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In 2018, Nielsen and Kreiner provided evidence that the Attitudes and Relationship to Statistics--Revised (HFS-R) questionnaire provides essentially valid, objective, and reliable measurement of three statistical anxiety constructs and one statistical attitude construct among students of sociology and public health. The purpose of the study described in this paper was to revisit the HFS-R instrument to assess the degree to which the properties of the instrument and its subscales extends to students of psychology. The study confirmed that this was largely the case. HFS-R is again found to provide essentially valid, objective and reliable measures of a three-dimensional construct related to Statistical Anxiety and a unidimensional construct associated with attitudes towards statistics. This paper provides the documentation supporting these claims.

This paper presents results from the design and testing of an educational version of Quantum Moves, a Scientific Discovery Game that allows players to help solve authentic scientific challenges in the effort to develop a quantum computer. The primary aim of developing a game-based platform for student-research collaboration is to investigate if and how this type of game concept can strengthen authentic experimental practice and the creation of new knowledge in science education. Researchers and game developers tested the game in three separate high school classes (Class 1, 2, and 3). The tests were documented using video observations of students playing the game, qualitative interviews, and qualitative and quantitative questionnaires. The focus of the tests has been to study players' motivation and their experience of learning through participation in authentic scientific inquiry. In questionnaires conducted in the two first test classes students found that the aspects of doing "real scientific research" and solving physics problems were the more interesting aspects of playing the game. However, designing a game that facilitates professional research collaboration while simultaneously introducing quantum physics to high school students proved to be a challenge. A collaborative learning design was implemented in Class 3, where students were given expert roles such as experimental and theoretical physicists. This significantly improved the students' feeling of learning physics compared to Class 1 and 2. Overall the results presented in this paper indicate that the possibility of participating in authentic scientific experiments, which this class of games opens, is highly motivating for students. The findings also show that the learning design in the class setting must be considered in order to improve the students' experience of learning and that various design challenges remain to be addressed even further.

Purpose: Most patient-reported outcome (PROs) used in thrombosis research and clinical practice are delivered using technology like online questionnaires. However, only few have undergone formal electronic adaptation from paper to digital versions, threatening the validity and reliability of the PROs. The present study aimed to perform an electronic adaption and cross-cultural translation of two PROs measuring health-related quality of life in a Danish cohort of patients with venous thrombosis (VTE), specifically the VEINES-QoL/Sym questionnaire and the PEmb-QoL questionnaire. Methods: The electronic adaption and cross-cultural translation processes followed the international guidelines recommended by ISPOR. The migration of the questionnaires from paper to electronic versions was conducted in the Research Electronic Data Capture (REDCap). Following approval of the electronically adapted and translated versions, a pretest of the questionnaires was performed by cognitive interviewing patients with VTE recruited from a hospital setting. Results: Nine men and ten women between the age of 19 and 73 years participated in cognitive interviews. The questionnaires were successfully adapted from paper to electronic versions, and during the migration process only a few modifications to the content and format were made. Most comments were related to technicalities, e.g. touch functions and checkboxes. The cross-cultural translation of both questionnaires was satisfactory, as only minor rephrasing was required. Conclusions: The original and Danish version of VEINES-QoL/Sym and PEmb-QoL were successfully adapted into electronic versions and are ready to share for REDCap users. Furthermore, the Danish versions of the two questionnaires have shown satisfactory face validity. [ABSTRACT FROM AUTHOR]

Although well researched in educational studies, inquiry-based learning, a student-centred way of teaching, is far away from being implemented in day-to-day science and mathematics teaching on a large scale. It is a challenge for teachers to adopt this new way of teaching in an often not supportive school context. Therefore it is important to provide high-quality professional development (PD) at a large scale. However, there is little empirical evidence about the effects of scaled-up professional development initiatives. Therefore, this paper presents an international research study for which long-term PD courses have been designed. These courses have been implemented across Europe in twelve different countries at scale by using the so-called "Cascade Model." Here, course leaders are educated, who in turn educate other teachers. The research study aimed at evaluating the overall impact the scaled-up PD had on teachers and at also identifying variables influencing this impact.

