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Table 1 Included outcome frameworks explicitly specifying a scholar role

From: What makes a doctor a scholar: a systematic review and content analysis of outcome frameworks

Name Definition of the scholar Target audience Source
Accreditation Standard for Primary Medical Education Providers and their Program of Study and Graduate Outcome Statements, Australia, New Zealand. “The medical education provider is active in research and scholarship, which informs learning and teaching in the medical program”.“3.2.1 Science and Scholarship: The medical graduate as scientist and scholar. The curriculum includes the scientific foundations of medicine to equip graduates for evidence-based practice and the scholarly development of medical knowledge”. UG [22]
Blueprint 2001: Training of doctors in the Netherlands, Netherlands. “The doctor is scientifically educated and acts accordingly. This distinguishes him from not academically trained health professionals. He is acquainted with the basic principles of scientific research, not only in the form of scientific knowledge, but also in the form of practical experience through active participation in a scientific research project. He is able to approach scientific data critically and form independent opinions. He has reasonable insight regarding the extent of scientific underpinning of medical practice or of the absence of a scientific basis. He can verify the scientific underpinning of medical actions and communicate information to others”. UG [16]
CanMEDS Framework, Canada. “As Scholars, physicians demonstrate a lifelong commitment to reflective learning, as well as the creation, dissemination, application and translation of medical knowledge”. UG/PG [3]
The Tuning Project, Learning Outcomes/Competences for Undergraduate Medical Education in Europe, EU. “[We] leave it open to individual countries, schools or students to decide how to prioritize practical research experience, in keeping with their profile, educational philosophy or career intentions”. UG [7]
Swiss Catalogue of Learning Objectives for Undergraduate Medical Training, Switzerland. “At the end of undergraduate education and the beginning of postgraduate training physicians engage in a lifelong pursuit of mastery of their domain of professional expertise. They recognize the need to be continually learning”. UG [18]
The Scottish Doctors: Learning Outcomes for the Medical Undergraduate in Scotland: A Foundation for Competent and Reflective Practitioners, Scotland. “The competent graduate recognizes, explains and manages health problems using the principles of current scientific knowledge and understanding that underpin all of medicine”. UG [17]
Tomorrow’s Doctors. Outcomes and Standards for Undergraduate Medical Education, UK. “§8: The graduate will be able to apply to medical practice biomedical scientific principles, method and knowledge relating to: anatomy, biochemistry, cell biology, genetics, immunology, microbiology, molecular biology, nutrition, pathology, pharmacology and physiology. UG [4]
§9: Apply psychological principles, method and knowledge to medical practice.
§10: Apply social science principles, method and knowledge to medical practice.
§11: Apply to medical practice the principles, method and knowledge of population health and the improvement of health and healthcare.
§12: Apply scientific method and approaches to medical research”.
  1. UG undergraduate, PG post graduate