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Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States
Despite prominent calls to incorporate value-based health care (VBHC) into medical education, there is still a global need for robust programs to teach VBHC concepts throughout health professions training. APPROACH: In June 2017, Dell Medical School released the first collection (three modules) of a...
Autores principales: | , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins
2019
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6727932/ https://www.ncbi.nlm.nih.gov/pubmed/31460928 http://dx.doi.org/10.1097/ACM.0000000000002670 |
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author | Moriates, Christopher Valencia, Victoria Stamets, Sara Joo, Joseph MacClements, Jonathan Wilkerson, LuAnn Nelson, Elizabeth A. Bozic, Kevin Cox, Susan M. |
author_facet | Moriates, Christopher Valencia, Victoria Stamets, Sara Joo, Joseph MacClements, Jonathan Wilkerson, LuAnn Nelson, Elizabeth A. Bozic, Kevin Cox, Susan M. |
author_sort | Moriates, Christopher |
collection | PubMed |
description | Despite prominent calls to incorporate value-based health care (VBHC) into medical education, there is still a global need for robust programs to teach VBHC concepts throughout health professions training. APPROACH: In June 2017, Dell Medical School released the first collection (three modules) of a set of free interactive online learning modules, which aim to teach the basic foundations of VBHC to health professions learners at any stage of training and can be incorporated across diverse educational settings. These modules were designed by an interprofessional team based on principles of cognitive engagement for active learning. OUTCOMES: From June 2017 to September 2018, the website received 130,098 pageviews from 8,546 unique users (2,072 registered users), representing 45 states in the United States and 10 foreign countries. As of October 15, 2018, 568 (27%) of registered users completed modules 1–3. Five-hundred thirty-five of these users completed a survey (94% response rate). Nearly all (484/535; 90%) reported overall satisfaction with the curriculum, 522/535 (98%) agreed “after completing the modules, I can define value in health care,” and 520/535 (97%) agreed “after completing the modules, I can provide examples of low- and high-value care.” Second-year Dell Medical School students reported that they have incorporated value into their clinical clerkships (e.g., by discussing VBHC with peers [43/45; 96%]) as a result of completing the modules. NEXT STEPS: Future plans for the curriculum include the release of additional modules, more robust knowledge assessment, and an expanded learning platform that allows for further community engagement. |
format | Online Article Text |
id | pubmed-6727932 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2019 |
publisher | Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins |
record_format | MEDLINE/PubMed |
spelling | pubmed-67279322019-10-02 Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States Moriates, Christopher Valencia, Victoria Stamets, Sara Joo, Joseph MacClements, Jonathan Wilkerson, LuAnn Nelson, Elizabeth A. Bozic, Kevin Cox, Susan M. Acad Med Innovation Reports Despite prominent calls to incorporate value-based health care (VBHC) into medical education, there is still a global need for robust programs to teach VBHC concepts throughout health professions training. APPROACH: In June 2017, Dell Medical School released the first collection (three modules) of a set of free interactive online learning modules, which aim to teach the basic foundations of VBHC to health professions learners at any stage of training and can be incorporated across diverse educational settings. These modules were designed by an interprofessional team based on principles of cognitive engagement for active learning. OUTCOMES: From June 2017 to September 2018, the website received 130,098 pageviews from 8,546 unique users (2,072 registered users), representing 45 states in the United States and 10 foreign countries. As of October 15, 2018, 568 (27%) of registered users completed modules 1–3. Five-hundred thirty-five of these users completed a survey (94% response rate). Nearly all (484/535; 90%) reported overall satisfaction with the curriculum, 522/535 (98%) agreed “after completing the modules, I can define value in health care,” and 520/535 (97%) agreed “after completing the modules, I can provide examples of low- and high-value care.” Second-year Dell Medical School students reported that they have incorporated value into their clinical clerkships (e.g., by discussing VBHC with peers [43/45; 96%]) as a result of completing the modules. NEXT STEPS: Future plans for the curriculum include the release of additional modules, more robust knowledge assessment, and an expanded learning platform that allows for further community engagement. Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins 2019-09 2019-02-19 /pmc/articles/PMC6727932/ /pubmed/31460928 http://dx.doi.org/10.1097/ACM.0000000000002670 Text en Copyright © 2019 The Author(s). Published by Wolters Kluwer Health, Inc. on behalf of the Association of American Medical Colleges. This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND) (http://creativecommons.org/licenses/by-nc-nd/4.0/) , where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal. |
spellingShingle | Innovation Reports Moriates, Christopher Valencia, Victoria Stamets, Sara Joo, Joseph MacClements, Jonathan Wilkerson, LuAnn Nelson, Elizabeth A. Bozic, Kevin Cox, Susan M. Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title | Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title_full | Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title_fullStr | Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title_full_unstemmed | Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title_short | Using Interactive Learning Modules to Teach Value-Based Health Care to Health Professions Trainees Across the United States |
title_sort | using interactive learning modules to teach value-based health care to health professions trainees across the united states |
topic | Innovation Reports |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6727932/ https://www.ncbi.nlm.nih.gov/pubmed/31460928 http://dx.doi.org/10.1097/ACM.0000000000002670 |
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