medical education in denmark

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How to Become a Medical Doctor in Denmark (6 Steps)

Denmark is one of the top countries in Europe for the quality of life and happiness index of the population. This comes across in how well-equipped its hospitals are, its high representation of the population in medicine, and the investment in high-quality medical schools. Denmark’s medical schools are among the best in the world, costing among the most in Europe. Here’s how to become a doctor in Denmark.

1. Become Proficient in Danish

Working in Denmark is impossible if you don’t speak Danish, and so would completing a medical degree in the country. You’ll need to be fluent in Danish and this is a pre-requisite for attending medical school, among others.

As a result, the first step to becoming a doctor in Denmark is knowledge of the language, either by studying it to proficiency level or living and studying in Denmark on one of the many immersion language programs available.

2. If possible, attend Danish medical schools

Medicine is split into a 3-year Bachelor’s degree and a 3-year Master’s degree in Medicine (Health Science). If you have the required language level and are able to secure admission at one of Denmark’s medical schools, this is the best way to learn about the culture and work environment as well.

To be admitted into Danish medical school, you need to have graduated high school-level studies and your GPA needs to be equivalent to a Danish 6.0. There are then specific subject requirements such as sciences (explained here in Danish only). You also need to provide proof that you are proficient in Danish. There are a number of Danish language qualifications you can provide to this end.

Medical school in Denmark finishes with the awarding of a degree of Cand.Med. – you can then go on to do your residency and become a doctor in Denmark.

3. Residency and Medical License

Once you graduate from medical school in Denmark, you need to do at least a one-year internship program (residency) before you can register as a medical doctor  in Denmark with the Danish Patient Safety Authority.

The Authority also recognizes the medical degrees awarded outside Denmark, in the EU or in non-EU countries. The process for getting these recognized can be found here .

Once you register with the Danish Patient Safety Authority as a foreign trained doctor, you will also have a permission to work independently. Then, you can begin training to become a specialist. This means you will not be able to obtain a medical license directly from the moment your studies are recognized, except if you are looking to work as a generalist.

4. Obtaining a work visa

As a EU citizen, you’re not required to hold a work visa to be able to practice as a doctor in Denmark, but you do need to get your studies recognized and obtain Danish authorization to practice. This process involves submitting a CV, the EU diploma, its translation, a certificate of current professional status/standing from your country of origin, a certificate of completion of specialist training if you have already done this, and a certificate of conformity issued by the competent authority confirming that the training leading to your medical degree meets the standards of the Danish system.

The outcome of this application will lead to getting authorization to work independently in Denmark, without the need for an additional work visa.

The authorization process is much more complex for doctors not trained in the EU and without European citizenship. You will not only need to get authorization to practice as a doctor in Denmark and have your language skills validated, and your medical degree recognized, but you will also have to apply for a work permit. The detailed process can be found here .

5. Getting Jobs as a Doctor in Denmark

You can find healthcare jobs in Denmark online, but you’ll need to speak fluent Danish to fully navigate the adverts and all requirements at hospital level. You will find that most employers will require you to have obtained your Danish authorization to practice, a residence card (if you are not a EU citizen), and to prove that you are fluent in Danish.

6. How foreign-trained doctors can practice in Denmark

If your medical degree is from another European Union country, the process to get this recognized by Danish authorities is fairly straightforward. It does, however, still require an application the Danish Patient Safety Authority as described above. You will also need to prove your proficiency in the Danish language.

For doctors trained outside the European Union, assessing your degree can take longer and can involve additional medical tests. This is followed by a course in Danish health legislation and the potential to hold a probationary period of employment, known as employment for adaptation and training purposes.

You can find out more about this process on the official website here .

I hope that this article was helpful. If you are interested, visit the  Europe Scholarships Page.

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• About Medicine

The medical study programme at the University of Southern Denmark is unique

If you want to help and work with people, and if you have the will to learn from and about people, Medicine is perfect for you. The medical study programme links the enormous biological knowledge with the diseases that people can be affected by, and during the study programme, you will be taught a wide range of topics such as the musculoskeletal system, genetics, molecular medicine, the brain, nutrition and the circulatory system. In the programme, you will train in and practice skills to be able to develop professionally as a doctor. During the study programme, you will be confronted with many medical case stories that you must try to solve, and you will train both communicative and practical skills in both the skills laboratory and in real life. As a doctor, you will be able to prevent, diagnose and treat diseases using the latest knowledge and technological advances. You will therefore never be fully trained as a doctor, and you have an obligation to keep your knowledge up to date. Therefore, it also requires commitment and motivation for lifelong learning if you want to become a doctor. The medical study programme at the University of Southern Denmark is the first step in this direction. To become a doctor, you must supplement your Bachelor’s degree programme with a 3-year Master’s degree programme. From 2022, it will be possible to study for a Master’s degree in Esbjerg if you are already now applying for the medical study programme in Odense.

Why study Medicine?

• The medical study programme at the University of Southern Denmark is unique, partly because theory and practice are combined in a patient-oriented examination form.
• You will meet the patients already during your education programme, and you will learn to apply your theoretical knowledge.
• During the study programme, there are clinic internships where you will serve at a hospital or a general practitioner’s clinic, where you will meet patients and learn how to admit, examine, treat and inform them.

Do you have questions about studying at SDU? Ask our students

Whether you have programme specific questions, or you just want to hear more about studying at SDU, our students are ready to help you. You can arrange an online meeting or get an answer by email.

School of Medical Sciences

What is Medschool?

Study programmes focusing on human health and medicine

Study programmes.

The MedSchool consists of BSc, MSc and Master study programmes within the field of human health and medicine at the Faculty. Some programmes are taught in English the rest in Danish - read more about education.