The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations of this perspective as an alternative to traditional group psychology. While the potentials of poststructuralism and social constructionism as an analytical complex seem to be the endeavor for relentless critique, the limitations are the "empty subject" and the avoidance of any kind of normativity that leave no guidance for practice. Though both limitations raise serious problems for the practitioner, I intend to argue that the potentials of the analytical perspective are far more important than the challenges when it comes to social psychological research in groups in PBL.

To be successful, a surgeon must master a variety of skills. To meet the high demand for surgical expertise, an extracurricular undergraduate project was launched. The extracurricular project consists of hands-on laparoscopic training and a mentorship programme. The project aims to find the best surgical talents among fourth-year medical students. The aim of the present paper is threefold: 1) to present the structure, i.e., the selection and training methods, of the Dream Team project; 2) to investigate the gender and grade distribution among the Dream Team students compared with their peers in medical school; and 3) to investigate the Dream Team students' evaluation of the project. Students (n = 168) were satisfied with the 1-week course. This post-programme evaluation revealed a variation in satisfaction (n = 68). The gender distribution on the Dream Team did not correlate with the gender distribution at the medical school. Dream Team students' grades showed variation, but generally matched the average grades obtained by medical school graduates. The 1-week extracurricular course increased students' interest in the surgical specialty. The role of the mentor was pivotal. Dream Team participants performed at an average level in medical school. Male students seemed to perform better in the laparoscopic tests.

While measures to detect psychophysical olfactory ability are a crucial part of clinicians' assessment of potential olfactory loss, it gives no indication of how olfaction is experienced by the patient and these different aspects often deviate substantially. To ensure quality and reproducibility of subjectively reported olfactory experience and significance, the Importance of Olfaction Questionnaire (IO-Q) was introduced around a decade ago, and while initial validations have produced promising results, important aspects remain nearly unexamined. For example, the test-retest reliability has rarely been examined and the difference of online versus pen-and-paper administration remains unexplored. Here, we translated IO-Q to Danish and examined its validity, test-retest reliability and mode of administration. A cohort of 179 younger, Danish participants with a high level of English proficiency took the test twice with varying time in-between. The first test was taken digitally and in English, while the second was taken using pen-and-paper and in Danish. The distribution of scores and the relationship between the IO-Q and subscale scores were nearly identical between tests, indicating little to no influence of language/test modality in the sampled population. The internal consistency was comparable to previously published results. Likewise, an acceptable test-retest reliability was observed for the full IO-Q and slightly lower for subscales. No significant effect of time was found across several weeks. In conclusion, the IO-Q performed satisfactorily in all examinations and could therefore serve as a valuable clinical measure of subjective olfactory experience, and its Danish translation shows highly similar characteristics to the original, English version. [ABSTRACT FROM AUTHOR]

Students' science choices have long attracted attention in both public and research. Recently there has been a call for qualitative studies to explore how choices create a sense of fit for individual students. Therefore, this paper aims to study how science students' choices of higher education are performed and to uncover the patterns of students' construction of their choice-narratives. The paper is based on a qualitative study among 38 Danish upper secondary school students. The theoretical framework is narrative psychology combined with post-structural thinking. The study shows that constructing a choice-narrative is complicated identity-work. First, the students felt encouraged to identify their interests, not only the ones related to the subject matter, but also various interests that were equally negotiated in relation to each other. Second, the choice-narratives were personalised; on the one side articulated as not too predictable, and on the other side appearing realistic and adjusted to the students' sense of self. Third, the choice-narratives were informed, validated and adjusted in the students' social network providing the students with a repertoire of viable pathways. The study demonstrates how cultural discourses about how a proper choice is made set the scene for the students' choices. The study raises some concerns for science education. Improving students' interests in science alone might not lead to increased admission as several interests equally intervene. To attract more students to science, we must consider how to actively engage them in crafting their own education, as a way to support them in making personal sense.

Based on a study about using original sources with Danish upper secondary students, the paper addresses the potential outcome of such an approach in regard to the so-called recruitment problem to the mathematical sciences. 24 students were exposed to questionnaire questions and 16 of these to follow-up interviews, which form the basis for both a small quantitative analysis and a more extensive qualitative elaboration of this. The study shows that the students felt able to either select of deselect mathematical sciences as part of their future studies on a more enlightened basis due to their encounter with original sources of mathematics. The paper also discusses further potential roles or original sources in mathematics education not usually addressed within the literature.

