Evaluating a targeted educational intervention to promote high-value, cost-conscious care among medical students

Rising healthcare costs in the United States, with estimates suggesting up to 25% of spending is wasteful, have created an urgent need for cost-conscious, value-based care (VBC). VBC aims to improve patient outcomes relative to costs, yet its integration into medical education remains inconsistent, leaving future physicians underprepared for cost-sensitive practice. Early exposure to VBC principles can promote resource stewardship and reduce unnecessary interventions, yet few studies have rigorously evaluated structured educational interventions for medical students. This study examined the effectiveness of a single one-hour educational intervention on high-value, cost-conscious care (HVCCC) in improving pre-clerkship students' attitudes, confidence, and preparedness to apply VBC concepts in clinical practice. Pre-clerkship students (Class of 2027, Medical College of Georgia) completed pre- and post-lecture surveys using the validated Maastricht HVCCC Attitude Questionnaire (MHAQ), which measures three domains: Provision of High-Value Care, Integration of Costs, and Perceived Drawbacks. Additional items assessed self-efficacy and communication confidence regarding cost-related discussions. Paired t-tests compared pre- and post-intervention responses. Of the 85 students who participated, 78 provided paired responses for MHAQ items, while all 85 completed the additional non-MHAQ survey items. Following the lecture, total MHAQ scores increased significantly (mean 70.48 to 72.31; p < 0.001), indicating a more favorable overall attitude toward HVCCC. Both the Provision of High-Value Care and Integration of Costs domains improved significantly (p < 0.001 for each), while Perceived Drawbacks decreased (p = 0.019), suggesting reduced concerns about the negative consequences of HVCCC. Students also demonstrated gains in self-efficacy: confidence discussing cost-conscious care increased by 28-30 percentage points across communication settings, and 90.6% agreed they felt better equipped to initiate VBC conversations. A brief, structured HVCCC lecture improved medical students' attitudes, confidence, and preparedness for value-based practice. Integrating targeted VBC education early in training may foster sustainable, cost-conscious, and patient-centered care.