Using cost-analyses to inform health professions education – The economic cost of pre-clinical failure

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Abstract

Background: Student failure creates additional economic costs. Knowing the cost of failure helps to frame its economic burden relative to other educational issues, providing an evidence-base to guide priority setting and allocation of resources. The Ingredients Method is a cost-analysis approach which has been previously applied to health professions education research. In this study, the Ingredients Method is introduced, and applied to a case study, investigating the cost of pre-clinical student failure. Methods: The four step Ingredients Method was introduced and applied: (1) identify and specify resource items, (2) measure volume of resources in natural units, (3) assign monetary prices to resource items, and (4) analyze and report costs. Calculations were based on a physiotherapy program at an Australian university. Results: The cost of failure was £5991 per failing student, distributed across students (70%), the government (21%), and the university (8%). If the cost of failure and attrition is distributed among the remaining continuing cohort, the cost per continuing student educated increases from £9923 to £11,391 per semester. Conclusions: The economics of health professions education is complex. Researchers should consider both accuracy and feasibility in their costing approach, toward the goal of better informing cost-conscious decision-making.

Original languageEnglish
Pages (from-to)1221-1230
Number of pages10
JournalMedical Teacher
Volume40
Issue number12
DOIs
Publication statusPublished - 2 Dec 2018

Cite this

@article{106d8fb6e9e748a59270d00589d7610c,
title = "Using cost-analyses to inform health professions education – The economic cost of pre-clinical failure",
abstract = "Background: Student failure creates additional economic costs. Knowing the cost of failure helps to frame its economic burden relative to other educational issues, providing an evidence-base to guide priority setting and allocation of resources. The Ingredients Method is a cost-analysis approach which has been previously applied to health professions education research. In this study, the Ingredients Method is introduced, and applied to a case study, investigating the cost of pre-clinical student failure. Methods: The four step Ingredients Method was introduced and applied: (1) identify and specify resource items, (2) measure volume of resources in natural units, (3) assign monetary prices to resource items, and (4) analyze and report costs. Calculations were based on a physiotherapy program at an Australian university. Results: The cost of failure was £5991 per failing student, distributed across students (70{\%}), the government (21{\%}), and the university (8{\%}). If the cost of failure and attrition is distributed among the remaining continuing cohort, the cost per continuing student educated increases from £9923 to £11,391 per semester. Conclusions: The economics of health professions education is complex. Researchers should consider both accuracy and feasibility in their costing approach, toward the goal of better informing cost-conscious decision-making.",
author = "Jonathan Foo and Dragan Ilic and George Rivers and Evans, {Darrell J.R.} and Kieran Walsh and Haines, {Terry P.} and Sophie Paynter and Prue Morgan and Stephen Maloney",
year = "2018",
month = "12",
day = "2",
doi = "10.1080/0142159X.2017.1410123",
language = "English",
volume = "40",
pages = "1221--1230",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Taylor & Francis",
number = "12",

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T1 - Using cost-analyses to inform health professions education – The economic cost of pre-clinical failure

AU - Foo, Jonathan

AU - Ilic, Dragan

AU - Rivers, George

AU - Evans, Darrell J.R.

AU - Walsh, Kieran

AU - Haines, Terry P.

AU - Paynter, Sophie

AU - Morgan, Prue

AU - Maloney, Stephen

PY - 2018/12/2

Y1 - 2018/12/2

N2 - Background: Student failure creates additional economic costs. Knowing the cost of failure helps to frame its economic burden relative to other educational issues, providing an evidence-base to guide priority setting and allocation of resources. The Ingredients Method is a cost-analysis approach which has been previously applied to health professions education research. In this study, the Ingredients Method is introduced, and applied to a case study, investigating the cost of pre-clinical student failure. Methods: The four step Ingredients Method was introduced and applied: (1) identify and specify resource items, (2) measure volume of resources in natural units, (3) assign monetary prices to resource items, and (4) analyze and report costs. Calculations were based on a physiotherapy program at an Australian university. Results: The cost of failure was £5991 per failing student, distributed across students (70%), the government (21%), and the university (8%). If the cost of failure and attrition is distributed among the remaining continuing cohort, the cost per continuing student educated increases from £9923 to £11,391 per semester. Conclusions: The economics of health professions education is complex. Researchers should consider both accuracy and feasibility in their costing approach, toward the goal of better informing cost-conscious decision-making.

AB - Background: Student failure creates additional economic costs. Knowing the cost of failure helps to frame its economic burden relative to other educational issues, providing an evidence-base to guide priority setting and allocation of resources. The Ingredients Method is a cost-analysis approach which has been previously applied to health professions education research. In this study, the Ingredients Method is introduced, and applied to a case study, investigating the cost of pre-clinical student failure. Methods: The four step Ingredients Method was introduced and applied: (1) identify and specify resource items, (2) measure volume of resources in natural units, (3) assign monetary prices to resource items, and (4) analyze and report costs. Calculations were based on a physiotherapy program at an Australian university. Results: The cost of failure was £5991 per failing student, distributed across students (70%), the government (21%), and the university (8%). If the cost of failure and attrition is distributed among the remaining continuing cohort, the cost per continuing student educated increases from £9923 to £11,391 per semester. Conclusions: The economics of health professions education is complex. Researchers should consider both accuracy and feasibility in their costing approach, toward the goal of better informing cost-conscious decision-making.

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U2 - 10.1080/0142159X.2017.1410123

DO - 10.1080/0142159X.2017.1410123

M3 - Article

VL - 40

SP - 1221

EP - 1230

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 12

ER -