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In this paper, we consider, from critical perspectives, the ways in which research assessment governs the production of academic knowledge and can contribute to epistemic injustices. This issue is examined through a fieldwork study in 2018 of the implications of the Danish Bibliometric Indicator for research in a humanities department of a research-intensive Danish university. We draw on Connell's Southern Theory in conjunction with Bourdieu's work on language and power to show how humanities research in the Danish language is pushed onto the periphery of global disciplinary fields. The paper highlights that regimes of governance such as bibliometric research assessment affect not only what is published and where but also what is recognised as scientific or academic language. Such regimes can contribute significantly to the generation and reproduction of epistemic injustices through limitations on how, and by whom, legitimate knowledge is defined, produced and promulgated. We argue that it is time to recognise this as the colonisation of research.

This paper contributes to knowledge on workshops as a research methodology, and specifically on how such workshops pertain to e-learning. A literature review illustrated that workshops are discussed according to three different perspectives: workshops as a means, workshops as practice, and workshops as a research methodology. Focusing primarily on the latter, this paper presents five studies on upper secondary and higher education teachers' professional development and on teaching and learning through video conferencing. Through analysis and discussion of these studies' findings, we argue that workshops provide a platform that can aid researchers in identifying and exploring relevant factors in a given domain by providing means for understanding complex work and knowledge processes that are supported by technology (for example, e-learning). The approach supports identifying factors that are not obvious to either the participants or the researchers prior to commencing the workshop process. This paper also discusses the facilitator's different clinical and ethnographic roles and highlights the risks and ethical issues involved during both the workshop process and the workshop data analysis. As such, these collaborative and immersive aspects frame workshops as a research approach that has the potential to advance meaning negotiation between researchers and participants.

Drawing on a recent doctoral research project that examined the everyday life perspectives during kindergarten mealtime, this paper discusses the methodological issues related to the concepts of child and adult perspectives during mealtime, and to the children's participation in research. Through the paper, we take part in a critical discussion of the dichotomization of child and adult perspectives (Lee, 2001; Spyrou, 2011; Wyness, 2013). Instead, we suggest to approach perspectives as something that is created through situated interactions between human and nonhuman elements. We argue that perspectives could be studied as constructed from a net of human, material, and discursive elements. In doing so, we also question children's participation in research as a source for production of knowledge that is more authentic than that produced by adults (Gallacher & Gallagher, 2008; Lomax, 2012). Hence, the kindergarten mealtime will provide the arena for discussing methodological issues that are relevant beyond studies on food and meals.

The growing need to improve the quality and efficiency of translation by using technology has stimulated the practice of and research into translation technology teaching (TTT). Naturally, there is a need to analyse the state of the art and development of TTT from a quantitative perspective, because such research is still very scarce. This paper uses the bibliometric technologies, CiteSpace and VOSviewer in particular, to delineate the publication information of TTT-related research mainly in two citation databases, i.e., Web of Science (WoS) and China National Knowledge Infrastructure (CNKI), from the year 1999 to 2020. It finds that China is gaining importance in TTT-related research, that international English-language publications pay more attention to the teaching of MTPE, while Chinese-language publications focus more on corpus-based TTT, and that English publications tend to use empirical methods, while Chinese publications tend to adopt non-empirical methods. The differences between the two publication communities in research methods and focuses call for contact and exchange between the two communities.

The consideration of child-centred participation in childhood research is a topic that draws heavily on human rights, and participatory childhood research is performed in a variety of ways. The paper explores issues of adult-child roles in early childhood education with an intention to involve young children in the research as much as possible with reference to Hart's ladder of participation. A drawing-elicited interview was conducted with four children, 3-5 years of age, regarding their views on favourite adult professionals. The children were encouraged to express themselves through drawing and stories, while the researcher strove to follow child-led initiatives along the way. In the process, the children started to generate crazy stories, to laugh, and experiment with the researcher's authority and engage in playfulness. The analysis points to ways in which adult researcher-child relationships are negotiated in research, suggesting that the adult engages in playful interactions with children in order for true participation and sharing of perspectives to take place. The study emphasises how improvisation, share of control, and playful interactions with children are important elements to consider in participatory early childhood research because it is crucial in forming a research relationship with young children.

