1997
DOI: 10.1097/00001888-199703000-00016
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A pilot study of the cost of educating undergraduate medical students at Virginia Commonwealth University

Abstract: Although there are inherent complexities, isolating the cost and fund sources of undergraduate medical education is an essential first step toward providing categorical funding. The model developed during the study provides a basis for assigning costs, allocating resources among instructional programs, and predicting incremental costs (or savings) and revenue requirements. The model may be of use to other medical schools contemplating new strategies for financing undergraduate medical education.

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Cited by 22 publications
(13 citation statements)
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“…The earliest put forward that the word "education cost" is the famous British economist, he is one of the earliest scholars of economics of education. In 1958, the British education economist published the cost of education; the education funds as the cost of education, and put forward in 1962, is an effective tool for education management cost accounting system, it can reduce the cost of education, improve the efficiency of the education [4].…”
Section: The Concept Of Education Costmentioning
confidence: 99%
“…The earliest put forward that the word "education cost" is the famous British economist, he is one of the earliest scholars of economics of education. In 1958, the British education economist published the cost of education; the education funds as the cost of education, and put forward in 1962, is an effective tool for education management cost accounting system, it can reduce the cost of education, improve the efficiency of the education [4].…”
Section: The Concept Of Education Costmentioning
confidence: 99%
“…As these studies were published in 1997 they represent cost at or before that time. [4][5][6] Current costs would be considerably higher, particularly as the cost of undergraduate medical education has been rising at more than twice the rate of inflation. 7 What these studies do not take into account is the value of teaching provided by government employees and in some cases by clinicians in private practice.…”
Section: Introductionmentioning
confidence: 99%
“…United States medical schools have adopted different approaches to assessing the amount of work performed in medical student education, ranging from a simple count of contact hours to complicated models involving relative value units (RVUs) similar to that used to quantify clinical workload. [1][2][3][4][5][6][7][8][9][10][11][12][13] As opposed to instruction on rounds or in clinic, more preparation is often required for teaching preclinical medical students. Some institutions that measure academic workload incorporate preparation time in their estimates, although the practice is not universal.…”
Section: Introductionmentioning
confidence: 99%
“…Some institutions that measure academic workload incorporate preparation time in their estimates, although the practice is not universal. 1,2,5,6,7,9,10,11,13 and the amount recognized varies markedly (ranging from one to 15 hours per student contact hour). 1,2,5,6,11 In the literature, attention has focused on time accounting for clinical education, with few studies concentrating on preclinical (specifically didactic and pathology) medical teaching.…”
Section: Introductionmentioning
confidence: 99%