External Relations

12 Best Medical schools in Denmark

Updated: February 29, 2024

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Below is a list of best universities in Denmark ranked based on their research performance in Medicine. A graph of 7.59M citations received by 245K academic papers made by 12 universities in Denmark was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. University of Copenhagen

For Medicine

2. Aarhus University

3. University of Southern Denmark

4. Technical University of Denmark

5. Aalborg University

6. Roskilde University

7. Copenhagen Business School

8. Royal Danish Academy of Fine Arts, School of Visual Arts

9. IT University of Copenhagen

10. University of Greenland

11. Lillebaelt Academy

12. Aarhus School of Architecture

The best cities to study Medicine in Denmark based on the number of universities and their ranks are Copenhagen , Aarhus , Odense , and Kongens Lyngby .

Medicine subfields in Denmark

Best Global Universities for Clinical Medicine in Denmark

These are the top universities in Denmark for clinical medicine, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for clinical medicine in Denmark

University of copenhagen, aarhus university, university of southern denmark, aalborg university, technical university of denmark.

See the full rankings

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• # 31 in Best Universities for Clinical Medicine
• # 42 in Best Global Universities
• # 85 in Best Universities for Clinical Medicine  (tie)
• # 109 in Best Global Universities  (tie)
• # 152 in Best Universities for Clinical Medicine  (tie)
• # 261 in Best Global Universities  (tie)
• # 286 in Best Universities for Clinical Medicine  (tie)
• # 267 in Best Global Universities  (tie)
• # 652 in Best Universities for Clinical Medicine  (tie)
• # 165 in Best Global Universities  (tie)

futuredoctor " Studying medicine in Denmark

Universities

Studying medicine in Denmark

Our northern neighbour Denmark, which is known above all for its mystical fjords, its wild coastline and its progressiveness in areas such as equal rights and environmental protection, also offers an excellent medical degree. This is particularly interesting if you have no chance of getting a place on a degree programme in Germany due to the NC.

Are you interested in studying medicine in Denmark? We would be happy to advise you free of charge about your options for studying medicine in Denmark.

What are the advantages of studying medicine in Denmark?

Cosy student towns surrounded by a picturesque landscape - that sounds good. But that's not the only thing that makes studying medicine in Denmark unique.

No 1.0 NC required

You do not need a 1.0 NC to be admitted to study medicine in Denmark. And even if your grade point average is above 3.0, you still have a chance of getting a place on a medical degree programme by taking an entrance test. And we'll help you to make it work!

No tuition fees

In contrast to many other countries, there are no tuition fees for foreign students at Danish universities.

High quality education

If you start your medical career at a Danish university, you will have secured a high-quality education. Denmark is known for its outstanding education system, which is characterised by its strong emphasis on teamwork and early learning of practical skills.

World-class healthcare

The Danish healthcare system is internationally recognised as extremely progressive. In well-equipped hospitals, you can learn from well-trained staff at the cutting edge of medical science.

Together for success - futuredoctor and studying medicine abroad

Do you want to study medicine abroad and are looking for the most suitable university for you and don't really know where to start looking for the right country and a good university? futuredoctor is happy to support you!

Besides the Student advisory service In addition to selecting the university and accompanying you to the desired on-site appointments, futuredoctor also offers support during the application process and preparation for possible aptitude tests, as well as orientation at the place of study - including the search for accommodation! Get your application quickly and easily free info pack !

At which universities is it possible to study medicine in Denmark?

Danish universities offer a medical degree programme at a high level and place great emphasis on practical experience and research. However, the language of instruction is mostly Danish, but preparatory courses and the proximity to English can be achieved if you are motivated. Below you will find more information about the four universities where it is possible to study medicine:

University of Copenhagen (University of Copenhagen)

The University of Copenhagen is the oldest and largest university in Denmark. Its medical faculty is internationally recognised for its research and excellent education. The medical degree programme is taught in Danish, with part of the Master's course taught in English. You will be in the same class for most of your training. This creates a good and close bond between the students. You will also have experienced tutors at your side, especially in the first few years, to help you get off to a good start.

The capital of Denmark is a cultural centre with many sights that you can easily explore by bike. You shouldn't miss out on a visit to the colourful houses of the Nyhavn district or the royal Amalienborg Palace.

Aalborg University (University of Aalborg/ Aalborg Universitet)

The degree programme at the Faculty of Medicine at Aalborg University is taught in Danish. Numerous research projects give you an insight into medical science. The programme is usually taught in small groups, combining lectures, clinical placements and problem-oriented project work. The lessons are often linked to medical cases so that you can establish a connection between your knowledge and practice.

As a student city, Aalborg offers you a high quality of life and a bike-friendly environment. You can explore the city's rich cultural programme with students from all over the world.

University of Odense (University of Southern Denmark/ Syddansk Universitet)

What makes studying medicine at the University of Southern Denmark unique is the early combination of theory and practice and the patient-centred examination format. You will get to know patients during your training. This gives you the opportunity to apply the knowledge you have learnt and gain practical skills. Lectures on the Bachelor's and Master's degree programmes in Human Medicine are held in Danish.

Denmark's third largest city, Odense, is located on the island of Funen (Fyn) in the region of southern Denmark. Surrounded by breathtaking scenery, you can enjoy your lecture-free time in the city's small cafés, cosy restaurants or international bars.

University of Aarhus (Aarhus University)

At the renowned University of Aarhus, you can study for a Bachelor's and Master's degree in human medicine in Danish. Classes are mainly held in small groups, which are divided up at the beginning of the programme. This close contact with your fellow students allows you to make friends quickly.

