Determination of the Success of the Integration of a Business of Healthcare Module into the Medical School Curriculum

Purpose: Assessment of the knowledge of health care economics of four consecutive classes of second year medical students before and after an 8 hour module on the business of health care was performed. Methods: Through pre and post-tests, four consecutive classes of second year medical students were assessed as to their knowledge of basic principles of the business of health care before and after an 8 hour lecture module given over a 2 week period in the middle of their academic year. Student evaluations of the module were collected at the end of the course in each of the four years of the study. Results: Although the students came from diverse educational backgrounds and had many different life experiences before entering medical school, few students in any of the four consecutive classes could pass a basic examination of these principles. At the completion of the 2 week module, nearly all of the students passed this test, suggesting that the concentrated lecture format successfully addressed the material. Student evaluations of the course were positive and indicated that delivery of the material in a concentrated lecture format was effective. Conclusions: Second year medical students of diverse backgrounds have little working knowledge of the US health care system. An 8 hour concentrated lecture course can be effective in teaching basic principles. Continued review and application of these principles throughout the clinical years of training in an on-line and interactive session format is discussed by the authors. Further studies assessing optimal teaching methods need to be performed. © 2013, Springer International Publishing.