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Teaching medical students about cost-effectiveness.

Mark Iscoe1, Robert Lord1, John Schulz1

  • 1Johns Hopkins School of Medicine, Baltimore, Maryland, USA.

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|March 22, 2017
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Summary
This summary is machine-generated.

A new workshop significantly improved medical students' confidence in understanding and discussing high-value care (HVC) and cost-effectiveness analyses (CEA). The training is needed, educational, and well-received, suggesting a valuable addition to medical education.

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Area of Science:

  • Medical Education
  • Health Economics
  • Clinical Practice

Background:

  • Rising healthcare costs necessitate a focus on high-value care (HVC).
  • There is a call for increased HVC training for medical students.
  • Existing classroom-based HVC curricula for medical students are not well-documented.

Purpose of the Study:

  • To develop and evaluate a workshop for medical students on high-value care.
  • To assess student confidence in interpreting and applying cost-effectiveness analyses (CEA).
  • To evaluate students' ability to discuss healthcare costs with patients.

Main Methods:

  • A workshop was developed, including a lecture, small-group exercise, and discussion.
  • The workshop was delivered to 120 medical students across five cohorts.
  • Pre- and post-intervention confidence levels were assessed using a Likert scale.

Main Results:

  • Student confidence significantly increased in calculating incremental cost-effectiveness ratios (ICERs) (16.2% to 76.9%).
  • Confidence rose in interpreting quality-adjusted life-years (QALYs) (16.0% to 79.6%).
  • Confidence improved in applying CEA to patient management (8.7% to 71.3%) and discussing costs with patients (15.3% to 71.4%).

Conclusions:

  • An HVC course for medical students is needed, educational, and well-received.
  • The developed workshop effectively enhanced student confidence in HVC-related skills.
  • Further research is required to determine the impact of such curricula on clinical practice.