A Major Challenge for Graduate Medical Education
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Arguably, the most pivotal period in medical education in this country was during the early 20th century when a nonphysician was given the task to objectively evaluate medical education in America. Abraham Flexner, an educator who worked at the Carnegie Foundation for Advancement of Teaching, provided a critical analysis of an educational system in medicine that had no regulatory body or structured curriculum. This landmark report on Medical Education in the United States and Canada was unveiled in 1910. 1-3 The “Flexner Report,” as it is commonly called, highlighted that a large percentage of medical schools were strictly proprietary. Very few had any type of standards or required prerequisites prior to matriculation. In fact, most medical schools were faculty owned, with tuition funding most of the faculty salaries. The majorityofthemedicalschoolsduringthis period had no hospital or university affiliation. It was reported that some of the graduates from these schools never dissected a cadaver and often did not see a singlepatient.Theshockingconclusionof theFlexnerReportwasthatmorethan120 of the 150+ operating medical schools should be closed. The report generated a quick response from the American MedicalAssociation’sCouncilonMedicalEducation, which initiated the following ratingsystem:classA,fullysatisfactory;class B, redeemable; and class C, complete reorganization needed. With most of the states denying licensure to new graduates of class C schools, it resulted in almost immediate closure of the schools in this category. If they did not close outright,theclassBschoolsoftenmergedwith other schools to survive. As predicted, more than 100 medical schools eventually closed. An unexpected consequence of the Flexner Report was the increase in philanthropic funds to the medical schoolswithalmosthalfofthefundsgiven toallcausesbeingdirectedtoundergraduate medical education. Approximately $154 million (excluding matching funds) were poured into medical schools. Fortunately,medicalschoolstodayare
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle