* Abbreviations: PPI — : Prepare, Process, Initiate SOAP-V — : Subjective, Objective, Assessment, Plan, Value “We have really good data that show when you take patients and you really inform them about their choices, patients make more frugal choices. They pick more efficient choices than the health care system does.” Donald Berwick, MD In continuing the series of articles by the Council on Medical Student Education in Pediatrics, we focus on the great clinical teacher’s responsibility to both deliver and explicitly teach about high-value health care. Medical students entering clinical rotations have been introduced to the concept of “too much care” in their coursework, including overdiagnosis, overtreatment, excessive testing, and poor care coordination and communication.1,2 As pediatricians committed to eliminating practices and associated expenditures that are not evidence-based and that lack direct patient benefit, we can improve our clinical teaching skills by making our role-modeling of such behaviors explicit. This paper reviews ways to incorporate teaching about common examples of pediatric care of limited or no value by using accessible teaching tools, such as the Choosing Wisely lists.3 We also introduce 2 efficient teaching aids to help learners incorporate the concept of value into their clinical reasoning and presentations: Prepare, Process, Initiate (PPI), and Subjective, Objective, Assessment, Plan, Value (SOAP-V).4 Despite the modest deceleration in the … Address correspondence to Alison Volpe Holmes, MD, MPH, 1 Medical Center Dr, Rubin 525, Lebanon, NH 03756. E-mail: alison.v.holmes{at}hitchcock.org