Introduction: This paper explores the characteristics of online museum visitors in an everyday life, information-seeking context. Method: A triangulation of research methods was applied. A Web questionnaire survey gave initial, quantitative information about online museum visitors to a military museum. Follow-up interviews (n = 24) obtained rich, qualitative data to validate and elaborate the characteristics of online museum visitors' information-seeking behaviour. Analysis: Based on the serious leisure perspective, data analysis led to the identification of two different user groups named collectors and liberal arts enthusiasts. Analysis showed that the two hobby classes have distinct profiles including differences in the nature of their knowledge acquisition. Results: Across the two hobby classes, participants can be characterised as special interest museum visitors pursuing a long-standing interest or hobby. The identified information needs were surprisingly well-defined known item needs and only few exploratory information needs were identified. Participants stressed the importance of personal channels and the social context of the hobby. Conclusions: The present study contributes to the research area of everyday life information seeking within serious leisure. It also contributes to the emerging field of museum informatics by adding to the characteristics of the online museum visitor.

In the multinational corporation (MNC) context the crossing of linguistic boundaries and the fast-paced change of linguistic ecologies due to market trends and new business activities is the rule rather than the exception. Accordingly, the aim of this paper is to discuss language policy and language practice in one consortium of three multinational companies and to problematize the extent to which the dynamics of language use are reflected in the companies' language policy. The paper draws on interview and questionnaire data and discusses the employees' perceptions of language practices in their workplace context and the perceived implications of the companies' official policy. The analysis shows that the language policy in these MNCs is constructed as being "flexible" where both employees and managers typically take a "what works" approach regarding language practice. Special attention is paid here to the use of local languages in relation to English which is the official working language. The analysis shows that employees construct multilingualism as a "given reality" and as an "opportunity" and foreground the social aspect of non-L1 language use in the workplace. The paper closes by problematising the concept of "de jure" language policy and its strategic (non)implementation in the case discussed here.

This paper reports on a questionnaire survey of 16 national libraries designed to clarify how national libraries attempt to justify their web archiving activities. Results indicate they envisage that a) the benefits brought about by their initiatives are greater than the overall costs, b) the costs imposed on libraries are greater than the costs imposed on stakeholders, and c) all of them are making efforts to respond to legal risks in various ways (e.g. legislation, contracting and opt-out policies) although there are trade-off relations in terms of costs for negotiation, scope of access and size and scope of the web archive. The paper discusses whether a basic logic for justification of their web archiving is valid from the perspective of balancing cost-benefit. Further, it highlights the potential, underlying premises of the logic that motivates the intervention of national libraries as public sector organizations. (Contains 3 tables and 2 figures.)

Over time international large-scale assessments have grown in terms of number of studies, cycles, and participating countries, many of which are a heterogeneous mix of economies, languages, cultures, and geography. This heterogeneity has meaningful consequences for comparably measuring both achievement and non-achievement constructs, such as social and emotional skills. In this paper we propose one way to directly incorporate country-specific differences into the methods used to construct background scales. We use research that demonstrates data quality issues in international assessment and the degree to which these issues can impact inferences. Our proposed solution incorporates innovations that have been developed for achievement measures but have not been applied to background scales. We demonstrate this possible solution with PISA 2012 data.

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.)

It is often stressed that the pedagogic models and approaches of Collaborative Online Learning support a learner's shared knowledge building within collaborating groups of learners, the individual construction of knowledge and the formation of an ongoing learning Community of Practice. Based on a recent case study of a Danish Master's programme, this paper will demonstrate that the emerging collaborative practice displays tendencies contrary to the generally accepted assumptions. The outcome is not only based on the models and their attributes, it is also affected by the emerging practice itself and the interaction among the participants during a course. From this perspective, it is relevant to look at which possibilities and obstacles teachers encounter when they try to detect slowly emerging tendencies that may lead to major misinterpretations of the subject matter and marginalize or even exclude students from participating in the learning Community of Practice. In conclusion, the case study will identify the slowly emerging tendencies that may be detected and observed at an early stage and thus indicate areas in on-line learning environments that require special attention.

