PURPOSE: We surveyed residents and fellows at the University of Louisville School of Medicine (N = 600) to (1) explore their perceptions and knowledge of issues related to health care business and health care reforms, and (2) seek their input on what instructional content concerning health care business and health care reform they would like to receive and what instruction venue they would prefer. We will use the findings to make decisions about curriculum content and delivery. METHODS: All residents were invited to complete a 4-part, web-based survey that included questions on demographics, attitudes, and perceptions; a baseline-knowledge quiz about health care costs; and 2 open-ended questions about what they wanted to learn and how they preferred to be taught. RESULTS: The survey response rate was 24%. Residents' agreement was stronger for statements relating to the role of physicians as "gatekeepers," patient-centered care, and the value of learning to work as a team than it was for statements about the benefits of government intervention in health care. International medical graduates, when compared with US medical graduates, had statistically significant differences in perceptions (P ≤ .004) on 3 questions related to government impact on health care. There was a slight decrease in overall knowledge about health care cost issues by residents in later postgraduate years. CONCLUSION: Residents are aware of gaps in their knowledge on business aspects of health care and health care reform. Their narrative responses identified coding and billing, legal issues, and comparative health systems as topics of interest, and the best venues for teaching included grand rounds and noon conferences. Residents indicated a preference for brief, highly focused, interactive sessions with knowledgeable guest speakers.
PURPOSE: We surveyed residents and fellows at the University of Louisville School of Medicine (N = 600) to (1) explore their perceptions and knowledge of issues related to health care business and health care reforms, and (2) seek their input on what instructional content concerning health care business and health care reform they would like to receive and what instruction venue they would prefer. We will use the findings to make decisions about curriculum content and delivery. METHODS: All residents were invited to complete a 4-part, web-based survey that included questions on demographics, attitudes, and perceptions; a baseline-knowledge quiz about health care costs; and 2 open-ended questions about what they wanted to learn and how they preferred to be taught. RESULTS: The survey response rate was 24%. Residents' agreement was stronger for statements relating to the role of physicians as "gatekeepers," patient-centered care, and the value of learning to work as a team than it was for statements about the benefits of government intervention in health care. International medical graduates, when compared with US medical graduates, had statistically significant differences in perceptions (P ≤ .004) on 3 questions related to government impact on health care. There was a slight decrease in overall knowledge about health care cost issues by residents in later postgraduate years. CONCLUSION: Residents are aware of gaps in their knowledge on business aspects of health care and health care reform. Their narrative responses identified coding and billing, legal issues, and comparative health systems as topics of interest, and the best venues for teaching included grand rounds and noon conferences. Residents indicated a preference for brief, highly focused, interactive sessions with knowledgeable guest speakers.
Authors: Michael Ostapchuk; Pradip D Patel; Karen Hughes Miller; Craig H Ziegler; Ruth B Greenberg; Gail Haynes Journal: Med Teach Date: 2010 Impact factor: 3.650
Authors: N J Greenberger; N E Davies; E P Maynard; R O Wallerstein; E A Hildreth; L H Clever Journal: Ann Intern Med Date: 1990-05-01 Impact factor: 25.391