This paper utilises the conceptual lens of intersectionality to explore gendered academic career trajectory in the context of one participant's challenge to a normative reading of the link between her private life and its relation to a "successful" academic career. The paper then charts the recalibrations that needed to take place to ensure certain sociocultural categories and intersections were not privileged over others. Finally, the paper then utilises the concept of intersectionality as a metaphor with which to view the intersecting and reflexive relationship between the interviewer, the interviewee and the performative event of the interview process.

Aims: To explore how parents experienced their child with delirium and how parents viewed our delirium management bundle. Design: We conducted a qualitative exploratory descriptive study using semi‐structured individual or dyad interviews. Methods: Twelve semi‐structured interviews with 16 parents of 12 critically ill children diagnosed with delirium in a paediatric intensive care unit were conducted from October 2022 to January 2023 and analysed through a reflexive thematic analysis. Findings: We generated five themes: (1) knowing that something is very wrong, (2) observing manifest changes in the child, (3) experiencing fear of long‐term consequences, (4) adding insight to the bundle, and (5) family engagement. Conclusion: The parents in our study were able to observe subtle and manifest changes in their child with delirium. This caused fear of lasting impact. The parents regarded most of the interventions in the delirium management bundle as relevant but needed individualization in the application. The parents requested more information regarding delirium and a higher level of parent engagement in the care of their child during delirium. Impact: This paper contributes to understanding how parents might experience delirium in their critically ill child, how our delirium management bundle was received by the parents, and their suggestions for improvement. Our study deals with critically ill children with delirium, their parents, and staff working to prevent and manage paediatric delirium (PD) in the paediatric intensive care unit. Reporting Method: The consolidated criteria for reporting qualitative research guidelines were used to ensure the transparency of our reporting. Patient or Public Contribution: No patient or public contribution to the research design. What does this Paper Contribute to the Wider Global Community?: ‐ It increases awareness of the parent's perspective on PD in critically ill children.‐ It shows how PD might affect parents, causing negative emotions such as distress, frustration, and fear of permanent damage.‐ It shows that the parents in our study, in addition to the care bundle, requested more information on delirium and more involvement in the care of their delirious child. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to offer a comparison of how human expertise is perceived by human resource development (HRD) scholars across several Western European countries and in the USA. Design/methodology/approach: A qualitative, exploratory approach using electronic mail was used for this study. In total, 36 leading HRD scholars from 11 different countries were interviewed. Findings: There is a propensity of several countries to converge towards common themes. Based on this fact, a European-US definition of expertise is offered: expertise is the combination of knowledge, experience, and skills held by a person in a specific domain. Research limitations/implications: One major limitation is the selection of "experts" to describe "expertise". Second, although all but one European interviewee spoke fluent English, the questions were asked in English. Third, virtual ethnography coupled with traditional interviewing is known to be best. Fourth, the research is deeply embedded in one field. Finally, the rather small sample size underrepresented some countries. Practical implications: The findings provide HRD practitioners with a better understanding of training and development practices and give additional ground for employee development. They shed light on cultural differences and on cross-national communication. As organizations increasingly expand worldwide and outsource, understanding expertise across nations can provide insights into selection and hiring procedures and help with cross-cultural training for expatriates. Expertise can also be used as a performance measure to develop employees for optimal performance. Originality/value: The paper explores a training and development construct internationally. (Contains 1 table.)

This paper is based on the author's experiences of interviewing seven men and seven women who graduated from a Danish high school in 1980, at a moment when the upper secondary system underwent a process of democratisation. She questioned the informants as to the role education has played in their lives, and as to the sense their choice of education makes to them. In addition to providing extensive narrative data about the experience of going through the educational system in the 1970s and 1980s, her interview process also raised two fundamental methodological issues. The first regards the relationship between the narrative and its historical context. The second relates to how narrated truths can be understood more as split and divided between the interviewee and the interviewer than as negotiated, as is frequently argued. In the paper it is suggested that these narratives act more as a testing ground for the development of interpretations and reflections about the early years of the so-called "educational explosion" that has taken place in Denmark from the 1960s until today than as ultimate truths. (Contains 40 footnotes.)

This paper discusses the contribution of international studies on educational effectiveness in the light of 4 papers presented at the new ICSEI Methodology of Research and Effectiveness (MORE) Network in Barcelona in January 2005 and published in this issue of the journal. A brief historical overview is used to provide a context for these papers and a number of themes are identified in relation to the secondary analysis of international datasets such as TIMSS and PISA. The value of creating a new international teacher observation and feedback instrument to facilitate collaborative international research is discussed. In addition, the paper discusses the value of comparative studies of education policy in different national systems using the example of a high profile study of successful countries (in terms of PISA 2000 results) initiated by the Deutsches Institut fur Internationale Padagogische Forschung to inform a review of the German system.

Although the late 1990s saw increasing use of qualitative data in rural studies and a turn towards issues such as identities and the construction of rurality, many rural researchers still rely on a range of different methods and use both qualitative and quantitative data. However, the challenge of combining quantitative and qualitative data and using different methods is a theme not often dealt with in rural studies, at least not explicitly. This paper (re-)turns the attention to implications of using various methods and combining different types of data for studying a subject matter called "the use of rural space." It concerns both physical land use and the practice and values of individual actors influencing the land use. We emphasise interplay between methodology and philosophy throughout the research process and argue for using multi-methods without compromising the integrity of the different methods. The methodological approach is a combined study of practice and values of individual actors. Two examples--one concerning Senegalese pastoralists' livelihoods and their use of mobility and one concerning landowners' location of field afforestation in Denmark--illustrate how the approach facilitates quite different studies of both practice and values and how quantitative and qualitative data can be combined in a non-eclectic way.

The relevance of qualitative research to virtual practices rests on subject knowledge and practical know-how on operations for exchange, growth, learning, and dialogue. Highlighting the discursive perspective, this paper covers theory on emerging didactics for online learning. In doing so, the contents show how computer-mediated learning incorporates a dialogical orientation. There is an empirical account of experiences of applying the theory in a comprehensive Nordic network with an aspect of computer-mediated theory focused on Ba, a construct illustrating how educators and pupils keep their higher mental operations creative in the process of critiquing and applying knowledge in English as a foreign language. The paper explores the social nature of learning, emphasising the dialogical perspective, weaving methodological consistencies, and principles and theoretical positions with recent conceptual elaborations that focus on knowledge creation in emerging realities. Ideas about action learning provide an overview of issues particular to research on virtual discursive interaction. (Contains 1 table and 1 figure.)

Outdoor, and in particular, nature-based pedagogies are distinctive in that the environments where practice is situated, afford opportunities for pedagogues to encourage children to foreground meaning making through engagement with nature's sensory and kinesthetic cues. Observational methods, however, have rarely used approaches sympathetic to the dynamism of these pedagogical environments. Limitations in efficacy and practicality of existing methods highlight the potential for an alternative approach responsive to the demands of complex settings, including the under-researched field of nature kindergartens. This paper reports the development of a sensory-ethnographic observation protocol used to document three case studies of nature kindergartens in Denmark, Finland and Scotland during a 16-month, season-round data collection. A methodological innovation that explicitly accounts for habitual, non-verbal and situated dimensions serves as a useful means for a sole researcher to build a multi-layered description of the vitality, verve and flux in each case's pedagogical relations with their nature environments.

This paper describes, by focusing on factor analytic structures, pupils' reactions towards the utilisation and preservation of nature. A previously hypothesised model based on these two domains (comprised of 5 primary factors) was shown to be valid for four different Western European pupil samples: CH, D, DK, IRL. The empirical basis of this present paper comprises a survey of about 900 French pupils of both genders aged between 11 and 16 years from rural areas who responded to a paper-and-pencil questionnaire. Data from the remaining European samples added some 4000 respondents based on the same objective test each. The purpose of the present study was five-fold: Firstly, to test and confirm the hypothesised primary and secondary factor structure for the combined data set. Secondly, to apply the methods of linear structural relationship analysis to test the existence of two higher-order factors (the domains: "Preservation" and "Utilisation"). Thirdly, to investigate any age or gender effect in the primary factors. Fourthly, to provide an age-adjusted empirical instrument for evaluation purposes of educational programmes featuring conservation and environmental protection. Finally, to compare the means within-region factor scores in anticipation of substantial between-region differences. These differences followed a rather consistent pattern supporting the interpretation that "utilising" nature is negatively correlated with positive environmental reactions. (Contains 7 tables and 3 figures.)

A letter to the editor in response to the article "Influence of mammography screening on use of mastectomies in Denmark" by K. Jørgensen and others in a 2015 issue is presented.