Aarhus is the second largest city in Denmark. The former Viking settlement has now developed into a lively student city and attracts young people from all over the world.

What are the requirements for studying medicine in Denmark?

The basic requirement for studying in Denmark is a university entrance qualification, i.e. the Abitur. Universities often require good grades in the natural sciences, maths and English. A good grade point average is generally an advantage when applying to Danish universities, as it counts towards the quota 1. The universities require a minimum average of 6.0 in the Danish education system, which corresponds to a German grade of 3.0. The average grade of applications is between 1.7 and 2.0. Previous education can also give you an advantage.

If your grade point average is lower than 3.0, you have the option of applying via contingent 2. If you pass the UCPH exam, you can still be admitted to the medical degree programme. This test lasts two hours and consists of a language and a maths and logic section.

As the majority of Danish medical universities offer degree programmes in Danish, you will need the appropriate language skills. An official language certificate at language level B2 is often required. You should also prove your English language skills with a TOEFL, Cambridge or IELTS test.

No A-levels? This is not possible in Denmark, but in some other European countries there is the option of a Medical studies with a specialist baccalaureate .

Structure of medical studies in Denmark

The content and structure differ slightly between the individual universities, which Duration However, as in Germany, the total duration of a medical degree programme is six years.

The medical degree programme in Denmark is divided into a 3-year Bachelor's degree and a 3-year Master's degree in medicine.

Teaching on the Bachelor's degree programme alternates between lectures, practical exercises in small groups and courses with case studies. The subject areas of the Bachelor's programme are primarily basic subjects such as cell biology and genetics, as well as anatomy, biochemistry and physiology.

During your subsequent Master's degree programme, you will learn the basic medical and surgical training in the first to third semester. In addition to behavioural and methodological subjects, you will acquire knowledge in various medical fields such as internal medicine, pharmacology and anaesthesiology. This knowledge is taught to you in the form of lectures, seminars and practicals. In the following semesters, other specialisms such as psychiatry and neurosurgery are added. In the last two semesters, you will work on your Master's thesis. This concludes your degree programme and you write it either from a specialist, research or international perspective. Possible subject areas include obstetrics, paediatrics or emergency medicine.

As medical studies in Denmark are recognised in EU countries, you can start working in Germany or another country of your choice after successfully completing your studies.

How much does it cost to study medicine in Denmark?

If you are accepted to a university in Denmark, you do not have to pay tuition fees for your subsequent medical studies. This is a big advantage compared to other European countries.

The Costs of studying medicine therefore mainly relate to the cost of living. You should calculate between 800 and 1,500 euros in total. Depending on where you live and your living situation, around 400 to 700 euros of this will go towards rent.

Please note: Although Denmark is an EU country, the currency is Danish Kroner.

If you need financial support during your medical studies, you can apply for numerous Scholarships apply.

Country and people: What you didn't know about Denmark

• What is the magic word? It's not "please", at least not in Denmark. Although the Danish people are considered to be extremely polite and friendly, there is no corresponding Danish translation for the German "Bitte".
• More sea? You're sure to get enough of it in Denmark. Because no matter where you are in Denmark, you can't be further away from the sea than 52 kilometres.
• Denmark is one of the countries with the happiest population in the world. Is it because of the relaxed lifestyle, the tolerant behaviour towards each other or the tranquil landscape? The reason is unclear, but numerous surveys show that the Danish population is extremely happy.

What do you need to consider when applying to study medicine in Denmark?

If you have decided to study medicine at a university in Denmark, you must first have your school-leaving certificate converted to the Danish grading scale. This is usually possible with a certificate obtained in the EU. In addition to your school-leaving certificate, you will also need to submit a few other documents within the University-specific application deadlines submit. Futuredoctor will be happy to advise you.

Are you ready to realise your dream of studying medicine in Denmark? Contact us today and start your journey with futuredoctor. We look forward to accompanying you on your journey and working with you to realise your dream of a career in medicine.

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Frequently asked questions

FAQs about studying medicine in Denmark

The advantages include no required 1.0 NC, no tuition fees, high educational quality and an advanced healthcare system.

Is a perfect grade point average required for admission to medical school in Denmark?

No, a perfect grade point average is not necessary. Even with a grade point average above 3.0, you still have a chance of getting a place at university, especially if you take an entrance test.

Are there tuition fees for international students in Denmark?

No, there are no tuition fees for foreign students at Danish universities.

At which universities in Denmark can I study medicine?

Medical studies are possible at the University of Copenhagen, Aalborg University, Odense University and Aarhus University, among others.

What requirements do I have to fulfil to study medicine in Denmark?

You need a university entrance qualification, good grades in science subjects and English, as well as language skills in Danish and English.

How is the medical degree programme in Denmark structured?

The programme is divided into a 3-year Bachelor's degree and a 3-year Master's degree in medicine, with a focus on basic subjects and practical training.

What does it cost to live while studying medicine in Denmark?

The average cost of living is between 800 euros and 1,500 euros per month, including rent.

What do I need to consider when applying to study medicine in Denmark?

You must have your Abitur certificate converted to the Danish grading scale and submit further documents within the university-specific application deadlines. Futuredoctor offers advice on this.

What are the special features of Denmark as a study country?

 Denmark is known for its happy population, proximity to the sea and relaxed lifestyle.

30 countries for your medical studies

Czech republic.

