Universal Journal of Educational Research Vol. 5(7), pp. 1145 - 1148
DOI: 10.13189/ujer.2017.050708
Reprint (PDF) (152Kb)

Incorporating High Value Care into Undergraduate Medical Education

Erik Faber *, Daniel Wells
Medical School, University of Minnesota, USA


Identified Need: The United States spends the most per capita on healthcare, but ranks much lower than most industrialized nations in quality and many health metrics. Studies have shown higher costs do not translate to high quality care, and may indeed translate to lower quality care and patient experience. Teaching high value care (HVC) is only formally integrated into 15% of internal medicine residency programs and hardly into undergraduate medical education. Innovation: To address rising healthcare expenditures in the United States, the innovation trains physicians starting in year one of undergraduate medical education in a HVC focused curriculum regarding diagnostic testing. To create the curriculum, content will be introduced throughout each year of training. Each consecutive year, the fundamental principles will be reinforced with the goal to have students practicing HVC at the end of their clinical training. Implications: This training could help decrease unnecessary test ordering common among residents and practicing physicians. Our health system will benefit through the cost savings associated with the decrease in unnecessary medical testing. Patients will also benefit because only the most valuable tests will be ordered, saving the patient unnecessary distress, time, and exposure to adverse events.

High Value Care, Undergraduate Medical Education, Curriculum, Health Care Costs, Diagnostic Techniques and Procedures, Medical Students, Cost Conscious Care, Test Ordering

Cite this paper
Erik Faber , Daniel Wells . "Incorporating High Value Care into Undergraduate Medical Education." Universal Journal of Educational Research 5.7 (2017) 1145 - 1148. doi: 10.13189/ujer.2017.050708.