Objective: To validate a computer version of the Danish Prostatic Symptom Score (DAN-PSS) questionnaire and compare it with the paper version. Material and methods: Ninety-three male patients (aged 25-87 years), referred to a department of urology for lower urinary tract symptoms (LUTS), filled in a personal computer (PC) version and a paper version of the DAN-PSS questionnaire. Subsequently they answered a questionnaire concerning their preferences and computer experience. Results: A fair correlation between the total scores from the paper and PC versions was found. The differences were independent of both total score and age. In the PC version all LUTS questions were answered while 9.8% were left blank in the paper version. The sexual questions were answered by 71% of patients in the paper version and by 87.5% in the PC version. For the questions in the PC version a learning curve was observed in terms of the time taken to answer the questions. Previous computer experience did not influence answering time, difference in score between paper and PC versions or total score. Almost all patients preferred the PC version to the paper version. Conclusion: The PC scores are reasonably reliable judging by comparison with previously validated traditional paper scores. The PC questionnaire had a higher response rate and was preferred by the majority of patients. [ABSTRACT FROM AUTHOR]

Problem-based learning (PBL) has proven to be highly effective for educating students in an active and self-motivated manner in various disciplines. Student projects carried out following PBL principles are very dynamic and carry a high level of uncertainty, both conditions under which agile project management approaches are assumed to be highly supportive. The paper describes an empirical case study carried out at Aalborg University Copenhagen involving students from two different semesters of a Bachelor of Science programme. While executing the study, compelling examples of how PBL and the agile project management method Kanban blend could be identified. A final survey reveals that applying Kanban produces noticeable improvements with respect to creating, assigning and coordinating project tasks. Other improvements were found in group communication, knowledge about the work progress with regards to both the individual and the collective and the students' way of continuously improving their own teamwork.

This paper presents results from a qualitative longitudinal study of students' transition into higher education engineering. The study aims at comparing upper-secondary school students' expectations of engineering with their actual experiences when encountering the engineering programme. It explores how this encounter provides a platform for students to become integrated during first year. We find that students' expectations are poorly met by their first-year study programme. In their attempt to bridge the gap between their expectations and their experiences, the students apply three strategies: some endure the gap, some constantly try out different study strategies and some compromised their expectations and identities to become more aligned with the study programme. The findings show that even when students successfully manage to bridge the gap, their strategy may turn out to be counterproductive from a learning point of view. The implications of the study are discussed.

Purpose: The purpose of this paper is to examine the use and applicability of cultural probes--an explorative participatory method to gain insights into a person's life and thoughts--to achieve person-centeredness and active involvement in self-management education for people with chronic illness. Design/methodology/approach: An education toolkit inspired by the ideas of cultural probes was developed and feasibility tested in 49 education settings in Denmark. Questionnaires, interviews, and observations were used to collect data, which were analysed using descriptive statistics, analysis of variance, and systematic text condensation. Findings: Educators emphasized the applicability of the toolkit, and between 69 and 82 per cent of educators reported that the toolkit supported them in facilitating person-centred education and active involvement to a high or very high degree. Most educators (81 per cent) reported that they would like to apply the toolkit again in future education to a high or very high degree. Five categories of educator experiences were identified: interaction and activity; person-centeredness; group dynamics and synergy; openness; and light and cheerful atmosphere. Educators talked significantly less in situations where the toolkit was applied. This indicates the ability of the toolkit to facilitate talk among participants and thereby let participants become the focal point of education. Applying cultural probes in patient education targeting people with chronic illness seems to be a useful method to achieve patient-centeredness and active involvement in patient education and to support educators in facilitating this process. Originality/value: Introducing fully flexible education toolkits inspired by cultural probes may, in the future, lead to improved self-management patient education among people with chronic illness.

More than 25% of the master's degrees in Denmark are taught using English as a medium of instruction (EMI), but not all university lecturers feel they have the appropriate academic English proficiency to meet the standard required. Based on interviews conducted at the Copenhagen Business School (CBS), this article sheds light on the challenges faced by a selection of these lecturers. The interviews formed part of the project "Students' Perceptions of the English of Academics," which examines the use of EMI at CBS. Audio recordings were made of 33 lecturers. Questionnaires were distributed to almost 1800 students on a range of issues, including the lecturer's English proficiency. The lecturers themselves also completed a questionnaire. Subsequently, 17 of them were interviewed, five of whom belonged to the group with the weakest skills. Inspired by a categorisation used by Marschan-Piekkari, Welch, and Welch for their recommendations for managing English as a corporate language, the literature review in the present paper discusses university language management under the headings of staff selection, training and development, international assignments and performance appraisal. The insights gained from the interviews address issues such as attitudes to EMI policy, experience with EMI teaching, student evaluations and support.

When teachers and school librarians choose picture books for multilingual children, they often base their choice on an evaluation of linguistic comprehensibility, content familiarity and cultural appropriateness. This means that postmodern picture books may be excluded. This paper presents a case study of multilingual children's encounter with a postmodern picture book with distinct metafictional features. In the page-by-page walkthroughs of the book, many of the multilingual children demonstrate a high level of literary competence. They deal with the book's metafictional features with great confidence and explicitly call for books which challenge them and break with their expectations as readers. Consequently, it is argued that postmodern picture books should be part of the range of books presented to multilingual children.

This paper reports a study on retention of differential and integral calculus concepts of a second-year student of physical chemistry at a Danish university. The focus was on what knowledge the student retained 14 months after the course and on what effect beliefs about mathematics had on the retention. We argue that if a student can quickly reconstruct the knowledge, given a few hints, this is just as good as retention. The study was conducted using a mixed method approach investigating students' knowledge in three worlds of mathematics. The results showed that the student had a very low retention of concepts, even after hints. However, after completing the calculus course, the student had successfully used calculus in a physical chemistry study programme. Hence, using calculus in new contexts does not in itself strengthen the original calculus learnt; they appeared as disjoint bodies of knowledge.

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.

A competence management system (CMS) was devised to assist the registration of competencies in the textile and clothing sector, starting in the four EU countries of Portugal, Slovenia, the UK and Denmark, further leading to the European network. This paper presents the design and development framework assisting international multicultural environments at the system, organisational and individual levels. Education and training providers are facing demands of the industry and labour markets internationally. The CMS is assisting the transparency, recognition, mobility and partnership between education and training providers, the industry and stakeholders at the international level. For individual users, CMS has proven to be very effective in providing the overall status of competence profile and professional development needs. At the organisational level of employers, the identified functions include the improved overall knowledge management, and a more efficient competence needs assessment and transparent exchange within the larger environment and labour market. As regards the system level, the competence framework at the national level, and the transparency and recognition at the international level, had proven to be efficient at application in the labour market. (Contains 5 figures.)

This paper presents findings of gender-related tendencies found in a study of factors influential in third language acquisition of English in Denmark and Greenland. A survey consisting of a questionnaire and an English test was carried out amongst pupils in their last year of compulsory schooling in Copenhagen, Denmark, and Nuuk, Greenland. In total, responses from 187 pupils were included, some of which were responses from pupils learning English as a second language; these respondents were included for comparisons (Copenhagen: L2 learners N = 59, L3 learners N = 32; Nuuk: L3 learners N = 96; age: 14-16 years). The results showed significant gender-related differences with different patterns between the three learner groups (L2 and L3 learners in Copenhagen, L3 learners in Nuuk) with regard to the level of English proficiency, the degree to which pupils like English as a school subject and the pupils' degree of English classroom anxiety. The results differentiate the view that L3 learners as a group do less well in English than L2 learner peers, warranting further research into gender-related tendencies and extra focus on the English acquisition of L3 learner boys in particular in the Danish context. (Contains 5 tables, 1 figure and 8 notes.)

This paper analyzes written discourse generated in response to an open-ended questionnaire administered to 136 students at two different universities in the southwestern United States and to 15 non-American students at a large Danish university. The questionnaire aimed to inspire reflection about the impact of the global rise of English on American mother-tongue speakers of English as well as on those who do not have English as a mother tongue, especially with respect to the question of mono vs. multilingual practice. Most American and non-American respondents represented the learning of a foreign language as something American mother-tongue speakers should do but as something which is not necessary. There was widespread, though not unanimous, agreement that English is necessary for non-mother-tongue speakers. Responses are also grouped, discussed, and analyzed in terms of the instrumental, multicultural, or mix of multicultural and instrumental logic used. The author is especially concerned with the intersections between the global hegemony of English and the learning of foreign languages. The study and analysis conducted here offer insight into these intersections. Given that so much is at stake in terms of the relationship between the global expansion of English and foreign language learning, the author concludes that further research into this relationship is needed.

Using data from the work of a Language Commission set by the Faroese Government in 2005 to formulate a proposal for an official Faroese language policy and findings from my own study on language use among young Faroe Islanders, this paper questions whether the present language policy in the Faroes is an effective strategy to maintain and protect a demographically small language--like Faroese--as a viable language. The findings of this study indicate a conflict between a purist movement that wants to police the Faroese language and actual language use. The findings also suggest that even if one lives in a linguistically fairly homogenous situation, in remote areas, multilingualism is a necessity. (Contains 3 tables, 4 figures and 22 notes.)

Purpose: The purpose of this paper is to argue that it is important to focus on the apprentices' collaborative learning processes when addressing issues of learning transfer. Design/methodology/approach: The claims about the importance of addressing processes of collaborative activities and learning in relation to learning transfer are based on the study following the completion of questionnaires by 243 apprentices and interviews in which 19 baker apprentices participated. Findings: The research results prove that it is important to pay attention to collaborative activities among learners in order to ensure learning transfer. Research limitations/implications: One limitation of the study is that it does not elaborate on reasons that some apprentices are motivated to integrate what they were taught at vocational college in a workplace setting while others are not motivated to do so. Practical implications: Educators will become more aware of individual and collective initiatives to cross the boundaries between vocational school and workplace practice. Originality/value: The study adds to the discussion of learning transfer through an investigation of learning transfer from a collaborative perspective. Most transfer studies have focused on the nature of knowledge or the structural barriers between college and workplace practice, while this study emphasizes the collaborative nature of learning transfer. (Contains 3 notes.)

Aims: This study aimed to describe the study design and respondent characteristics (including non-response analyses) of the Danish Health and Wellbeing Surveys in 2015 and 2019 and a follow-up survey that was carried out during the COVID-19 pandemic in 2020. Methods: The Danish Health and Wellbeing Survey is the Danish part of the European Health Interview Survey (EHIS). The samples in 2015 (N =12,000) and 2019 (N =14,000) were both based on a simple random selection of individuals aged ⩾15 years from the Danish Civil Registration System. All individuals from the sample in 2019 who were still alive and living in Denmark were reinvited for a follow-up survey in 2020 (N =13,474). Data in all surveys were collected via self-administered questionnaires (web or paper based). The questionnaires in 2015 and 2019 included the EHIS model questionnaire as well as national questions, whereas the questionnaire in 2020 mainly focused on physical and mental health, employment and working lives, and health behaviour. Results: The overall response proportion declined slightly between 2015 (48.4%) and 2019 (47.4%) but went up to 49.8% in the follow-up survey in 2020. Unit non-response was associated with, for example, male sex, younger age, being unmarried and lower educational level but not with degree of urbanisation. In all, 5000 individuals completed the questionnaire in both 2019 and 2020. Conclusions: The results are in line with most previous research on non-response in health surveys. However, an association between degree of urbanisation and non-response has been suggested in previous studies. This association was not found in our study. [ABSTRACT FROM AUTHOR]

Objectives: To investigate response rates for online and paper versions of an identical questionnaire and the differences between respondents to each and between respondents and non-respondents among a population with type 2 diabetes.Methods: We mailed letters containing an invitation to complete an online questionnaire to 2045 individuals, followed by two reminders; the second included a paper version of the questionnaire.Results: In total, 1081 people responded to either version of the questionnaire, yielding a response rate of 54%. Compared to total respondents, respondents completing the online version were more likely to be male, better educated, and younger, and have had diabetes for a shorter period of time. Compared to non-respondents, respondents were more likely to be male and have a lower hemoglobin A1c level.Conclusion: Web-based surveys are capable of delivering a substantial number of responses cost-effectively. However, disadvantages related to selection bias should be taken into account, and mixed-mode methods should be considered when surveying populations with type 2 diabetes. [ABSTRACT FROM PUBLISHER]