Pilsen, Brno, Prague, Olomouc

Medical studies Czech Republic

Budapest, Pecs, Szeged

Bratislava, Martin, Kashov

Medical studies Slovakia

Medical studies Croatia

Medical studies in Latvia

Poznan, Krakow, Szczecin, Wroclaw, Lodz, Lublin, Bialystok

Timisoara, Cluj

Medical studies in Romania

Leuven, Antwerp, Brussels

Marseille, Bordeaux, Paris, Montpellier, Lyon, Grenoble

Great Britain

Oxford, Aberdeen, Edinburgh, Cambridge, Manchester

The Netherlands

Groningen, Maastricht, Amsterdam, Leiden, Utrecht, Rotterdam

Switzerland

Basel, Fribourg, Berne, Geneva, Zurich, Neuchâtel, Lausanne

Vienna, Graz, Linz, Innsbruck, Salzburg, Krems

Bologna, Turin, Rome, Milan, Bari, Naples, Padua, Pavia

Ioannina, Patras, Volos, Komotini

Lund, Uppsala, Örebro, Stockholm, Gothenburg, Umea

Istanbul, Izmir, Ankara

Bergen, Oslo, Tromso

Studying medicine in Norway

Galway, Dublin, Cork, Limerick

Helsinki, Turku, Tampere, Oulu, Kuopio

Barcelona, Madrid, Valencia

Lisbon, Porto, Coimbra, Faro, Braga

Victoria, Msida, Gzira

Copenhagen, Aalborg, Odense, Aarhus

Bosnia-Herzegovina

Sarajevo, Mostar

Varna, Sofia, Pleven, Plovdiv

Medical studies in Bulgaria

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Denmark: Medical Training

Medical Graduates Per 100,000 Population (2019): 23.0 Nursing Graduates Per 100,000 Population (2019): 44.7 Percent Share of Foreign-Trained Doctors (2019): 9.4% Percent Share of Foreign-Trained Nurses (2019): 1.9%

Source: OECD (2021), Health at a Glance 2021: OECD Indicators , OECD Publishing, Paris, https://doi.org/10.1787/ae3016b9-en.

“Undergraduate medical education takes place at the Faculties of Health Sciences at the Universities of Copenhagen, Århus, Ålborg and Southern Denmark. The training programme is six years long and takes place at the four universities and most hospitals. For information on regulation of training, see section 2.8.3. After completing the final medical examination, medical doctors have to undergo one year of practical clinical education to obtain permission to practice independently. This consists of two employments of six months in a combination of internal medicine, surgery, psychiatry or general practice. “The Ministry of Health defines the postgraduate training programmes for medical specialties based on advice from the National Board of Health and the National Council for Postgraduate Education of Physicians. The Council, through the three Secretariates of the Medical Training (Sekretariat for Lægelig Videreuddannelse), is responsible for the regional planning and coordination of physicians’ clinical training. The National Council gives advice on the number and type of specialties, the number of students admitted to postgraduate training programmes, the proportion of students studying each specialty, the duration and content of postgraduate training programmes, and international collaboration programmes. At the time of writing there are 38 specialties in Denmark compared with 42 in 2001. Because variation in the quality of clinical training, particularly regarding surgical skills, has been heavily criticized, the National Board of Health has set up an inspection system that includes surveillance of the individual departments responsible for training, as well as advising the departments.”

Source: Olejaz M, Juul Nielsen A, Rudkjøbing A, Okkels Birk H, Krasnik A, Hernández-Quevedo C. Denmark: Health system review . Health Systems in Transition, 2012, 14(2):1 – 192.

“Basic nurse training takes three and a half years, and training is carried out at public schools of nursing in collaboration with hospitals. The training alternates between theoretical and clinical education. Clinical education is located at hospitals and in municipalities. Two shorter theoretical education courses for health and social helpers (14 months) and health and social assistants (extra 18 months) have been established to provide training for basic nursing care functions in hospitals and nursing homes.”

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World Health Systems Facts is a project of the  Real Reporting Foundation . We provide reliable statistics and other data from authoritative sources regarding health systems in the US and sixteen other nations.

Page last updated August 24, 2023 by Doug McVay, Editor.

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Copenhagen Science City is home to a wide range of educational programmes in the fields of medicine, health and all natural sciences. The programmes are provided by our academic partner institutions University of Copenhagen, university hospital Rigshospitalet and University College Copenhagen-KP.

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The University of Copenhagen, Faculty of Science, offers programmes from Bachelor to PhD-level in all the natural sciences. The 12 institutes at SCIENCE have a total of about 9,500 full-time bachelor and graduate students and 4,500 employees.

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The University of Copenhagen Faculty of Health and Medical Sciences (SUND) programmes from Bachelor to PhD-level in the fields of cure and care. The 13 institutes at SUND have a total of about 8,500 students, 5,000 employees and 1,600 doctoral students.

Find out more at SUND

University College Copenhagen

University College Copenhagen offers programmes in health, science, technology and disaster management for its approximately 20,000 full- and part-time students. You can study for occupations such as midwife, physiotherapist, laboratory technician, radiographer and disaster & risk manager.

Find out more at University College Copenhagen

Rigshospitalet

Rigshospitalet (University Hospital of Copenhagen) participates in the training of health professionals for the health service, including medical students, nursing students, medical laboratory technicians, midwives, occupational therapists and physiotherapists.

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If you do not live in Denmark, but are considering studies in Copenhagen Science City, visit the official Danish homepage for foreign students. 

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Medical Residency in Denmark

Apply for the Medical Residency & Speciality Training in Denmark....

Standyou Team

May 18, 2023 12:21:27

Why to Pursue Medical Residency from Denmark

High-quality healthcare system: Denmark is known for its well-developed healthcare system, which consistently ranks among the best in the world. The country places a strong emphasis on patient care, research, and technological advancements. By pursuing a medical residency in Denmark, you can benefit from exposure to advanced medical practices and work in a supportive environment.

