{'fraction_non_alphanumeric': 0.012108980827447022, 'fraction_numerical': 0.006054490413723511, 'mean_word_length': 5.085889570552148, '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}}
An MD‐PhD re‐entry curriculum

Context and setting The Centre for Medical Education at our university has undergone a major revision in form and function. A new core group of 9 faculty members has become an active contributor to the Centre’s activities. Several members of this group have backgrounds in medical education, but most are clinicians or basic scientists with teaching experience but little or no training in the basic concepts and principles of medical education. Why the idea was necessary Centre members are expected to contribute to the education mission of the faculty and to the scholarly activities of the Centre; thus we felt it important that each should acquire knowledge of basic pedagogic principles and an understanding of their application. What was done Based on an extensive search of educational textbooks and journals, we developed a list of 126 items representing key education concepts. Each item was assigned to 1 of 6 arbitrarily labelled pedagogic domains: