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Aim: To describe how unannounced in situ simulation (ISS) was perceived by healthcare professionals before and after its implementation, and to describe the organisational impact of ISS., Study Design: Ten unannounced ISS involving all staff were scheduled March-August 2007. Questionnaire surveys on staff perceptions were conducted before (2003-2006) and after (2007-2008) implementation of unannounced ISS. Information from the debriefing sessions following each ISS constituted a proxy measure of the organisational impact of the ISS., Results: Five out of ten of the unannounced ISS scheduled were conducted. Twenty-three members of the staff at work on a scheduled day for ISS were randomly selected to participate. Questionnaires before implementation revealed that 137/196 (70%) of staff members agreed or strongly agreed that ISS was a good idea and 52/199 (26%) thought it likely to be stressful and unpleasant. Questionnaires completed after implementation showed significantly more staff members, 135/153 (89%), thought ISS was a good idea. A significantly higher amount of staff members 50/153 (33%) found it to be stressful and unpleasant, and among midwives, 15/59 (25%) were anxious about ISS, whereas none of the obstetricians reported this. Information obtained through debriefing sessions generated learning points., Conclusions: The number of staff members with a positive perception of multiprofessional unannounced ISS increased after implementation; however, one-third considered ISS to be stressful and unpleasant and midwives more frequently so. The specific perception of ISS by each healthcare profession should be taken into account when planning ISS. The information from the debriefing sessions showed that implementation of ISS had an impact as it provided information required for organisational changes., (Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.)

Introduction: Use of video cases in clinical education is rarely used systematically., Material and Methods: Medical students (n = 127) reported by questionnaire whether they had or had not seen a bedside case of each of 22 specific clinical conditions during their five-week clinical course in paediatrics in seven centres. A video case library showing children with common clinical conditions was established, and a short video was added to the oral examination. We evaluated students' and internal and external examiners' perceptions by questionnaires., Results: A total of 81% of the students reported having seen a child with asthma in the daily clinic. In contrast, respiratory syncytial virus infection was only seen by 20%. Students' self-reported confidence in the assessment of paediatric patients increased after the video case library was made available: Before the intervention, 41% (57/138) of the students reported confidence at a score of 5-7 on a seven-point Likert scale. This increased to 64% (186/289) (p < 0.0001) after the introduction of the video case library. Before, 84% (116/138) of the students judged the impact of video cases to be high (score 5-7 on a seven-point Likert scale) and after the intervention, this share was 75% (218/289) (p = 0.06). Furthermore, internal as well as external examiners found video cases valuable, but the use of videos did not change the average examination grade., Conclusion: A video case supplement to teaching in clinical paediatrics was considered to be of value for teaching. We were successful in establishing an educational resource that students considered useful. Internal and external examiners found that a short video case was a valuable supplementary tool during the oral examination., Funding: The University of Copenhagen funded the study., Trial Registration: not relevant.

The seven CanMEDS roles were adopted by the Danish reform in postgraduate medical education in 2004. The roles have become a natural part of defining specialist competence. However, the definition of the seven roles from 2000 might not be aligned with the perception of good medical practice anno 2013. It is recommended to redefine the seven roles to reach agreement with contemporary demands for specialist competence.

In 2003 The National Board of Health, Denmark, enforced a compulsory training course in academic research as part of the specialist training for doctors. The trainees must learn to search and evaluate relevant literature and be able to implement the results in clinical practice. The structure of the 20 days of academic training in gynaecology and obstetrics is described. In 2008, 17 doctors participated in these sessions. We performed a questionnaire survey to explore the implementation. The academic training was well rated by the participants with respect to content, form and outcome.

About 5000 babies annually, or 1/12 of all births, are the result of vacuum-assisted delivery in Denmark. Towards the end of the 1990'ies, the US FDA published a national warning concerning increasing complications and mortality after vacuum-assisted delivery, and other countries followed. One explanation is that training is no longer given the needed focus. Recent introduction of new requirements on Danish specialist training and the fact that vacuum-assisted delivery is an important procedure in obstetrics provides the basis for this article which systematically reviews the neonate consequences for the termed baby following vacuum-assisted delivery.

The objective was to perform a needs assessment of trainee doctors' competences within lumbar puncture and bone marrow aspiration in paediatric oncology. Audit of 30 medical records revealed that five procedures, i.e. collegial, supervised administration of chemotherapy, examination of the child, length of bone marrow biopsy, erythrocytes in cerebrospinal fluid, and documentation of procedures in the medical record, were only handled as intended in half of the cases. Education and supervision of trainee doctors should be prioritized in order to increase their competences and decrease the risk of critical incidents.

Laparoscopic techniques are increasingly being applied in gynaecology in Denmark. Despite this, the training and assessment of basic skills are still not managed with a valid, reliable and systematic approach. Laparoscopic simulators might be the innovative answer to this challenge, but implementation needs to be evidence-based This paper discusses the latest metaanalysis of the evidence of simulator systems for evaluation and transfer of technical surgical skills, and the paper also points out areas that need further investigation before implementation of simulators in the gynaecological surgical curriculum.