[Life-threatening illness and the decision to resuscitate or not].

Current Danish guidance stipulates, that the physician responsible for treatment must assess, if resuscitation is medically indicated in patients with life-threatening illness. Nevertheless, terminally ill patients without medical indication for resuscitation are still asked about preferences for resuscitation rather than informed about the decision not to resuscitate. This review describes clinical dilemmas, which may arise, if these legal rights are misinterpreted. It provides a communication guide designed to assist physicians communicating with patients about the decision to resuscitate or not.

[Clinical communication skills training is an educational challenge]. / Klinisk kommunikationstræning er en uddannelsesmæssig udfordring.

This qualitative study presents results from a development project of clinical communication skills training for physicians in a paediatric ward. Overall, the doctors express that the training positively supports their clinical work and that it provides a model for discussing communication challenges with colleagues. Challenges, however, are time constraints and overcoming conventional hierarchical structures. Prerequisites for ward-based communication training thus are: a suitable timeframe, use of a structured feedback model, managerial backup, and support from external expertise.

[The use of reflection as an educational tool is important to render professional competence]. / Refleksion som læringsmetode i den professionelle rolle er vigtig.

Professionalism can be difficult to teach and integrate in the clinical training of younger doctors. Making the professional competences visible in an educational context is a challenge for most clinical educators. This paper presents the use of reflection as an educational tool, where the use of narratives, literature and focused dialogues with a supervisor are relevant methods. These approaches make it possible to render the professional competences concrete and tangible in the supervision of professional identity development as well as in the ways of being a doctor.