ArticleBMC medical education2026
The quality of Finland's postgraduate medical education: a national perspective from programme directors.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Approaches to the Evaluation of Competency-Based Health Professions Education Implementation from Around the Globe.Perspectives on medical education · 2026Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn Finland, postgraduate medical education (PGME) is coordinated by five medical schools and delivered in training units. Following a national reform from time-based to competency-based medical education in 2020, all programme directors (PDs) collaboratively developed unified specialty-specific curricula. This study aimed to evaluate the national quality of PGME from the perspective of PDs.
methodsA survey including 36 Likert-scale and 12 open-ended questions was constructed using the World Federation for Medical Education (WFME) standards as a framework. The national electronic survey was conducted with REDCap in 2024 and e-mailed to all 253 PDs. The response rate (n = 82) was 35%, covering 90% of specialties.
resultsResults showed broad alignment with WFME standards, particularly regarding mission clarity and competency-based structures. Variation existed in pedagogical training, mentoring resources, and assessment practices across universities. Most PDs reported having structured feedback practices and supervisory support, although structures for workplace supervision quality and trainee support varied. Only a few specialties had established clinical competency committees.
conclusionsFrom the PDs’ perspective, the national implementation of competency-based PGME has progressed as expected, yet notable variation remains at the grassroot level between specialties. The study reveals areas for further development, especially in harmonizing assessment practices and strengthening supervisory structures nationally, and further research is needed from the perspectives of trainees and clinical supervisors.
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