Bibliographic record
Abstract
Medical educators, education journals, and medical education societies and associations are celebrating the centennial anniversary of Abraham Flexner’s report, ‘‘Medical Education in the United States and Canada’’, published in 1910 (Flexner 1910). It is interesting to explore its importance and the impact it had on medical education at the time, and draw parallels to current medical education systems in countries around the world. The focus of this commentary will be on Saudi Arabia, where the primary author has spent a considerable number of years either teaching or consulting with a number of medical schools. The trigger for writing this commentary was the Second International Medical Education Conference (SIMEC) held in April 2010 in Jizan, Saudi Arabia. The conference included over a dozen speakers from the United States, the United Kingdom, and countries from the Region. Every conference provides an opportunity for the local educational community to present their achievements as well as the challenges that they are facing. One of the challenges that Saudi Arabia faces now, which was quite apparent during the conference, is the proliferation of private and public medical schools in the absence of clearly enforced guidelines for quality control.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.036 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".