{'fraction_non_alphanumeric': 0.021346469622331693, 'fraction_numerical': 0.006568144499178982, 'mean_word_length': 6.530864197530864, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Educational supervisors evaluate the preparedness of graduates from a reformed UK curriculum to work as pre‐registration house officers (PRHOs): a qualitative study

Introduction  In 1996 the University of Liverpool introduced an integrated problem‐based learning (PBL) medical curriculum incorporating the recommendations of Tomorrow's Doctors. This paper investigates whether the PRHO (pre‐registration house officer) educational supervisors who supervise Liverpool graduates believe that the reformed curriculum is producing house officers who have the competencies outlined by the General Medical Council.