Focus on work-life balance: Denmark is renowned for its commitment to a healthy work-life balance. The country places importance on providing its residents with reasonable working hours, paid vacation time, and family-friendly policies. This can contribute to a more sustainable and fulfilling career, allowing you to maintain a healthy personal life alongside your professional commitments.

Comprehensive training opportunities: Danish medical residency programs are designed to provide comprehensive training across different medical specialties. The structured residency curriculum ensures that residents receive well-rounded education and experience in their chosen field. Denmark also offers opportunities for specialization and subspecialization, allowing you to deepen your knowledge and expertise.

Research and innovation: Denmark has a strong focus on research and innovation in the medical field. The country invests significantly in medical research, and Danish institutions actively encourage residents to engage in research projects. This emphasis on research can enhance your skills, contribute to scientific advancements, and open doors for future career opportunities.

International recognition: A medical residency in Denmark holds international recognition and can enhance your professional reputation. The country's medical education system is highly regarded, and completing a residency in Denmark can demonstrate your competence and adaptability to potential employers worldwide.

Multicultural environment: Denmark is a multicultural country that welcomes professionals from diverse backgrounds. Working in a multicultural environment can provide valuable exposure to different perspectives, cultures, and medical practices. This exposure can broaden your horizons, improve your communication skills, and enable you to work effectively in a global healthcare setting.

High standard of living: Denmark consistently ranks among the countries with the highest standard of living in the world. Residents enjoy excellent social benefits, including universal healthcare, affordable education, and a strong social support system. The country offers a safe and inclusive society, providing a favorable environment for personal and professional growth.

Medical Residency in Netherlands Medical Residency in UAE Medical Residency in Canada Medical Residency in Finland

Medical Residency Specelizations in Denmark

Universities and hospitals offering medical residency in denmark.

Medical Residency in France Medical Residency in Spain Medical Residency Training Program in UK Medical Residency in Malaysia 

Application Process for Medical Residency in Denmark

Meet the basic requirements: Ensure that you meet the eligibility criteria for medical residency in Denmark. This usually includes holding a medical degree from a recognized institution, proficiency in the Danish language, and sometimes completion of a specific qualifying examination.

Choose your specialization: Determine the medical specialty you wish to pursue for your residency. Consider your interests, career goals, and the requirements of the specialty.

Research residency programs: Explore the universities, hospitals, and institutions in Denmark that offer residency programs in your desired specialty. Look for information on the program structure, curriculum, training opportunities, and any specific requirements.

Obtain a Danish medical license: If you obtained your medical degree outside Denmark, you may need to apply for a Danish medical license. Contact the Danish Patient Safety Authority (Styrelsen for Patientsikkerhed) for information on the license application process.

Prepare your application documents: Prepare the required documents for your residency application. These typically include your CV, motivation letter, copies of your medical degree and transcripts, language proficiency certificates, references or recommendation letters, and any additional documentation specified by the program or institution.

Submit your application: Apply directly to the residency programs or institutions of your choice. Some programs may require an online application, while others may have a paper-based application process. Follow the instructions provided by each program and ensure that you meet the application deadlines.

Attend interviews: If shortlisted, you may be invited for an interview as part of the selection process. Prepare for the interview by researching the program, understanding the requirements, and practicing common interview questions.

Wait for the outcome: After the application and interview process, wait for the program to inform you of their decision. If you are offered a residency position, you will receive an official offer letter or contract.

Accept the offer and complete administrative procedures: If you accept the offer, follow the instructions provided by the program or institution to complete any administrative procedures, such as signing the contract, providing necessary documentation, and fulfilling any additional requirements.

Medical Residency in Switzerland Medical Residency in USA Medical Residency in Italy

Danish Medical License

Verification of medical degree: If you obtained your medical degree outside Denmark, you will need to have your degree verified by the Danish Patient Safety Authority (Styrelsen for Patientsikkerhed). They will assess your medical education and determine if it meets the requirements for licensure in Denmark.

Danish language proficiency: Proficiency in the Danish language is essential to practice medicine in Denmark. You will need to demonstrate your language skills by passing a language assessment test, such as the Danish Language Test for Healthcare Professionals (DSØP).

Application for authorization: Once your medical degree is verified and you have passed the language assessment, you can apply for authorization to practice medicine in Denmark. This application is submitted to the Danish Patient Safety Authority.

Documentation and requirements: Along with the application, you will need to submit various documents, including your verified medical degree, language assessment certificate, identification documents, and other relevant certificates or documentation requested by the Danish Patient Safety Authority.

Assessment and decision: The Danish Patient Safety Authority will review your application and supporting documents. They may request additional information or clarification during the assessment process. Once the assessment is complete, they will make a decision regarding your authorization to practice medicine in Denmark.

Temporary or permanent license: If your application is approved, you will receive a temporary license (B-license) initially. This license allows you to practice medicine in Denmark while you complete a mandatory period of supervised practice, typically for a duration of one to two years. After successfully completing the supervised practice, you will be granted a permanent license (A-license).

Medical Residency in Kuwait Medical Residency in Finland Medical Residency in Australia Medical Residency in Ireland

Requirements & Eligibility Criteria for a Foreign Doctor to Practice Medicine in Denmark

Medical degree: You must have a medical degree from a recognized institution. The degree should be equivalent to a Danish medical degree, and its validity and authenticity may need to be verified by the Danish Patient Safety Authority.

Danish language proficiency: Proficiency in the Danish language is crucial to practice medicine in Denmark. You need to demonstrate your Danish language skills, typically by passing a language assessment test, such as the Danish Language Test for Healthcare Professionals (DSØP). The language test assesses your ability to communicate effectively in Danish.

