How good is the newly graduated doctor and can we measure it?

As medical curricula and the competencies required of new graduates evolve, evidence-based evaluation of these curricula should become routine

Over the last two to three decades, many universities and medical schools have initiated curriculum reforms. The factors cited as drivers of this worldwide reform include the ever-increasing knowledge base, shift in the burden of disease, advances in technology, changing expectations of patients and societies, easy access to healthcare information via the Internet, need for cost-effectiveness, the quality movement and awareness of medical errors, and changes in the learning environment.