ArticleJournal of general internal medicine2025
High-Value Care Education in the USA: Lessons from a National Value Curriculum for Resident and Fellow Physicians.
Article in Journal of general internal medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 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.
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.
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Who cites it
2 citing papers in PubMed.
- Educational strategies for enhancing medical students' competency in laboratory medicine practice: a scoping review.Frontiers in medicine · 2026Review
- Value-Based Care Training in Graduate Medical Education: A Review of the Past, Current Barriers, and Future Directions.The Permanente journal · 2025Article
Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
purposePhysicians are estimated to be responsible for more than 50% of national healthcare costs and hold the greatest potential to improve value by orchestrating quality-driven programs to reduce unnecessary practices and variability. A physician's ability to practice cost-conscious care has been linked to their training, underscoring the importance of integrating cost-conscious practice into training.
methodsThe High Value Practice Academic Alliance was formed to help advance the value-improvement work of individual institutions through a national organization. We developed a curriculum and mentorship model for trainees throughout the country titled the Future Leaders Program (FLP). Upon entry to FLP, GME physicians completed a baseline self-assessment of their knowledge about costs, payment, and value in healthcare. Over 1 year, these physicians participated in structured educational activities related to high-value care (HVC), received mentorship focused on leading a value-based quality improvement (QI) project, and then completed a second self-assessment upon completion of the program.
resultsOver four academic years (AY17-18 through AY20-21), we had 161 respondents. Most participants report some prior education in healthcare value; however, many had never participated in a QI project. Participants showed variability in their knowledge. After completion of the program, paired sample t-tests demonstrated significant differences in the subscale scores for value knowledge (M = - 0.63, SD = 0.93), attitudes (M = - 0.46, SD = 0.45), and skills (M = - 0.40, SD = 0.71) indicating that participating in a value-focused QI project improved value knowledge, t(160) = - 9.66, p < .001; attitudes towards high-value care teaching, t(160) = - 12.48, p < .001; and high-value care practice frequency, t(160) = - 6.93, p < .001.
conclusionsSkills and knowledge are significantly improved after completion of our program, demonstrating that a free, web-based curriculum and tiered mentoring program can be effective in teaching HVC skills and preparing physicians to lead this work.
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Registered trials
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