Supervised practice: As a foreign doctor, you may be required to complete a period of supervised practice in Denmark before being granted a full license to practice independently. This period of supervised practice is typically one to two years and allows you to gain familiarity with the Danish healthcare system and practices.

Verification of qualifications: Your medical qualifications, including your medical degree and any postgraduate training or specialization, may need to be verified by the Danish Patient Safety Authority. They will assess the equivalency of your qualifications to the Danish standards.

Good standing and professional conduct: You must have a clean professional record and be in good standing in your country of origin. This includes providing any necessary documentation or certificates demonstrating your professional conduct and ethical standing.

Additional requirements: Depending on your specific circumstances, additional requirements may apply. These can include providing evidence of work experience, completing specific courses or examinations, or meeting specific specialization requirements.

Medical Residency in New Zealand Medical Residency in Belgium Medical Residency in Qatar

Salary of Medical Resident Doctors in Denmark

The starting salary for medical resident doctors in Denmark is around 30,000 to 35,000 Danish Kroner (DKK) per month before taxes. This is the salary for a resident doctor in their first year of residency.

Visa for Medical Residency in Denmark

Determine the duration of your residency: If your residency program lasts for more than 90 days, you will need a residence permit. If it's less than 90 days, you may be able to apply for a visa instead.

Check the visa and residence permit requirements: Visit the website of the Danish Immigration Service to learn about the specific requirements for obtaining a visa or residence permit for medical residency in Denmark. The requirements may include proof of financial means, health insurance, and a clean criminal record.

Submit your application: Apply for a visa or residence permit through the Danish Immigration Service. The application process typically involves submitting various documents, such as a copy of your passport, proof of acceptance to a Danish residency program, and evidence of financial means and health insurance.

Attend a biometric appointment: Once you have submitted your application, you may need to attend a biometric appointment to have your fingerprints and photograph taken.

Wait for the outcome: After submitting your application and attending the biometric appointment (if required), wait for the Danish Immigration Service to inform you of their decision.

Collect your visa or residence permit: If your application is approved, collect your visa or residence permit from a Danish embassy or consulate in your home country.

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Faculty of Health

Gynaecology-obstetrics and paediatrics.

The international semester Gynaecology-Obstetrics and Paediatrics offers you a unique opportunity to gain knowledge of important symptoms, diseases and causes of death from birth to death mainly within the fields of gynaecology- obstetrics and paediatrics.

You will be studying at our beautiful campus and joining the clinical training at one of the hospitals in the region. As a medical student you will experience a vibrant student environment with outstanding facilities such as the student house for medical students, the health science library and many student clubs and associations, which will enable you to network and make new friends.

From class-room teaching to clinical practice

The objective of this semester is to give students knowledge of important symptoms, diseases and causes of death from birth to death mainly within the fields of gynaecology-obstetrics and paediatrics.

The semester includes both clinical training and class-room teaching in gynaecology-obstetrics, paediatrics, clinical genetics, and cross-curricular symposiums. 

Course content

From the Spring 2021 the course is a 30 ECTS course. 

The 19-week course includes:

1 weeks of introductory classes 8 weeks of class-room teaching  4 weeks of clinical training at a gynaecological-obstetrical department 4 weeks of clinical training at a paediatrics department 2 weeks for examination.

Please find the course described in detail in our course catalogue: Gynacology-Obstetrics and Pediatrics (including Clinical Genetics) (30 ECTS)

The main subjects of the course are gynaecology-obstetrics, paediatrics, and clinical genetics.

Students will be provided with knowledge of pathophysiology, epidemiology, prevention, risk assessment, diagnostics, treatment methods, and prognosis in relation to major diseases within the specialities. You will also gain knowledge of clinical pharmacology, diagnostic radiology, clinical immunology, pathology, and clinical chemistry in relation to the main specialities.

Two 4-week rotations of clinical practice in both gynaecology-obstetrics and paediatrics introduce you to all activities of the departments. Most of the time international students will be paired with a student buddy. In the departments there will be a clinical advisor offering mentoring and guidance. 

Methods of teaching:  Lectures, clinical practice, symposia, TBL, and visits to departments

Examination : Individual OSCE-examination (2.5 hours) and written MCQ-examination (105 min) (graded)

Academic Calendar

The official academic year is divided into two semesters: Autumn semester (September to January) and Spring semester (February to June).   

However the semester in Medicine will start in August and January due to Intro Days and Introductory Weeks.

Autumn semester: Mid-August - January  (exams in the middle of January)

Spring semester: Mid-January - June  (exams in the middle of June)

When you are enrolled in the international semester, you are at the same time registered for the exams at the end of the semester. We expect you to participate in the exams.

There will be 2 different types of examination within the semester. 

• OSCE – Examination  Objective Structured Clinical Examination  An OSCE comprises a circuit of short stations, in which each candidate is examined on a one-to-one basis with one or two impartial examiner(s) and patients. Each station has a different examiner. Candidates rotate through the stations, completing all the stations on their circuit.
• Written MCQ-examination  Multiple Choice Questionnaire

It is important for us to underline that all international students are required to attend the exam a the end of their semester at Aarhus University. We are aware that some of our partner universities do not require their students to attend exams at their host university. However due to the funding system of the Danish universities, this is mandatory if you wish to attend the semester at Aarhus. If a student fail to attend the exam or deliberately fail the exam, we will take measures to terminate the agreement with your home university.  

