A high value care curriculum for interns: a description of curricular design, implementation and housestaff feedback. Issue 1106 (29th June 2017)

• Record Type: Journal Article
• Authors: Hom, Jason; Kumar, Andre; Evans, Kambria H; Svec, David; Richman, Ilana; Fang, Daniel; Smeraglio, Andrea; Holubar, Marisa; Johnson, Tyler; Shah, Neil; Renault, Cybele; Ahuja, Neera; Witteles, Ronald; Harman, Stephanie; Shieh, Lisa
• Is Part Of: Postgraduate medical journal. Volume 93:Issue 1106(2017)
• Page Start: 725
• Page End: 729
• Publication Date: 2017-06-29
• Subjects: high value care -- medical education -- internal medicine residency; Medicine -- Periodicals; 610
• DOI: 10.1136/postgradmedj-2016-134617
• Languages: English
• ISSNs: 0032-5473

Abstract

ABSTRACT: Purpose: Most residency programmes do not have a formal high value care curriculum. Our goal was to design and implement a multidisciplinary high value care curriculum specifically targeted at interns. Design: Our curriculum was designed with multidisciplinary input from attendings, fellows and residents at Stanford. Curricular topics were inspired by the American Board of Internal Medicine's Choosing Wisely campaign, Alliance for Academic Internal Medicine, American College of Physicians and Society of Hospital Medicine. Our topics were as follows: introduction to value-based care; telemetry utilisation; lab ordering; optimal approach to thrombophilia work-ups and fresh frozen plasma use; optimal approach to palliative care referrals; antibiotic stewardship; and optimal approach to imaging for low back pain. Our curriculum was implemented at the Stanford Internal Medicine residency programme over the course of two academic years (2014 and 2015), during which 100 interns participated in our high value care curriculum. After each high value care session, interns were offered the opportunity to complete surveys regarding feedback on the curriculum, self-reported improvements in knowledge, skills and attitudinal module objectives, and quiz-based knowledge assessments. Results: The overall survey response rate was 67.1%. Overall, the material was rated as highly useful on a 5-point Likert scale (mean 4.4, SD 0.6). On average, interns reported a significant improvement in their self-rated knowledge, skills and attitudes after the six seminars (mean improvement 1.6 points, SD 0.4 (95% CI 1.5 to 1.7), p<0.001). Conclusions: We successfully implemented a novel high value care curriculum that specifically targets intern physicians.