The aim of this paper was to demonstrate how genealogy can be used as a method for critical education research. As Foucault emphasized, genealogy is a method for identifying the way in which the individuals are subjectified through discourse. The genealogical analysis in the article defines two mayor tendencies in contemporary Danish pedagogy: individualization and structuralizing. The analyses also show an example of how the two tendencies are intermingled in the Danish law of learning plans in day care institutions.

Email is a born-digital form of communication, which can be studied in a number of ways using a variety of methods, as with any other socially and culturally mediated phenomenon. However, despite a great number of studies, the methodologies of the studies have attracted only little attention. In this paper, we wish to extend our knowledge regarding methodological challenges in studying emails. In particular, we will consider the methodological challenges, which any scholar will encounter when email in its digital form is transformed to and preserved as an object of study. Based on a review of existing studies' archiving strategies as well as our own study on email consultations in a healthcare setting, we will examine and discuss analytical and methodological consequences of different approaches to archiving and data management of emails. We demonstrate that the archived record is shaped by its context of creation. Since collection methods and archiving tools are not neutral, we call for a greater attentiveness to this part of the research process. We conclude by outlining implications for systematic empirical research into emails as a form of communication. [ABSTRACT FROM AUTHOR]

Background: Current evidence suggests that chlamydia screening programmes can be cost-effective, conditional on assumptions within mathematical models. We explored differences in cost estimates used in published economic evaluations of chlamydia screening from seven countries (four papers each from UK and the Netherlands, two each from Sweden and Australia, and one each from Ireland, Canada and Denmark).Methods: From these studies, we extracted management cost estimates for seven major chlamydia sequelae. In order to compare the influence of different sequelae considered in each paper and their corresponding management costs on the total cost per case of untreated chlamydia, we applied reported unit sequelae management costs considered in each paper to a set of untreated infection to sequela progression probabilities. All costs were adjusted to 2013/2014 Great British Pound (GBP) values.Results: Sequelae management costs ranged from £171 to £3635 (pelvic inflammatory disease); £953 to £3615 (ectopic pregnancy); £546 to £6752 (tubal factor infertility); £159 to £3341 (chronic pelvic pain); £22 to £1008 (epididymitis); £11 to £1459 (neonatal conjunctivitis) and £433 to £3992 (neonatal pneumonia). Total cost of sequelae per case of untreated chlamydia ranged from £37 to £412.Conclusions: There was substantial variation in cost per case of chlamydia sequelae used in published chlamydia screening economic evaluations, which likely arose from different assumptions about disease management pathways and the country perspectives taken. In light of this, when interpreting these studies, the reader should be satisfied that the cost estimates used sufficiently reflect the perspective taken and current disease management for their respective context. [ABSTRACT FROM AUTHOR]

In order to obtain an accreditation, the university management must implement a quality assurance system and be able to document that quality policy and procedures are followed and acted upon as appropriate. One element in this system is monitoring students' satisfaction. In this paper, we describe a method of acquiring the necessary information to enable school managers to efficiently summarize a substantial amount of information to detect issues of concern. The collection of information is performed in a systematic and consistent manner. It allows rapid feedback to students and staff, and is an integrated component of the quality assurance system. As successive evaluations are completed, school performance can be monitored, facilitating the development of strategies for continuous quality improvement. Finally, the context in which the evaluation is implemented as well as benefits and drawbacks are discussed.

