2,502
Views
12
CrossRef citations to date
0
Altmetric
Groundwork

The Struggle Is Real: How Residents Learn to Provide High-Value, Cost-Conscious Care

ORCID Icon, ORCID Icon, ORCID Icon, , ORCID Icon, ORCID Icon & ORCID Icon show all

References

  • Pate C DCM, Lutz S. The price of excess: identifying waste in health care spending.: Price Water house Coopers; 2008 [cited 2018 21-12-2018]. Available from: http://www.pwc.com.
  • Berwick DM, Hackbarth AD. Eliminating waste in US health care. JAMA 2012;307(14):1513–1516. doi: 10.1001/jama.2012.362.
  • Pl Sr Y, Olsen LA. The Healthcare Imperative: lowering Costs and Improving Outcomes: workshop Series Summary. Washington D.C.: The National Academies Press (U.S); 2010.
  • Crosson FJ. Change the microenvironment. Delivery System Reform Essential to Control Costs. Mod Healthc 2009;39(17):20–21.
  • Shah N, Levy AE, Moriates C, Arora VM. Wisdom of the crowd: bright ideas and innovations from the teaching value and choosing wisely challenge. Acad Med. 2015;90(5):624–628. doi: 10.1097/ACM.0000000000000631.
  • Owens DK, Qaseem A, Chou R, Shekelle P. Clinical Guidelines Committee of the American College of P. High-value, cost-conscious health care: concepts for clinicians to evaluate the benefits, harms, and costs of medical interventions. Ann Intern Med. 2011;154(3):174–180. doi: 10.7326/0003-4819-154-3-201102010-00007.
  • Detsky AS, Verma AA. A new model for medical education: celebrating restraint. JAMA 2012;308(13):1329–1330. doi: 10.1001/2012.jama.11869.
  • Weinberger SE. Educating trainees about appropriate and cost-conscious diagnostic testing. Acad Med. 2011;86(11):1352doi: 10.1097/ACM.0b013e3182308db7.
  • Cooke M. Cost consciousness in patient care-what is medical education's responsibility? N Engl J Med. 2010;362(14):1253–1255. doi: 10.1056/NEJMp0911502.
  • Weinberger SE. Providing high-value, cost-conscious care: a critical seventh general competency for physicians. Ann Intern Med. 2011;155(6):386–388. doi: 10.7326/0003-4819-155-6-201109200-00007.
  • Choosing Wisely Foundation T. Choosing Wisely Foundation [Webpage]. 2012; [updated 2019; cited 2018 08-03-2018]. Available from: http://www.choosingwisely.org/.
  • Brody H. Medicine's ethical responsibility for health care reform-the Top Five list. N Engl J Med. 2010;362(4):283–285. doi: 10.1056/NEJMp0911423.
  • Williams High Value Care Curriculum (HVC) 4.0: ACP; 2012 [cited 2018 01-07-2018]. 4.0: Available from: https://www.acponline.org/clinical-information/high-value-care/medical-educators-resources/newly-revised-curriculum-for-educators-and-residents-version-40.
  • Stammen LA, Stalmeijer RE, Paternotte E, et al. Training Physicians to Provide High-Value, Cost-Conscious Care: A Systematic Review. JAMA 2015;314(22):2384–2400. doi: 10.1001/jama.2015.16353.
  • Patel MS, Reed DA, Loertscher L, McDonald FS, Arora VM. Teaching residents to provide cost-conscious care. Jama Intern Med. 2014;174(3):470–472. doi: 10.1001/jamainternmed.2013.13222.
  • Ryskina KL, Holmboe ES, Shea JA, Kim E, Long JA. Physician Experiences With High Value Care in Internal Medicine Residency: Mixed-Methods Study of 2003-2013 Residency Graduates. Teach Learn Med. 2018;30(1):57–66. doi: 10.1080/10401334.2017.1335207.
  • Gupta R, Moriates C. Swimming Upstream: Creating a Culture of High-Value Care. Acad Med. 2017;92(5):598–601. doi: 10.1097/ACM.0000000000001485.
  • King BC, DiPace J, Naifeh M, Hammad H, Gerber LM, Abramson E. Pediatric Training Faculty and Resident Perceptions on Teaching High-Value, Cost-Conscious Care: A Multi-Institutional Study. Hosp Pediatr 2017;7(9):547–552.
  • Glicken AD, Merenstein GB. Addressing the hidden curriculum: understanding educator professionalism. Med Teach. 2007;29(1):54–57. doi: 10.1080/01421590601182602.
  • Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69(11):861–871.
  • Coulehan J, Williams PC. Vanquishing virtue: the impact of medical education. Acad Med. 2001;76(6):598–605.
  • Savin-Baden M. Qualitative Research - The Essential Guide to Theory and Practice. New York: Taylor & Francis group; 2013. 569 p.
