Efficacy of student developed and led high value care education in preclinical medical students

Abstract

The Institute of Medicine estimates that, on average, about one third of all healthcare waste is attributed to unnecessary services. High value care (HVC) is a proposed solution to this problem but is currently underrepresented in preclinical undergraduate medical education (UME). The purpose of this study was to evaluate the efficacy of a medical student-led course that introduced value-based principles to preclinical medical students. The course took place over two, four-hour days both in-person and virtually. Participants were first- and second-year medical students at an allopathic medical school. The educational course was an elective introduction to HVC. The curriculum goal was to provide foundational HVC knowledge and aid participants in applying the knowledge to improve attitude and clinical skills. The main outcome measures were self-efficacy integrating HVC into clinical practice, knowledge of HVC, and attitudes towards HVC. These measures were assessed pre- and post-course. Preclinical medical student’s knowledge of HVC principles, pro-HVC attitudes, and self-efficacy regarding HVC principles increased after course completion. The course provided resources and information individuals can use throughout their careers in medicine to progress towards a more value-based approach to patient care. Next steps include expanding HVC educational initiatives into preclinical longitudinal learning as part of the formal curriculum.