Denmark  competency based

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to handle cases in areas that involve clinical pictures important in a community medicine context

During an introductory posting, tasks are allocated that require application of knowledge about public health and
Discussions with colleagues and instructors and
Case presentation in logbook

Structured colleague assessment and
Structured interview with instructor

Be able to explain and identify social and cultural conditions relevant to public health and sickness and be able to set this knowledge in a historical and cultural context

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to handle cases that involve high political prioritization and health programmes

Allocation of tasks that require a knowledge of political prioritization and programmes and
Reflection on practical experience

Structured interview with instructor

Be able to handle cases based on government service principles

Allocation of tasks that require a knowledge of government service and
Reflection on practical experience

Structured interview with instructor

Be able to explain the different principles involved in developing, funding and organizing health systems that treat and prevent illness and promote health

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to apply simple health economics analyses

Allocation of tasks that require a knowledge of health economics and
Reflection on practical experience

Structured interview with instructor, including evaluation of task performed

Be able to explain the main health problems, factors that cause illness and initiatives that promote public health in relation to public health in developing countries

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain the main factors that have led to refugee problems and the effect these problems have on public health

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain the effect of immigration on public health in Denmark

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to apply methods to quality development and explain the main concepts involved and their areas of application

Involvement in at least one quality development assignment covering the said concepts/methods and
Case presentation in logbook

Structured colleague assessment  and
Structured interview with instructor

Be able to explain methods and theories from medical technology evaluation

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to plan and handle cases

Allocation of cases handled under supervision and
Discussions with colleagues and instructors and
Case presentation in logbook

Structured interview with instructor, including evaluation of task

Be able to explain the principles of statutory cooperation involving county health plans and local health reviews

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to outline the main parties concerned in the Danish health service

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to act in accordance with legal principles

Handle cases under supervision

Structured interview with instructor

Be able to make decisions, provide advice and make recommendations in individual cases in accordance with the law and administrative practice in a given area

Handle cases under supervision and
Case presentation in logbook

Structured colleague assessment and
Structured interview with instructor, including evaluation of task

Be able to explain legal principles relevant to public health

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain principles to fight infectious diseases and to prevent the spread of infection in the event of the outbreak of an infectious disease

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain important conditions specific to environmental medicine

Theoretical instruction with use of cases and group assignments

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain the legal and professional/theoretical basis for emergency planning and for tools to handle community medicine tasks associated with emergency planning and the state of readiness itself

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain general organization theories and different principles for the structure and operation of organizations and different theories about the work of organizations

Theoretical instruction with use of cases and group assignments

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to draw up a draft decision for presentation to a political or administrative forum in the relevant form and language

Preparing a draft decision under supervision for presentation to the relevant forum.

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to explain the importance of social inequality to health and what action may be taken in this area

Independent study, attending conferences and meetings and
Discussions with colleagues based on concrete cases

Structured interview with instructor

Be able to explain the sociomedical notion of health and sickness, work involving resource profiles and other specific sociomedical working methods

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to identify the social, cultural and subjective conditions relevant to the lives and health of children, young people, adults and the elderly both at community level and at an individual level

Performance of tasks during posting

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to review the living conditions of children and young people and the development of children's personalities so as to be able to apply methods of dealing with children with special needs

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to help identify resources available to the individual and draw up plans of action on the basis of an insight into health conditions, psychological and social conditions in conjunction with individuals and other specialists

Performance of tasks in social services department, social institution, general practice or hospital department (possibly focused community medicine posting) and
Case presentation in logbook

Be able to help clarify sociomedical problems in relation to people with disabilities, including marginalized people and people with medically inexplicable conditions

Performance of tasks in social services department, social institution, general practice or hospital department (possibly focused community medicine posting)

Be able to keep a sociomedical journal

Performance of tasks in social services department, social institution, general practice or hospital department and
During the period of work or focused community medicine posting, write a journal and log it (as case presentation)

Be able to explain the principles of keeping journals in sociomedical cases

Theoretical instruction

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to identify children that are at risk mentally, socially and somatically and be able to participate in dealing with children at risk

Performance of tasks involving children and young people in social services department, social institution, general practice or hospital department (possibly focused community medicine posting) and
Case presentation in logbook

Evaluation of performance of tasks by colleagues and instructors during clinical posting and
Instructor's assessment of case presentation

 Skill – Goal

Learning strategy

Be able to operate independently in performing diagnoses, commencing any initial treatment required, referring patients as appropriate or summoning the requisite assistance in cases that involve conditions requiring acute treatment

Performance of practical clinical work with acute patients in general practice or hospital department, including participating in monitoring work and
Case presentation on patient's progress in logbook

Perform practical clinical work in general practice or the medical department of a hospital independently and under supervision and
Case presentation on patient's progress in logbook

Perform practical clinical work in general practice or hospital department independently and under supervision and
Case presentation on a patient's progress in logbook

Perform practical clinical work in general practice or hospital department independently and under supervision and
Case presentation on patient's progress in logbook

Perform practical clinical work in general practice or hospital department independently and under supervision and
Case presentation on patient's progress in logbook

