Among the 14 randomized clinical trials, 12 addressed knowledge transmission, 7 reflective practice, and 1 supportive environment 10 (71%) concluded that the intervention was effective. The majority of the studies were conducted in North America (78.5%) using a pre-post interventional design (58.2% at least 1619 participants) they focused on practicing physicians (36.7% at least 3448 participants), resident physicians (6.3% n = 516), and medical students (15.2% n = 275).
Main Outcomes and Measures Main outcomes were factors that promote education in delivering high-value, cost-conscious care.įindings The initial search identified 2650 articles 79 met the inclusion criteria, of which 14 were randomized clinical trials. Resulting themes were discussed within the research team until consensus was reached. Recurrent patterns were identified in the data through thematic analyses. Articles were analyzed using the realist review method, a narrative review technique that focuses on understanding the underlying mechanisms in interventions. There was no restriction on study design.ĭata Extraction and Synthesis Data extraction was guided by a merged and modified version of a Best Evidence in Medical Education abstraction form and a Cochrane data coding sheet. Study Selection Studies were included on the basis of topic relevance, implementation of intervention, evaluation of intervention, educational components in intervention, and appropriate target group. Objective To understand the circumstances in which the delivery of high-value, cost-conscious care is learned, with a goal of informing development of effective educational interventions.ĭata Sources PubMed, EMBASE, ERIC, and Cochrane databases were searched from inception until September 5, 2015, to identify learners and cost-related topics. Physicians should be prepared to deliver high-value, cost-conscious care. Importance Increasing health care expenditures are taxing the sustainability of the health care system.
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