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Teaching cost-effective diagnostic test use to medical students
Medical Care
|June 1, 1984
Summary
A medical education program aimed to teach cost-effective diagnostic test ordering to students. Despite positive student feedback, the program did not significantly improve their knowledge or simulated test-ordering behavior.
Area of Science:
- Medical Education
- Health Economics
- Diagnostic Test Utilization
Background:
- Medical students require training in cost-effective diagnostic test ordering.
- Current educational interventions may not adequately impact objective measures of cost-consciousness.
Purpose of the Study:
- To develop and evaluate an educational program for medical students on cost-effective diagnostic test ordering.
- To assess the program's impact on students' knowledge, attitudes, and simulated behavior.
Main Methods:
- A 1-month educational program involving seminars, simulations, case presentations, and bill reviews.
- Content analysis of open-ended questions, pretests, and posttests for evaluation.
- Comparison between a study group and a control group.
Main Results:
- Students perceived the program as useful.
- No significant differences were observed in students' knowledge, attitudes, or simulated test-ordering behavior between groups.
- A discrepancy exists between subjective usefulness and objective outcome measures.
Conclusions:
- Limited educational efforts may not yield significant improvements in objective measures of cost-effective test ordering.
- The findings highlight the need for more rigorous evaluation of educational programs targeting cost-effective diagnostic test use.
- Subjective feedback alone is insufficient to gauge program effectiveness.
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