  • Parker ATJ. Focus group method and methodology: current practice and recent debate. International Journal of Research & Method in Education. 2006;29(1):23–37. doi: 10.1080/01406720500537304.
  • Stalmeijer RE, McNaughton N, Van Mook WN. Using focus groups in medical education research: AMEE Guide No. 91. Med Teach. 2014;36(11):923–939. doi: 10.3109/0142159X.2014.917165.
  • Tong A, Sainsbury P, Craig J. Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups. Int J Qual Health Care. 2007;19(6):349–357. doi: 10.1093/intqhc/mzm042.
  • Frambach JM, van der Vleuten CP, Durning SJ. AM last page. Quality criteria in qualitative and quantitative research. Acad Med. 2013;88(4):552doi: 10.1097/ACM.0b013e31828abf7f.
  • O'Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA. Standards for reporting qualitative research: a synthesis of recommendations. Acad Med. 2014;89(9):1245–1251. doi: 10.1097/ACM.0000000000000388.
  • Watling CJ, Lingard L. Grounded theory in medical education research: AMEE Guide No. 70. Med Teach. 2012;34(10):850–861. doi: 10.3109/0142159X.2012.704439.
  • Charmaz K. Constructing Grounded Theory: London Sage; 2006.
  • Corbin J. Basics in Qualitative Research: Thousand Oaks; Sage; 2008.
  • McMillan W. Researching Medical Education: New York; John Wileys & Sons; 2015.
  • Smith CD. Alliance for Academic Internal Medicine-American College of Physicians High V, Cost-Conscious Care Curriculum Development C. Teaching high-value, cost-conscious care to residents: the Alliance for Academic Internal Medicine-American College of Physicians Curriculum. Ann Intern Med 2012;157(4):284–286.
  • Sedrak MS, Patel MS, Ziemba JB, et al. Residents' self-report on why they order perceived unnecessary inpatient laboratory tests. J Hosp Med. 2016;11(12):869–872. doi: 10.1002/jhm.2645.
  • Finlay L. Negotiating the Swamp: The Opportunity and Challange of Reflexivity in Research Practice. Qualitative Research. 2(2). London: Sage publications; 2002. p. 209–30. doi: 10.1177/146879410200200205.
  • Colla CH, Kinsella EA, Morden NE, Meyers DJ, Rosenthal MB, Sequist TD. Physician perceptions of Choosing Wisely and drivers of overuse. Am J Manag Care. 2016;22(5):337–343.
  • Wong BM, Holmboe ES. Transforming the Academic Faculty Perspective in Graduate Medical Education to Better Align Educational and Clinical Outcomes. Acad Med. 2016;91(4):473–479. doi: 10.1097/ACM.0000000000001035.
  • Hoff TJ, Pohl H, Bartfield J. Creating a learning environment to produce competent residents: the roles of culture and context. Acad Med. 2004;79(6):532–539.
  • Asch DA, Nicholson S, Srinivas S, Herrin J, Epstein AJ. Evaluating obstetrical residency programs using patient outcomes. JAMA 2009;302(12):1277–1283. doi: 10.1001/jama.2009.1356.
  • Gould BE, O'Connell MT, Russell MT, Pipas CF, McCurdy FA. Teaching quality measurement and improvement, cost-effectiveness, and patient satisfaction in undergraduate medical education: the UME-21 experience. Fam Med 2004;36 (Suppl):S57–S62.
  • Dine CJ, Miller J, Fuld A, Bellini LM, Iwashyna TJ. Educating Physicians-in-Training About Resource Utilization and Their Own Outcomes of Care in the Inpatient Setting. J Grad Med Educ. 2010;2(2):175–180. doi: 10.4300/JGME-D-10-00021.1.
  • Ryskina KL, Halpern SD, Minyanou NS, Goold SD, Tilburt JC. The role of training environment care intensity in US physician cost consciousness. Mayo Clin Proc. 2015;90(3):313–320. doi: 10.1016/j.mayocp.2014.12.005.
  • Lombarts KM, Heineman MJ, Scherpbier AJ, Arah OA. Effect of the learning climate of residency programs on faculty's teaching performance as evaluated by residents. PLoS One. 2014;9(1):e86512doi: 10.1371/journal.pone.0086512.
  • Genn JM. AMEE Medical Education Guide No. 23 (Part 1): Curriculum, environment, climate, quality and change in medical education-a unifying perspective. Med. Teach 2001;23(4):337–344. doi: 10.1080/01421590120063330.
  • Genn JM. AMEE Medical Education Guide No. 23 (Part 2): Curriculum, environment, climate, quality and change in medical education - a unifying perspective. Med Teacher. 2001;23(5):445–454. doi: 10.3109/01421590109177942.