Perform practical clinical work in general practice or surgical, urology or gynaecology department of a hospital independently and under supervision and
Case presentation on patient's progress in logbook

Perform practical clinical work in general practice or hospital department independently and under supervision and
Case presentation on patient's progress in logbook

Be able to explain aetiology, epidemiology and the course of a condition in abuse cases and the range of relevant acute and follow-up treatment options available in abuse cases

Attendance of theoretical community medicine course and performance of practical clinical work in general practice, hospital department or abuse clinic

Be able to advise on and assess the need for rehabilitation in the case of chronic illnesses

Perform practical clinical work in general practice or hospital department independently and under supervision and
Case presentation on patient's progress in logbook

Be able to use knowledge, clinical knowledge and clinical skills in a community medicine context

Allocation of tasks that require medical insight during community medicine postings

Be able to handle cases during community medicine work based on knowledge and experience of the organiz­ation of, cooperation in and practical elements of the work carried out by different clinical departments of hospitals or general practice

Allocation of tasks that require medical insight during community medicine postings

Be able to handle cases during community medicine work based on knowledge and experience of the use of language and paradigms for journals in clinical departments and general practice

Allocation of tasks that require medical insight during community medicine postings

Be able to assimilate medical information and be able to draw conclusions in relation to community medicine function

Allocation of tasks during community medicine posting that require application of this skill

 Skill – Goal

Learning strategy

Evaluation strategy

Be able to explain principles involved in the composition and use of important registers relevant to community medicine work and principles, options and limitations relating to registers

Theoretical instruction in research methodology

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able during project work to use selected qualitative and/or quantitative methods

Carry out an independent project as part of research training using quantitative and/or qualitative methods relevant in community medicine and on a subject relevant to community medicine together with presentation thereof in the form of a properly composed report or article

Be able to use a data processing program to prepare relevant statistics for use in shedding light on community medicine issues

Carry out an independent project using data processing program

Be able to explain the main epidemiological and other quantitative research methodology concepts and use them

Be able to explain the main statistical concepts and use them

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to use selected descriptive and analytical methods and present the results thereof

Theoretical instruction in research methodology with examination of individual subjects together with individual and/or group-based problem-solving supplemented by independent study

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to explain relevant social science research methods used in medical sociology and organization theory

Theoretical instruction in research methodology with group or individual training in the drawing up of questionnaires and solving problems that require a knowledge of certain social science methods

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to draw up a questionnaire

Theoretical instruction and training in drawing up questionnaires on an individual or group basis

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Theoretical instruction in research methodology with use of group assignments

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to evaluate ethical issues, the need to have projects approved, be able to select relevant form of investigation, relevant data acquisition procedures and analytical methods and interpret data, including evaluating bias

Be able to write a study report

Carry out independent project work

Evaluation of project by instructors and external assessors

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to evaluate a given communication situation

Doctor/patient contact also taught on interdisciplinary communication courses

and Instructor's assessment of explanation of relevant theoretical knowledge

After a period of introductory training, be able to communicate medical information

Allocation of tasks that require this skill

Structured colleague assessment

Be able to plan and carry out a communication task

Allocation of relevant communication task and
Feedback from recipient and
Case presentation in logbook

Structured interview with instructor

In communication with individuals, be able to arrange and perform a relevant professional interview

Allocation of tasks during clinical posting or during community medicine posting where communication with individuals will take place and
Feedback from those involved in communication process

Be able to arrange and handle interviews in situations that involve serious diagnoses and prognoses and in crisis situations

Allocation of tasks during clinical posting or during community medicine posting where communication with individuals will take place and
Feedback from those involved in communication process

Be able to communicate the result of a concrete evaluation of risk to individuals or groups

Perform a risk assessment and communicate the results under supervision

Structured colleague assessment

Be able to communicate the results of community medicine research to different target groups

Communicate results of own project to relevant target group and
Allocation of task involving communication of research results during community medicine posting

Structured colleague assessment

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to establish and develop cooperation arrangements based on mutual respect in relation to patients/clients, relatives, colleagues and other parties

Carry out under supervision tasks that require cooperation with some of the parties named and
Discussions with colleagues and instructors and
Reflection on practical experience

Structured interview with instructor and observation

After a period of introductory training, be able to cooperate with many specialist groups both inside and outside the health service in respect of different areas of expertise

Carry out under supervision tasks that require cooperation with many specialist groups and
Discussions with colleagues and instructors

Structured interview with instructor and observation

After a period of introductory training, be able to assess the degree to which cooperation has been successful

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to assess and prioritize choice of cooperation partners in relation to task involved

Carry out under supervision tasks that require cooper­ation in small and large groups and involving parties with different specialist backgrounds and interests and with different relationships between the parties involved and
Discussions with colleagues and instructors

Structured interview with instructor, including evaluation of task performed

Be able to take part in medical and interdisciplinary processes that require cooperation and involve diagnosis and treatment

Involvement in day-to-day operation of clinical department and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to participate with community medicine knowledge in the interplay between primary and secondary health sectors, social services departments and social institutions

Perform under supervision tasks that involve interplay between the sectors  and
Discussions with colleagues and instructors

