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Interactive value-based curriculum: a pilot study.

Jill M Bowman Peterson1, Briar Duffy1, Alisa Duran1

  • 1Department of Medicine, University of Minnesota Medical School, Minneapolis, USA.

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Summary
This summary is machine-generated.

Medical residents reduced healthcare waste by applying value-based care (VBC) principles. A new assessment tool showed most maintained or improved patient care standards after VBC training.

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Area of Science:

  • Medical Education
  • Healthcare Management
  • Value-Based Care

Background:

  • Unsustainable healthcare costs are partly due to waste in medical practices.
  • Medical educators are creating curricula to teach value-based care (VBC).
  • Existing assessments often evaluate knowledge rather than practical application of VBC principles.

Purpose of the Study:

  • To teach residents the principles of VBC using active learning.
  • To develop and pilot an assessment tool measuring VBC application at the 'knows how' level of Miller's pyramid.

Main Methods:

  • A 5-week VBC curriculum was delivered to residents using active learning.
  • A novel case-based assessment tool measured 'waste score' against 'standard of care'.
  • Pre- and post-intervention tests were administered to assess changes in VBC application.

Main Results:

  • Thirty residents participated, completing pre- and post-intervention assessments.
  • The average 'waste score' significantly decreased post-intervention (8.8 to 4.7, p=0.001).
  • Most residents maintained or improved their standard of care while reducing waste.

Conclusions:

  • Residents can reduce healthcare waste by applying VBC principles.
  • The developed assessment tool shows promise for evaluating VBC application.
  • Further integration of VBC principles and assessments is planned to evaluate residents at higher competency levels.