Comparability of Outcome Frameworks in Medical Education: Implications for framework development

Background: The demand for international harmonization in medical education increases with the growing mobility of students and health professionals. Many medical societies and governmental offices have issued outcome frameworks (OF), which describe aims and contents of medical education based on competencies. These national standards affect the development of curricula as well as assessment and licensing procedures. Comparing OF and identifying factors that limit their comparability may thus foster international harmonization of medical education. Summary of Work: We conducted a systematic search for national OF in MedLine, EmBase and the internet. We included all OF in German or English that resulted from a national consensus process and were published or endorsed by a national society or governmental body. We extracted information in five predetermined categories: history of origin, audience, formal structure, medical schooling system and key terms. Summary of Results: Out of 1816 results, 13 OF were included into further analyses. OF reference each other, often without addressing existing differences (e.g. in target audiences). The two most cited OF are “CanMEDs” and “Scottish Doctor”. OF differ especially in their level of detail as well as in the underlying educational system. Discussion and Conclusions: Based on our results we propose a two-step blueprint for OF, that may help to establish comparability for internationally aligned key features – so-called “core competencies” – while at the same time allowing for necessary regional adaptations in terms of “secondary competencies”. Take-home messages: Considerable differences in at least five categories of OF currently hinder the comparability of outcome frameworks.

Complaint of Harvard President and Tutors against Nathan Prince, submitted to Governor William Shirley and the Board of Overseers on Jan. 29, 1741

President Edward Holyoke and Tutors Henry Flynt, Joseph Mayhew, and Thomas Marsh accused Prince of "sundry crimes & misdemeanors" and "sundry evil actions," including weakening and undermining the College government, showing contempt towards his fellow Tutors and towards Hollis Professor John Winthrop (who he claimed "knew no more of Philosophy than a Brute"), and making insulting remarks on numerous occasions. Prince was accused of calling others "Fool, Rogue, Rascal, Puppy &c." and of calling Col. Brattle "a Devilish Lyar." He was also accused of "appearing often times, to be what is commonly stil'd the worse for Drink" and of neglecting his duties towards his students.

Student mathematical textbook of James Freeman, 1774

Manuscript volume containing portions of text copied from Nicholas Saunderson’s Elements of algebra, Nicholas Hammond’s The elements of algebra, and John Ward’s The young mathematician’s guide. The volume is divided into two main parts: the first is titled Concerning the parts of Arithmetick (p. 1-98) and the second, The elements of Algebra, extracted from Hammond, Ward & Saunderson (p. 99-259).

The modern study of literature; an introduction to literary theory and interpretation by Richard Green Moulton ...

Introduction: Dominant ideas of modern study: unity, induction, evolution.--book I. Literary morphology: varieties of literature and their underlying principles.--book II. The field and scope of literary study.--book III. Literary evolution as reflected in the history of world literature.--book IV. Literary criticism: the traditional confusion and the modern reconstruction.--book V. Literature as a mode of philosophy.--book VI. Literature as a mode of art. Conclusion: the traditional and the modern study of literature. Syllabus. Works of the author. General index. Seventh impression, June, 1928

The doctorate in education; an inquiry into conditions affecting pursuit of the doctoral degree in the field of education.

Vol. 2 by H. E. Moore, J. H. Russel, and D. G. Ferguson.

Studies in the history of ideas.

Mode of access: Internet.

Columbia University contributions to philosophy and psychology.

Volume numbers irregular: v. 14, no. 3 repeated; v. 15, no. 1 omitted; v. 16, no. 1 called v. [blank] no. 4; v. 17, no. 4 called v. 17, no. 3; v. 10, no. 1 [a] called v. 18, no. 1; v. 23 omitted.

The metaphysics of nature.

Introduction.--book I. Canonic.--book II. Cosmology.--book III. Psychology.--book IV. The Categories.

The destiny of man : viewed in the light of his origin /

An address before the Concord School of Philosophy, 1884.

Columbia studies in philosophy.

Mode of access: Internet.