Structured interview with instructor and observation

Be able to act as an active participant or leader of an interdisciplinary team dealing with other participants' areas of expertise

Help solve problems as part of an interdisciplinary team, ad hoc or permanent team and reflection on own role and
Feedback from other team members

Structured interview with instructor and observation

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to draw up an agenda and prepare and draw up a report

Exercises in the drafting of agenda and report techniques with allocation of tasks under supervision

Structured interview with instructor, including evaluation of task performed

After a period of introductory training, be able to prioritize own tasks

Reflection on own practical experience

Structured interview with instructor

After a period of introductory training, be able to chair a meeting in a group

Chair a meeting during posting and
Feedback from those at meeting and
Discussions with colleagues and instructors

Structured interview with instructor and observation

Be able to act as leader of a team

Act as team manager under supervision and
Feedback from the team and
Discussions with colleagues and instructors

Structured interview with instructor and observation

Be able to motivate and engage cooperation partners

During a posting, participate in the performance of tasks in groups, either as leader or participant and
Feedback from group and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to take the initiative for and make changes to working procedures and assist in review of administrative practices in respect of own work and that of others within the framework of current legislation

During a posting, participate in the performance of a task that involves assessing internal working procedures and practices and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to participate in the formulation of visions and targets for the work carried out in one's own department/institution

During a posting, participate in tasks that involve work with visions and targets and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to explain the principles involved in project management and project control

Attendance of theoretical course in organization theory

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to draw up a budget for the performance of a well-defined task or a project

During a posting, draw up a budget for a concrete task under supervision (logged)

Structured interview with instructor, including evaluation of task performed

Be able to use relevant accounting techniques

During a posting, apply the establishment's guidelines to handle vouchers under supervision

Structured interview with instructor, including evaluation of task performed

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to explain the main terminology and definitions involved in prevention and promotion of health

Structured interview with instructor

After a period of introductory training, be able to handle cases using knowledge about the links between lifestyle and the development of diseases under the guidance and instruction of individuals and groups

Allocation of tasks that require this knowledge and
Discussions with colleagues and instructors

Structured interview with instructor, including evaluation of task performed

Be able to detect and react to situations relevant to public health or the health of individuals where advice, information or special action is required

Reflection on own work and other situations where it is possible to acquire knowledge at the workplace, in the media or within society as a whole

Structured interview with instructor, including evaluation of task performed

Be able to explain more complex concepts within prevention and promotion of health

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge

Be able to apply risk assessment principles

During employment or a focused posting, perform a task that involves risk assessment (logged) and
Discussions with colleagues and instructors

Structured interview with instructor, including evaluation of task performed

Be able to advise individuals and groups of people on using their own resources to promote health

Structured colleague assessment

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to act on one's own initiative to seek and improve knowledge to develop one's own skills where necessary to shed light on or clarify a community medicine issue

List of literature for independent study logged

Structured interview with instructor

After a period of introductory training, be able to use everyday situations actively for training, dialogue and reflection to optimize learning both in respect of oneself and others

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to analyse issues systematically and critically in such a way as to highlight the main elements

Handle cases under supervision and
Discussions with colleagues and instructors

Structured interview with instructor, including evaluation of task performed

Be able to carry out an appropriate literature search, study the literature and employ a system for filing and retrieving literature

Theoretical instruction in research methodology and
During a posting, carry out a task that requires studying literature under supervision

Course evaluation and
Instructor's assessment of explanation of relevant theoretical knowledge and
Structured interview with instructor, including evaluation of task performed

Be able to facilitate learning in patients, colleagues, students and others, including helping others to identify the need for training and development and give constructive feedback

Possibly acting as instructor to younger colleagues

Structured interview with instructor

Be able to prepare, carry out and evaluate tuition, taking into account the purpose of the tuition, the target group's needs and requirements and the framework for the tuition

During a posting, allocation of relevant tuition tasks (logged) and
Evaluation of participation in tuition internally or externally

 Skill – Goal

Learning strategy

Evaluation strategy

After a period of introductory training, be able to act in line with, and with an awareness of, one's own skills

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

After a period of introductory training, be able to cooperate with colleagues, other specialist groups or external contacts, taking into account good cooperation practice and management practice

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor and observation

After a period of introductory training, be able to act in accordance with medical, legal and ethical standards for doctors and society as a whole

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to prioritize one's own workload and prioritize between different functions

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to balance personal and professional roles and personal responsibility

Reflection on practical experience and
Performance of tasks that involve cooperation with colleagues and external partners

Structured interview with instructor

Be able to act within the legal and administrative frameworks in place for the work and with due regard to the purpose of legislation and regulations

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to balance the interests of the individual and those of society, legislation and the political system and be able to balance the patient perspective and the political, social and administrative perspective

Reflection on practical experience and
Discussions with colleagues and instructors

Structured interview with instructor

Be able to facilitate change in decision-makers and the population for the benefit of public health based on knowledge and relevant documentation

Use knowledge and documentation acquired during the practice of community medicine to influence public opinion through the media, proposals to decision-makers etc.

Structured interview with instructor