ArticleBMC medical education2020
Effect of a high value care curriculum on standardized patient exam in the Core Clerkship in Internal Medicine.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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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.
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Who cites it
6 citing papers in PubMed.
- Evaluating a targeted educational intervention to promote high-value, cost-conscious care among medical students.Medical education online · 2026Article
- Review
- Resource stewardship learning needs in undergraduate medical training: a cross-sectional study.MedEdPublish (2016) · 2025Article
- Difference in medical student performance in a standardized patient encounter between telemedicine and in-person environments.Medical education online · 2024Article
- Implementation of an educational intervention to improve medical student cost awareness: a prospective cohort study.BMC medical education · 2023Article
- General practitioner gender and use of diagnostic procedures: a French cross-sectional study in training practices.BMJ open · 2022Article
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWith almost 20% unnecessary spending on healthcare, there has been increasing interest in high value care defined as the best care for the patient, with the optimal result for the circumstances, delivered at the right price. The American Association of Medical Colleges recommend that medical students are proficient in concepts of cost-effective clinical practice by graduation, thus leading to curricula on high value care. However little is published on the effectiveness of these curricula on medical students' ability to practice high value care.
methodsIn addition to the standard curriculum, the intervention group received two classroom sessions and three virtual patients focused on the concepts of high value care. The primary outcome was number of tests and charges for tests on standardized patients.
results136 students enrolled in the Core Clerkship in Internal Medicine and 70 completed the high value care curriculum. There were no significant differences in ordering of appropriate tests (3.1 vs. 3.2 tests/students, p = 0.55) and inappropriate tests (1.8 vs. 2.2, p = 0.13) between the intervention and control. Students in the intervention group had significantly lower median Medicare charges ($287.59 vs. $500.86, p = 0.04) and felt their education in high value care was appropriate (81% vs. 56%, p = 0.02).
conclusionsThis is the first study to describe the impact of a high value care curriculum on medical students' ordering practices. While number of inappropriate tests was not significantly different, students in the intervention group refrained from ordering expensive tests.
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