In this paper, we view health strategies in the field of personalised medicine as performative actions which articulate the development desired for a given society and demonstrate and affirm values and visions for that society. Based on a qualitative study in Denmark, we show how political actors and policy documents articulate visions for personalised medicine through a distinct sociotechnical imaginary. This sociotechnical imaginary mobilises the distinction between non-profit public and for-profit private organisations, placing personalised medicine in the public domain as the self-evidently desirable future for Danish health care In the Danish case, the issue of implementing personalised medicine becomes an opportunity to revisit the vision for the welfare state and verify public institutions as a shared space for state and citizens. While Danish political actors see personalised medicine as transformative, they articulate this transformation as being steered by public actors, at the same time downplaying the role of private companies. Where public health studies have focused on how political investments into personalised medicine may marginalise specific groups and populations, the Danish case shows that also powerful transnational players may be excluded from political discourse. It teaches us not to treat personalised medicine as one phenomenon, but to pay direct attention to the local contexts in which it operates and shapes what 'public' and 'health' become. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to present the key project learning points and outcomes as a guideline for the future quality management of demand-led learning and development. Design/methodology/approach: The research methodology was based upon a corporate university blueprint architecture and browser toolkit developed by a member of the team to provide depth in practice evidence and a searchable database for comparative case to case practice evaluation. Findings: It was found that the corporate university organisation and business development concept is a subject area which is either well understood by company management and education institutions or there is considerable confusion about its role and purpose. In large part this arises from the very different interpretation in the concept's development and practice across the world, region by region. From a wide and diverse portfolio of companies and organisations who where invited to participate in the action research case studies, those who accepted have one very important characteristic in common: they are all intensively engaged in managing a major innovation, i.e. they already have the commitment to making new ideas work in practice. In addition it also demands serious reflection about the creative nature of the learning leadership role and also the style of its management. Practical implications: The results of the project show that a successful corporate university intervention needs to be founded upon a sustainable commitment by top management who should promote, if not present already, a spirit of curiosity leading to better ways of doing business today and in the future. It requires an in-depth understanding of the organisation's strategic learning needs and good knowledge of the models of corporate university development that are available and reliable. Originality/value: The database of case foundation information, key performance indicators (KPIs) and best practice outcomes will be one of the most comprehensive and world class quality reference sources published to date. The variables that make up the portfolios of emergent best practices--process and management--have originality and value both individually and collectively. The impact of these best practice ways of working will have far reaching consequences for leadership and the future shape of lifelong interdependent learning between employers and employees and policy in government departments and education institutions.

Describes a development project for the use of computer graphics and video in connection with an inservice training course for primary education teachers in Denmark. Topics addressed include research approaches to computers; computer graphics in learning processes; activities relating to computer graphics; the role of the teacher; and student motivation. (Contains six references.) (LRW)

Aim: This article aims to describe the study design, including descriptive statistics on changes in response rates, characteristics associated with response and response mode distribution, in the Danish National Health Survey (DNHS) in 2010, 2013 and 2017. Methods: Each survey was based on five regional stratified random samples and one national random sample drawn from the Danish Civil Registration System. The subsamples were mutually exclusive. Around 300,000 individuals (aged ⩾16 years) were invited to participate in each survey using a mixed-mode approach (paper/web). A questionnaire with a minimum of 52 questions was used in all subsamples. In 2010 and 2013, invitations were sent via the regular postal service, whereas a secure electronical mail service was used to invite the majority (around 90%) in 2017. Weights accounted for survey design and non-response. Results: Participation decreased from 59.5% in 2010 to 54.0% in 2013 after which it increased to 58.7% in 2017. The proportion answering the web questionnaire increased from 31.0% to 77.4% between 2013 and 2017 and varied from 73.8% to 79.7% between the subsamples in 2017. Overall, the response rate was low among young men and old women and among individuals who were unmarried, had low sociodemographic status, were from ethnic minority backgrounds or were living in the eastern part of Denmark. Conclusions: The survey mode, response mode distribution as well as response rate have changed over time. Weights to handle non-response can be applied to accommodate possible problems in generalising the results. However, efforts should continuously be made to ensure that response is missing at random. [ABSTRACT FROM AUTHOR]

Aim: To describe academic nurses' experiences engaging clinical nurses in utilizing and implementing developmental and research‐based knowledge in hospital settings. Methods: This study used a descriptive qualitative design. Fourteen academic nurses at Masters or PhD level from three different regions of Denmark participated in the study, relating their successful experiences engaging clinical nurses in utilizing and implementing developmental and research‐based knowledge. Data were collected in February 2020 through qualitative semi‐structured interviews and analysed using a qualitative manifest content analysis. Results: The main theme revealed was that academic nurses were 'Working towards creating a practice‐related culture for research' to engage clinical nurses. This was supported by three subthemes: 'Focusing on evidence‐based practice knowledge', 'Facilitating knowledge through a pedagogical approach' and 'Aiming for future changes'. Conclusions: The academic nurses experienced their engagement of clinical nurses and the subsequent change of practice in patient care and nurses' workflows in the department settings, as successful due to the academic nurses' pedagogical actions to educate clinical nurses and due to the academic nurses' practice‐related approach to research and implementation. Summary statement: What is already known about this topic? Nurses who utilize research and work with evidence‐based practice are more satisfied with their work, have better patient outcomes and become advocates for patients as they focus on improving the quality of patient care.Engaging nurses in nursing research can be a difficult task due to barriers to research utilization. However, most nurses have positive attitudes towards research.Knowledge is needed about how nurses have been successfully engaged in utilizing and implementing developmental and research‐based knowledge. What this paper adds? Academic nurses have successfully engaged clinical nurses in research and development by creating a practice‐related research culture.Engaging clinical nurses in research and development can be improved by focusing on evidence‐based knowledge to solve practical problems in nursing.Facilitating knowledge of research through pedagogical actions of education and involvement is often more important than the academic knowledge itself. The implications of this paper: Engaging clinical nurses in research and development depends upon making practice‐related research culture a natural part of daily nursing practice.Dual management, consisting of two head nurses—one for practice and one for research—should be established to improve academic nurses' authority to implement changes in nursing practice. [ABSTRACT FROM AUTHOR]

