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The objective structured clinical examination (OSCE) is a tool for measuring the dimensions of clinical competences. OSCE differs from traditional oral or written examination and results should not be influenced by lack of knowledge of the testing type. We prepared a video describing the practical aspects. On a Likert scale from 1 to 7 our video was rated 4 (interquartile range (IQR): 4-6). An informatory lecture was rated 4 (IQR: 3-5) and a rehearsal OSCE was rated 6 (IQR: 5-7). Video use peaked in the days up to OSCE. Accessibility should be improved by reaching out using the appropriate tools. We encourage the use of video for preparation to new examination types.

This observational study describes the implementation of the CanMEDS' framework of seven roles in theoretical courses in the Danish medical specialist education as well as it describes educational and competence-based evaluation methods. Based on the specialties' written objectives, we found that in 32% of the cases only the role as medical expert was addressed, and that in 92% of the cases at least one educational method besides traditional lectures was used. In 55% of specialties, different types of evaluation of competence were used. Implementation of all the seven roles of a doctor, the use of evidence-based learning and evaluation methods are still in progress.

Introduction: In 2004, outcome-based education and in-training assessment was introduced by a reform of postgraduate medical education in Denmark. An assessment programme covering the introductory year of anaesthesiology was constructed. The purpose of this study was to explore to which degree this programme was implemented in daily practice in the clinical departments and whether the recommended assessment protocol was followed., Materials and Methods: A questionnaire was distributed to 26 departments and 38 trainees., Results: The response rate for both groups exceeded 90%. Individual learning plans were prepared by (2/3) of the trainees according to both trainees and departments. The various methods in the assessment programme were implemented to a high degree. The use of structured clinical observations was reported by more than 70% of both groups. Global assessments were applied in more than 70% according to both groups. Fifty percent of the trainees and 70% of the departments reported that these were used in accordance with recommendations. The trainees profited from preparing the written assignments, but only half of them found that they were used in accordance with recommendations. In contrast, more than 90% of the departments reported that the assignments were implemented according to recommendations. Practical completion of in-training assessment was considered difficult by 67% of the departments and 30% of trainees. The workload was the primary difficulty reported., Conclusion: In conclusion, the in-training assessment programme of the introductory year of anaesthesia has been implemented to a high degree and the assessment protocol is used according to recommendations.

Introduction: General practice has always provided teaching and training in some form or another, and recent years have seen a discussion on an appraisal system based on visits to practices. The educational dimension of general practice has been described in several publications. Training in general practice is highly esteemed. Even so, extant literature pinpoints educational elements that may be improved, especially in the areas of pedagogic competence, organisation and physical environment., Material and Methods: Interviews with trainees, trainers, tutors and members of the board of the Danish Association for Family Medicine., Results: Educational appraisal in Danish teaching practices is assumed to have a positive impact on training. One 3-hours visit very 4th year is suggested, with the possibility for early revisits as needed. Two inspectors per visit and a primary focus on pedagogic competence are recommended., Conclusion: Despite good evaluations there is room for improvement of general practice training. Educational appraisal may provide a method for this. It is assumed that appraisal in conjunction with the currently existing activities would strengthen the training in general practice. The format should be practicable and acceptable.

Introduction: The quality of clinical medical training in Denmark has been closely debated and criticised in recent years. Reorganisation of the daily working plans is one of the recommendations for improvement., Method: In the Department of Gastrointestinal Surgery, we made changes in the daily working plans in order to improve supervision and training. These changes included firmer attachment of the young residents to specialised medical teams in the department and the creation of more supervised working situations. The morning rounds were done by all the senior and junior doctors in the team together, which meant that the rounds could be completed in half-an-hour and consequently more senior doctors were available for supervision during the rest of the day. This was adopted by the outpatient clinic, the endoscopy unit, and the operating rooms, where activities did not start until after the rounds., Results: The changes led to a considerable increase in the number of working situations with supervision. Assessment by a questionnaire showed that residents also found significant improvements in supervision during all clinical activities. Overall satisfaction with the department and working conditions increased., Conclusion: Many different aspects must be considered if clinical medical training is to improve. One key factor is a thorough revision of the daily working plans, so as to establish as many supervised teaching situations as possible.