Implementation and Evaluation of a Novel High-Value Care Curriculum in a Single Academic Surgery Department

Abstract

Background High value care (HVC), maximizing quality while minimizing cost, has become a major focus of surgical practice. Effective education in healthcare value concepts is critical during residency to ensure graduates are able to deliver high value surgical care and participate in interprofessional teams to improve the system. Study Design An HVC curriculum was implemented at a single academic medical center. Sixty-six residents from general surgery, plastic surgery, otolaryngology, and urology completed the curriculum over 3 academic years (2016 to 2019). The 1-year curriculum taught residents the concepts of HVC before participating in a value improvement project the following year. Residents’ knowledge of value was assessed pre- and post-participation using a validated assessment tool, the Quality Improvement Knowledge Application Tool Revised (QIKAT-R), and a curriculum-specific assessment tool. The overall success of the program was evaluated by assessing residents’ skills in completing value improvement projects using a novel scoring rubric. Results After completing the program, residents expressed improved confidence in their ability to complete a value improvement project. Residents also demonstrated improved knowledge on the curriculum-specific assessment (4.7/13 to 10.9/13) and the scenario assessment using the QIKAT-R tool (8.5/27 to 16.4/27). As the program underwent iterative improvements each year, the quality of the residents’ projects also improved, as assessed by the novel scoring rubric. Conclusions Multimodal assessment demonstrated improvement in residents’ objective knowledge of HVC principles, residents’ ability to design and lead clinical value improvement projects, and residents’ confidence they could use HVC principles in their current and future practice.