Facts and requirements

• LEVEL : Master level
• COURS E CONTENT: Gynaecology-obstetrics, paediatrics, and clinical genetics.
• L ANG UA G E OF INSTRUCTION: English (please read our specific language requirements carefully)
• METHO D OF TEACHING: Lectures, class-room teaching, symposia, TBL, and clinical practice
• W OR K LOAD: 30 ECTS (19 weeks)
• SEME S TE R DATES: Late August – Mid January / Late January – Late June
• EXA MINATION DATES: January / June
• APPLI C A TIO N DEADLINE: April 1 / October 1 – check your home university for local deadlines and nomination procedures for exchange studies abroad.
• APPLI C A TIO N RESPONSE: June / December
• ELIGIBILIT Y :  Students from partner universities with an exchange agreement with  Aarhus University and/or Faculty of Health, who holds a Bachelor’s degree, or equivalent (having completed at least three years of study), in Medicine  at the time of application .
• In addition to the general admission requirements, applicants need to meet the following criteria:
• Have spent time in a clinic prior to enrollment
• Ability to take medical history and to perform a physical examination of a patient

Language requirements

Exchange students for the International Semester at the Faculty of Health are not required to document English language proficiency.

You are expected to to have English language qualifications comparable to the English B level from the Danish upper secondary school (gymnasium). International qualifications comparable to this level are:

• TOEFL test results of at least 560 (paper based test) or 83 (internet based test)
• IELTS test with a minimum score of 6.5 points
• C1 level obtained by examination from a CEFR-validated English language course. 

Transcript of records

When you pass the exams at the end of your semester at Aarhus University, you will receive a ”Transcript of records”. This paper is your official documentation from Aarhus University and it shows the course you took and the grades. You will receive it via mail. Upon inquiry we can send the original to your home address too. 

Please be aware that no individual grading for specific subjects is provided.

Documentation for clinical rotations

Several of our international students need to have specific documents signed to document clinical placements spent during an exchange. You are welcome to bring your documents with you and have them signed during your clinical placements at the assigned hospital.

Please note that we do expect you to do the exam in Aarhus too. 

Nomination and application deadlines

Students from universities with a partnership agreement with the Faculty of Health or a bilateral agreement with Aarhus University can apply for the international semester and will, if accepted, not pay tuition fees. Accommodation, study materials, travels and other expenses are not covered. Applicants will have to have finished their bachelor degree in medicine to be eligible to apply for the international semester. 

Nomination deadlines Nominations must be submitted by the home university via  our online nomination tool  no later than  March 15th (Autumn semester)  September 15th (Spring semesters)

Application deadlines: For enrollment in the fall semester (September-January): April 1 For enrollment in the spring semester (February-June): October 1st

Due to limited availabilites in the clinics we urge that all partners contact us well before nominating students to discuss if the exchange is possible. 

Selection of students

Due to limitations in the clinics, we can only accept 30 students pr. semester on the international semester Gynacology-Obstetrics and Pediatrics.

In the case where we are not able to accept all nominated students we will give priority to nominated students from partners that we are sending students to.

Hospitals and clinical rotations

All exchange students following the course Gynaecology, Obestetrics and Paediatrics are assigned Aarhus University Hospital for their clinical placements.

The University Hospital is less than 5 km from the city center and can be reached by bike and public transportation.

Mandatory documents

Upon enrollment all students will be asked to to hand in the following mandatory documentation:

• Declaration of Confidentiality
• Criminal record/Statement of previous convictions in respect of children
• MRSA test  (Except students from the Nordic countries)

Medical education in Denmark

The Danish medical education is divided into a bachelor  degree programme (3 years) and a master degree programme (3 years). The medical graduate acquires general medical skills during 12 months of basic clinical work and an additional 12 months of employment in an introductory position. Further specialisation takes 4-6 years depending on the area of specialisation.

The medical degree from Aarhus University, Faculty of Heath is approved by the Danish Health and Medicines Authority and The Danish Accreditation Institution and is internationally acknowledged.

Student life

As a medical exchange student at Aarhus University, you become part of a community of more than 2000 medical students. The unique facilities for medical students include our student house – a place for social and academic network, world class research facilities at Aarhus University Hospital – awarded best hospital in Denmark for several years in a row, and access to a comprehensive health science library. Aarhus has a population of 300,000 and is Denmark’s second largest city. It has all the advantages and resources of a big city; and yet everything is within walking or biking distance.

The large student population gives the city a young and exciting vibrancy and along the canal in the city centre the students visit the many cafés and restaurants. The city is located on the waterfront and you are never far from beautiful beaches or tranquil forests.

Partner Institutions and Collaboration

The Faculty of Health at Aarhus University works with several renowned universities in Europe and Australia. They include Nordplus partners in the Nordic countries, Erasmus+ partners in Europe and bilateral partnerships with institutions overseas.

We are continually working on developing new and existing partnerships to the benefits of students from both Aarhus University and our partner universities. If your university would like to know more about the possibilities of becoming a partner of Faculty of Health at Aarhus University, please don't hesitate to contact our International Team at  [email protected]

Faculty of Health and Medical Sciences

Bachelor's programmes, want to study health and medical sciences.

The Faculty of Health and Medical Sciences offers excellent Bachelor’s programmes as well as one three-year Vocational Bachelor’s programme. 

All Bachelor’s programmes are taught in Danish.

Study information

Bachelor's Programmes - in Danish

Medicine (copenhagen), veterinary medicine, dental hygienist, medicine (køge), pharmaceutical sciences, health informatics, public health, collaborative bachelor's programmes, health sciences with a new angle.

The Faculty is academically involved in a range of educations based at the Faculty of Social Sciences & the Faculty of Sciences.

Read more at studies.ku.dk

Animal Science

Medical chemistry, biotechnology, medicine and technology, cognitive data science, molecular biomedicine.

Becoming a Doctor in Denmark

• December 19, 2023
• News & Updates

How to Become a Doctor in Denmark as an International Medical Graduate?

