The idea that medical education costs more than tuition is pure fiction.
Look at the financial statements:
Here is just one:
http://www.guidestar.org/FinDocuments//2010/430/356/2010-430356250-06cef1ea-9.pdf
Is all the money they earned from tuition? Or do they get outside funding - government medical education money, research grants, alumni givings, ect.?
here we go regarding med school financial statements:
"US medical schools have evolved into big businesses that derive most of their income by providing healthcare services and securing extramural research grants. In 2009, for example, 53% of medical school revenues came from clinical services and 29% from extramural grants. By comparison, less than 4% came from tuition."
(
nature article regarding medical schools getting involved with pharmaceutical and medical device industry)
Here we go regarding how much med students spend per student:
How much does it cost to educate medical students?.
Franzini L, Low MD, Proll MA; International Society of Technology Assessment in Health Care. Meeting.
Annu Meet Int Soc Technol Assess Health Care Int Soc Technol Assess Health Care Meet. 1997; 13: 137. University of Texas-Houston Health Science Center, Houston, TX, USA.
PURPOSE:Budgetary pressures from the state and federal government and the emergence of managed care in the US health care field have forced medical schools to reconsider the sources for financing medical education. It has become imperative to separately identify the cost of the educational component, the cost of the research component, and the cost of the clinical service component of medical schools. Becasue of a lack of consensus on the amount of research and service that should be included in the cost of educating medical students, this study assess the costs of medical education under several scenarios with different amounts of research and clinical service essential to the education of medical students. The study also evaluates the contribution to education of residents and volunteer faculty in each scenario. METHODS: A cost construction model was used to build up the economic cost to society of undergraduate medical education using information on student contact hours, enrollment, professional activity profiles, resident and faculty salaries, and supporting resource costs. Sensitivity analysis was used to vary the allocation of joint products, such as joint teaching and research/service, and to vary the level of research and service essential to the educational mission. Residents costs were included and the contribution of volunteer faculty was identified and imputed a value. RESULTS:
With an enrollment of 200 students, we predicted an economic cost per student year ranging from $44,448 for pure instruction to $92,638 for providing an appropriate educational milieu. Omitting the cost of residents and the imputed value for the contribution by volunteer faculty lowered those costs by approximately 16%. CONCLUSIONS: This study discusses the economic issues of joint product allocation when assessing the costs of medical education. Because a single cost estimate could be misleading, it is suggested that a range of costs be reported in order to provide more relevant and useful information to decision makers.