[A survey on surgical training during residency in Sweden - description of the current state]. / Kirurgisk träning under ST ­ en enkätundersökning.

Practical training for new surgeons differs between institutions, and standards are mostly lacking. The largest problems seem to occur during the first years, when novices begin their specialty training, (specialisttjänstgöring in Swedish). A large number of scientific publications are available, but the they are usually limited to one specific procedure or one surgical specialty, and the results are rarely applied in practice. Scientifically validated and systematic methods for basic training outside the operating room have been called for over the last decade, but the main part of the training still takes place during surgery on patients. In order to evaluate the practising of manual skills among doctors doing their training within surgical specialties, a survey with fourteen questions was carried out. The results show shortcomings that seem easy to remedy in the short term, but long term studies on the subject are required to better understand and systematize surgical training.

Seeing through the dentist's eyes: video-based clinical demonstrations in preclinical dental training.

The clinical demonstration is an established way of bridging the disciplinary content in preclinical and clinical courses. In dentistry, however, clinical demonstrations have often been perceived as less rewarding due to the restricted visual access to the details of the treatment. This study investigated a course in endodontics at the University of Gothenburg, Sweden, in which traditional clinical demonstrations were replaced by instructor-led seminars that enabled students to follow and discuss broadcasted root canal treatments. Two cameras provided overviews of the operating room, whereas a third camera attached to a surgical microscope offered a magnified view of procedures carried out in the inner parts of teeth. The hypothesis was that this arrangement would increase the students' sense of the clinical relevance of basic scientific knowledge. Two focus group interviews were designed to explore the students' perceptions of this change. The students expressed that the video-based seminars offered ample opportunities to integrate theoretical and clinical understanding. The major reasons were that the visualization displayed procedures on a sufficiently detailed level; instructors demonstrated clinical reasoning in situ and provided the context necessary for understanding procedures; and the interactive format encouraged discussions on the generalizability of knowledge beyond the specific case.