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]

Introduction: This study investigates the effectiveness of the segmentation principle from the cognitive theory of multimedia learning as well as the effectiveness of the generative learning strategy of summarization in immersive virtual reality (IVR) within a sample of preadolescents. Although previous research has supported the effectiveness of these instructional methods in multimedia learning, it remains unclear whether segmentation, summarization or the combination of both are superior to a stand‐alone IVR lesson in facilitating learning. Methods: To address this gap, 190 sixth to seventh grade students learned about the human body in an IVR lesson. Students were randomly assigned to one of four experimental conditions: (a) an IVR lesson divided into four segments (segmentation condition); (b) an IVR lesson, where students summarized after the entire lesson (summarizing condition); (c) an IVR lesson presented in four segments, where students summarized after each segment (combined condition); and (d) an IVR lesson without any manipulation (control condition). Results: Results indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transfer, but not to acquiring more factual knowledge. Combining the two methods did not improve learning. Conclusion: The findings support the evidence that choosing appropriate instructional methods for IVR lessons can foster transfer. Lay Description: What is currently known about the subject matter: The use of immersive virtual reality (IVR) in classroom settings is increasing rapidlyThere are mixed results related to the efficiency of using IVR for learning facts and conceptsFew studies have investigated if efficient instructional design guidelines generalize to IVRFew studies have investigated the efficiency of IVR within a children sample What their paper adds: A class‐room investigation of the value of using different instructional design methods for designing IVR lessons within a children sampleResults indicated that, compared to the control condition, adding segmentation or summarization to an IVR lesson leads to better transferAdding segmentation or summarization did not lead to more factual knowledge Implications of study findings for practitioners: Choosing appropriate instructional methods for IVR lessons can foster transferStudents profit most from IVR lessons when they are given opportunities for refection during or following the immersive experience [ABSTRACT FROM AUTHOR]

Difficulties in recruiting newly bereaved families and following them over time present a major barrier in grief research following the death of a spouse/parent. We established FALCON—the first prospective nationwide cohort of families with children below age 18 years whose parent died in Denmark between April 2019 and July 2021. Data from parents and children were collected within 2 months of death with ongoing follow-up assessments up to 18 months post-death. A total of 992 families were invited. The final cohort consisted of 250 families (250 widowed parents, 134 adolescents, 120 children aged 6–12 years and 63 children aged 0–5 years). In this paper, we describe the rationale for the cohort's creation, the challenges of researching grief in families, the methods used and future plans to utilize this unique family-level dataset. [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]

In composing multi-thematic questionnaires for the Lolland-Falster Health Study (LOFUS), we faced a range of challenges, for which we found limited guidance in the literature. LOFUS is a household-based population study covering multiple medical and social research areas and targeting the mixed rural-provincial population of 103,000 persons on the Danish islands Lolland and Falster. Households were randomly selected for invitation. In this paper, we describe and discuss challenges in developing the questionnaires related to stakeholders, content of the questionnaire, and the process itself. The development process was characterised by loops of learning and can be described as an iterative and incremental process. We propose recommendations to researchers and administrators involved in similar development processes, including awareness of the non-linearity and complexity of the process, a need for negotiations and navigation among multiple stakeholders, and acknowledgement of pragmatism as an inherent part of decisions made in the process. [ABSTRACT FROM AUTHOR]