Being in nature and doing nature-based activities has been shown to reduce stress-related illnesses such as trauma and post-traumatic stress disorders. In 2016, the crisis shelter Danner in Denmark decided to implement a programme based on the therapeutic use of nature as a recovery method for their residents: women and children exposed to domestic violence. This was done in collaboration with the research group of University of Copenhagen. This paper describes the objectives of the project, the development of an educational programme and the implementation of nature-based therapy. The Danish model for qualifications in education developed by the Danish Ministry of Education was the overall structural framework for the programme. The education programme contained four overall elements: (1) a theoretical part on the nature–health relationship; (2) performance and development of practical nature activities in collaboration with staff; (3) case stories about the challenges of implementing nature-based therapy for the residents in the crisis shelter; and (4) the implementation phase of nature-based therapy at Danner. Developing qualifications related to the use of nature-activities and the use of nature-environment might be useful for social workers and strengthen their competences in their work with battered women and children. [ABSTRACT FROM AUTHOR]

Health care systems as well as bodies of medical knowledge are dynamic and change as the result of political and social transformations. In recent decades, health care systems have been subjected to a whole assemblage of regulatory practices. The local changes undertaken in Denmark that are being explored here are indicative of a long-term shift that has occurred in many welfare states intended to make public services in the Global North more efficient and transparent. Departing in prolonged field work in Danish general practice and the anthropological literature on audit culture, this paper suggests that the introduction of regulatory practices has enhanced the need for triage as a key organising principle. The term triage literally means separating out and refers to the process of sorting and placing patients in time and space. The paper suggests that an increasing introduction of triage feeds into a reconfiguration of diagnostic work, where the clinical setting is gradually becoming more intertwined with the governing domains of policy, and the work of the secretary is gradually becoming more intertwined with that of the doctor. Finally, the paper argues that an increasing regulation of general practice poses an ethically charged challenge to existing welfare politics of responsibility between the state and the public, as it makes it increasingly difficult to negotiate access to care. [ABSTRACT FROM AUTHOR]

This paper aims to provide knowledge on medical trainees' considerations about specialisation as they move from undergraduate to postgraduate medical education; especially their interest in general practice compared to other specialities. We developed and content-validated a questionnaire to examine medical trainees' speciality considerations and conducted a descriptive, cross-sectional study. All medical trainees initiating their internship in Denmark in 2022 (N = 1,188) were invited to participate in the study. Medical specialities were categorised as hospital service specialities, internal medicine specialities, primary care, psychiatry specialities and surgery and emergency specialities. Descriptive statistics were used to describe the cohort and examine the participants' speciality considerations by assigning them to one of the following three orientations: committed, undecided or non-committed to a speciality. The response rate was 38.8% (n = 461), and participants' mean age was 27.4 years with a majority of females (68.1%). Nearly 25% of the participants had general practice as speciality preference, and only 13.9% had excluded general practice for future specialisation. Overall, around half of the participants had general practice as a first, second or third preference for specialisation. Danish medical trainees show considerable interest in general practice at the time of their transition from undergraduate to postgraduate education. However, to meet future demands on the primary care, further recruitment of general practitioners is still needed. This knowledge of the specialities' recruitment potential will likely be of interest to medical educators and healthcare planners alike. [ABSTRACT FROM AUTHOR]

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