and chair, Department of Medical Education, Dell Medical School, University of Texas at Austin, Austin, Texas.
Victoria Valencia
Sara Stamets
Joseph Joo
Jonathan MacClements
LuAnn Wilkerson
Elizabeth A Nelson
Kevin Bozic
Susan M Cox

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

problemDespite prominent calls to incorporate value-based health care (VBHC) into medical education, there is still a global need for robust programs to teach VBHC concepts throughout health professions training. APPROACH: In June 2017, Dell Medical School released the first collection (three modules) of a set of free interactive online learning modules, which aim to teach the basic foundations of VBHC to health professions learners at any stage of training and can be incorporated across diverse educational settings. These modules were designed by an interprofessional team based on principles of cognitive engagement for active learning. OUTCOMES: From June 2017 to September 2018, the website received 130,098 pageviews from 8,546 unique users (2,072 registered users), representing 45 states in the United States and 10 foreign countries. As of October 15, 2018, 568 (27%) of registered users completed modules 1-3. Five-hundred thirty-five of these users completed a survey (94% response rate). Nearly all (484/535; 90%) reported overall satisfaction with the curriculum, 522/535 (98%) agreed "after completing the modules, I can define value in health care," and 520/535 (97%) agreed "after completing the modules, I can provide examples of low- and high-value care." Second-year Dell Medical School students reported that they have incorporated value into their clinical clerkships (e.g., by discussing VBHC with peers [43/45; 96%]) as a result of completing the modules. NEXT STEPS: Future plans for the curriculum include the release of additional modules, more robust knowledge assessment, and an expanded learning platform that allows for further community engagement.

Indexed as

CurriculumAdultDelivery of Health CareEducation, DistanceEducation, MedicalFemaleHealth PersonnelHumansMaleMiddle AgedSimulation TrainingTexasYoung Adult

Identifiers

PMID31460928
PMCPMC6727932

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.