Purpose: An Internet-based tool for reporting and analysing patient-reported outcomes (PROs) has been developed. The tool enables merging PROs with blood test results and allows for computation of treatment responses. Data may be visualized by graphical analysis and may be exported for downstream statistical processing. The aim of this study was to investigate, whether patients with myeloproliferative neoplasms (MPNs) were willing and able to use the tool and fill out questionnaires regularly.Methods: Participants were recruited from the outpatient clinic at the Department of Haematology, Roskilde University Hospital, Denmark. Validated questionnaires that were used were European Organisation for Research and Treatment of Cancer Quality of Life Questionnaire-Core 30, Myeloproliferative Neoplasm Symptom Assessment Form, Brief Fatigue Inventory and Short Form 36 Health Survey. Questionnaires were filled out ≥ 6 months online or on paper according to participant preference. Regularity of questionnaire submission was investigated, and participant acceptance was evaluated by focus-group interviews.Results: Of 135 invited patients, 118 (87 %) accepted participation. One hundred and seven participants (91 %) preferred to use the Internet-based tool. Of the 118 enrolled participants, 104 (88 %) submitted PROs regularly ≥ 6 months. The focus-group interviews revealed that the Internet-based tool was well accepted.Conclusion: The Internet-based approach and regular collection of PROs are well accepted with a high participation rate, persistency and adherence in a population of MPN patients. The plasticity of the platform allows for adaptation to patients with other medical conditions. [ABSTRACT FROM AUTHOR]

Background and Aims: PainData is an electronic internet-based clinical pain registry established to improve the understanding and treatment of high-impact chronic pain. The primary aim of this paper is to describe socio-demographics, pain characteristics, quality of life, and treatment values at baseline and follow-up in individuals referred to public and private interdisciplinary pain centers in Denmark between 2018 and 2020. Methods: Self-reported patient-reported outcomes collected through PainData before (n=12,257) and after (n=4,111) treatment across 13 public and private interdisciplinary specialized pain centers in Denmark (87% of all pain centers in Denmark) are described. Results: Mean duration of pain was 10 years, and one in three patients reported chronic widespread pain. More than 40% reported opioid use, and 50% had tried four or more different treatment modalities prior to referral. More than 60% reported poor sleep, severe fatigue, and memory and/or concentration deficits. Mean scores on pain catastrophizing, fear of movement, and pain-related disability were high, whereas scores on pain acceptance and self-efficacy were low. Physical and mental health were rated as poor and fair, respectively. One in four patients reported being very much improved or much improved after treatment. Items commonly reported after treatment were increased knowledge about pain, emotions and mood (66.5%), being better at accepting life with chronic pain (63.1%), and improved activity pacing (60.6%). Conclusion: The PainData registry, containing data from a large cohort of individuals, can help to improve the understanding and treatment of high-impact chronic pain, and collaborations with other researchers are welcome. [ABSTRACT FROM AUTHOR]

Purpose: Few papers have described results after periacetabular osteotomy (PAO) and risk factors for conversion to total hip arthroplasty (THA). The aim of the present paper was to analyse clinical and radiographic outcome, survival of the hip joint and risk factors of early conversion to THA in patients with PAO. Basic procedures: In the period 1999-2008, 93 patients (127 hips, median patient age 31, range 13-49 years) were operated on with PAO. Median follow-up was 7 (SD 2.1) years. Analyses of clinical and radiographic examinations, including WOMAC, were performed. Osteoarthritis was measured using Tönnis grade. Survival was assessed by the Kaplan-Meier method and predictors of conversion to THA were calculated using Cox regression analysis with THA as defined endpoint. Main findings: Centre-edge angle improved significantly with a mean of 8.7 (95% CI: 7.1; 10.3) preoperatively to a mean of 24.6 (95% CI: 22.6; 26.6) at follow-up. Likewise the acetabular roof obliquity angle improved significantly with a mean of 21.2 (95% CI: 19.7; 22.6) preoperatively to 8.7 (95% CI: 7.1; 10.4) at follow-up. Eleven out of 127 hips had conversion to THA. The 11.7 years cumulated hip joint survival rate was 85% (95% CI: 0.753; 0.945). Significant predictors of converting to THA were preoperative high grade of OA and postoperative high degree of acetabular roof obliquity angle. An improvement was found in Harris Hip Score pain score after receiving a PAO (p = 0.01). Conclusions: Our results, with almost 12 years survival data, are comparable with the literature. PAO is considered as an effective treatment for young adults with painful hip dysplasia, especially when preoperative criteria for conversion to THA are highlighted. [ABSTRACT FROM AUTHOR]