The effects of a managed care educational program on faculty and trainee knowledge, attitudes, and behavioral intentions

Gerald Sylvan Lazarus, Garrett Foulke, Robert A. Bell, Allan D. Siefkin, Keenan Keller, Richard L. Kravitz

Research output: Contribution to journalArticle

Abstract

Purpose. To assess the state of managed care knowledge and attitudes and to evaluate the effects of a two-day course on participants' knowledge, attitudes, and behavioral intentions. Method. In 1996, the University of California, Davis, Medical School invited all medical students, residents, faculty, and administrators to participate in one of two sessions of a two- day course on managed care. Participants in the first session were given both pre- and post-course questionnaires. Participants in the second session were given only post-course questionnaires. The questionnaires measured objective knowledge, attitudes, and behavioral intentions. Participants (other than administrators) who completed the questionnaires also received a follow-up questionnaire six months after the seminar. Results. The two sessions were attended by 818 UC Davis medical students, residents, faculty, and administrators: after excluding 33 non-physician administrators, 428 completed survey packets (55%) were available for full analysis. Before the course, participants in the first session correctly answered on average only 46% of 32 questions about managed care knowledge. Course attendance was associated with significant gains in knowledge (to 67% correct, p <.001) and a marked increase in appreciation for the cost-control effectiveness of managed care (from 3.35 to 3.98 on a five-point scale, p <.001). Knowledge gains were greatest among medical students; changes in attitudes and behavioral intentions were least among residents. Among respondents to a follow-up survey, the changes were partially sustained six months later. Conclusion. Within this academic medical center baseline levels of managed care knowledge were low among faculty as well as among trainees, and attitudes reflected a blend of negativism and wishful thinking. An intensive two-day educational program effectively increased knowledge and changed selected attitudes among critical academic constituencies. Other academic medical centers may wish to consider presenting similar programs in order to orient their faculties and trainees to the economic realities of the foreseeable future.

Original languageEnglish (US)
Pages (from-to)1107-1113
Number of pages7
JournalAcademic Medicine
Volume73
Issue number10
StatePublished - Oct 1998
Externally publishedYes

Fingerprint

Managed Care Programs
managed care
educational program
trainee
Administrative Personnel
questionnaire
medical student
Medical Students
resident
Negativism
results measurement
Surveys and Questionnaires
Cost Control
Medical Schools
Cost-Benefit Analysis
Economics
costs
school
economics

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health
  • Education

Cite this

Lazarus, G. S., Foulke, G., Bell, R. A., Siefkin, A. D., Keller, K., & Kravitz, R. L. (1998). The effects of a managed care educational program on faculty and trainee knowledge, attitudes, and behavioral intentions. Academic Medicine, 73(10), 1107-1113.

The effects of a managed care educational program on faculty and trainee knowledge, attitudes, and behavioral intentions. / Lazarus, Gerald Sylvan; Foulke, Garrett; Bell, Robert A.; Siefkin, Allan D.; Keller, Keenan; Kravitz, Richard L.

In: Academic Medicine, Vol. 73, No. 10, 10.1998, p. 1107-1113.

Research output: Contribution to journalArticle

Lazarus, GS, Foulke, G, Bell, RA, Siefkin, AD, Keller, K & Kravitz, RL 1998, 'The effects of a managed care educational program on faculty and trainee knowledge, attitudes, and behavioral intentions', Academic Medicine, vol. 73, no. 10, pp. 1107-1113.
Lazarus, Gerald Sylvan ; Foulke, Garrett ; Bell, Robert A. ; Siefkin, Allan D. ; Keller, Keenan ; Kravitz, Richard L. / The effects of a managed care educational program on faculty and trainee knowledge, attitudes, and behavioral intentions. In: Academic Medicine. 1998 ; Vol. 73, No. 10. pp. 1107-1113.
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