MétaCan
Menu
Back to cohort
Record W2323366623 · doi:10.1097/acm.0b013e31826744a0

Medical School Logos

2012· letter· en· W2323366623 on OpenAlexaboutno aff
Dan Hunt

Bibliographic record

VenueAcademic Medicine · 2012
Typeletter
Languageen
FieldArts and Humanities
TopicHistory of Medicine Studies
Canadian institutionsnot available
Fundersnot available
KeywordsOfficerLogos Bible SoftwarePrivilege (computing)Symbol (formal)Medical schoolMedical educationMedicineManagementLawPolitical scienceComputer sciencePhilosophyTheology

Abstract

fetched live from OpenAlex

To the Editor: As one of the secretaries for the Liaison Committee on Medical Education (LCME), I have the privilege of visiting many medical schools in the United States and Canada. When I started that job in 2007, I began a practice of visiting each school’s bookstore and purchasing a coffee mug picturing the school logo. (Rule number one in accreditation is no gifts, so feel free to inventory my collection of receipts.) Now, when school representatives visit my office at the Association of American Medical Colleges (AAMC), I offer them coffee in cups from my collection, which allows me to say that the LCME serves the schools. However, as the collection expanded and began displacing books on my shelves, I noticed that some schools had logos with an image of a staff with wings at the top and two serpents entwining the staff, while others had logos with the staff, no wings, and one entwining serpent. In a decidedly flawed methodology to understand the prevalence of these two versions, I discovered that of the 91 cups collected to date, 12 have two serpents and wings at the top of the staff, and 13 have a single serpent entwining a staff and no wings. The rest of the cups have no version of this symbol. Turning to the literature,1,2 I learned that in 1902 the Secretary of the Army assigned a junior officer to design a shoulder patch for his new Army Air Medical Corps (thus the wings at the top of the staff). The officer, however, did not know his Greek mythology and chose the two-serpent version, which is the caduceus, the staff carried by the ancient Greek god Hermes. Unfortunately for the officer (and now us), the caduceus is the symbol of business and, some would say, of deception. Instead, he should have used the single serpent around the staff, which is associated with Aesculapius, the god of medicine in Greek mythology, and is a widely accepted symbol of healing. If you look through the kitchen cabinets of the AAMC, you can occasionally find a pre-2005 coffee cup, and there, in full glory, is the image of two serpents around a staff. This served as the logo of the AAMC for many years until someone pointed out the error. When I gently mentioned the history of the AAMC’s logo to a faculty member at a school whose logo proudly displayed the caduceus, my statement was met with disbelief and I was assured that the caduceus had been part of the school’s logo for 120 years. One month later, I received an e-mail from that individual telling me that the school was changing its logo. So what are we to think about those schools that seem to be announcing with the caduceus symbol on their cups that business is their mission? Do they realize the message they are sending? Whatever their reasons for using the caduceus, rest assured, the LCME has no plans to develop a new standard related to logos. Dan Hunt, MD, MBA Co-secretary for the LCME and senior director for accreditation services, Association of American Medical Colleges, Washington, DC; [email protected]

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.030
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Editorial · Consensus signal: Editorial
Teacher disagreement score0.074
Threshold uncertainty score0.249

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0030.030
Meta-epidemiology (narrow)0.0010.001
Meta-epidemiology (broad)0.0010.001
Bibliometrics0.0020.001
Science and technology studies0.0030.002
Scholarly communication0.0050.004
Open science0.0030.002
Research integrity0.0100.013
Insufficient payload (model declined to judge)0.0740.029

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.

Opus teacher head0.072
GPT teacher head0.293
Teacher spread0.221 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEditorial

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".

Quick stats

Citations2
Published2012
Admission routes1
Has abstractyes

Explore more

Same venueAcademic MedicineSame topicHistory of Medicine StudiesFrench-language works237,207