Becoming a doctor in Denmark as an international medical graduate involves a detailed process, including the recognition of qualifications, language proficiency, professional assessment, preparatory courses and exams, clinical adaptation, and obtaining a medical license. Here’s a comprehensive guide with information on expenses and other requirements:

Recognition of Qualifications:

Contact the Danish Patient Safety Authority to initiate the recognition process for your medical qualifications. The application fee for recognition varies and is typically around DKK 6,600 (as of my last knowledge update in 2022). You will need to submit your medical degree, transcripts, and other relevant documentation.

The Danish Patient Safety Authority (Patientsikkerhedsstyrelsen) plays a crucial role in ensuring quality healthcare for all citizens in Denmark. For international medical graduates (IMGs) like yourself, it acts as your gateway to practicing medicine in this Scandinavian nation.

What does the Danish Patient Safety Authority do?

• Authorizes healthcare professionals : This includes doctors, dentists, nurses, and other healthcare providers. For IMGs, they assess your qualifications and grant authorization for either independent practice or specialist training.
• Supervises and monitors healthcare : They ensure healthcare providers adhere to ethical and professional standards, investigating complaints and taking necessary action if needed.
• Develops and updates regulations : They set the standards and guidelines for healthcare practice in Denmark, ensuring patient safety and quality care.
• Provides information and resources : They offer extensive information and resources for healthcare professionals and patients alike, including guidance for IMGs seeking authorization to practice.

How does it impact IMGs?

• Licensing and verification : You’ll need to submit your medical degree, license verification from your home country, and other documents to the Danish Patient Safety Authority for assessment.
• Authorization pathways : They determine whether you qualify for direct authorization for specialist training, general authorization for independent practice, or need to participate in the medical introduction program.
• Language requirements : They administer the Dansk Medicinsk Sprogtest (DMS), which assesses your Danish language proficiency, a crucial requirement for practicing in Denmark.
• Ongoing support : They offer guidance and support throughout your journey as an IMG in Denmark, ensuring smooth integration into the healthcare system.

Resources for IMGs:

• Website : https://stps.dk/ (English language available)
• Application portal : https://stps.dk/
• Information for IMGs : https://stps.dk/
• Dansk Medicinsk Sprogtest : https://dmsk.dk/

Remember : The Danish Patient Safety Authority is your key partner in navigating the process of practicing medicine in Denmark. By understanding their role and utilizing their resources, you can overcome any obstacles and embark on a successful medical career in this beautiful country.

Additional Tips:

• Check the Danish Patient Safety Authority website regularly for updates and announcements.
• Don’t hesitate to contact them if you have any questions or need clarification about the application process.
• Utilize the resources available to you, such as Softamo Education, to enhance your chances of success.
• I hope this information helps! Feel free to ask if you have any further questions about the Danish Patient Safety Authority or the process of becoming a doctor in Denmark.

Language Proficiency:

Danish language proficiency is essential. You may need to pass language exams such as the Danish Language Test, Medico level, which includes both written and oral components. Language courses are available, and the cost can range from DKK 3,000 to DKK 10,000, depending on the institution.

The Danish Patient Safety Authority (Patientsikkerhedsstyrelsen) requires international medical graduates (IMGs) to demonstrate a certain level of Danish language proficiency to practice medicine in Denmark. This proficiency is assessed through the Dansk Medicinsk Sprogtest (DMS), also known as the Danish Medical Language Test, Medico level.

Here’s what you need to know about the DMS Medico level:

• Purpose : It assesses your ability to understand and communicate medical terminology and concepts in Danish at a level necessary for safe and effective patient care.
• Content : The test covers various medical topics, including anatomy, physiology, pharmacology, pathology, and medical procedures. It also evaluates your reading comprehension, listening comprehension, writing skills, and spoken language skills in a medical context.
• Format : The DMS Medico level is a computer-based test consisting of multiple-choice questions, writing tasks, and a speaking test.
• Passing score : A minimum score of 70% is required to pass the test.
• Preparation resources : The Danish Patient Safety Authority provides official practice materials and information on the test format. Additionally, various online resources and language courses can help you prepare for the test.

Important points to consider:

• Taking the DMS Medico level is mandatory for IMGs seeking authorization to practice medicine in Denmark, regardless of your chosen specialization.
• The test is challenging and requires dedicated preparation. Start studying well in advance of your desired test date.
• The Danish Patient Safety Authority website offers detailed information about the DMS Medico level, including test dates, registration procedures, and practice materials: https://laegemiddelstyrelsen.dk/da/udstyr/registrering-og-markedsfoering/dansk-sprogkrav/
• Consider seeking additional support from resources like Softamo Education, which specializes in guiding IMGs through the process of practicing medicine in Denmark, including preparation for the DMS Medico level.
• Remember, successfully passing the DMS Medico level is a crucial step towards your dream of practicing medicine in Denmark. By carefully preparing and utilizing available resources, you can increase your chances of success and embark on a rewarding medical career in this Scandinavian nation.

Professional Assessment:

The professional assessment by the Danish Patient Safety Authority involves evaluating your qualifications and medical knowledge. The fee for this assessment is around DKK 16,500. You may also need to submit documentation, including your medical degree, transcripts, and proof of clinical experience.

When applying for recognition of qualifications to become a doctor in Denmark, you may be required to submit various documents to the Danish Patient Safety Authority. The specific documents needed can vary based on individual circumstances but typically include:

• Medical Degree Certificate : A certified copy of your medical degree certificate or diploma.
• Transcripts : Academic transcripts detailing your medical education and coursework.
• Clinical Experience Proof : Documentation proving your clinical experience, such as letters of recommendation, work certificates, or a logbook of clinical hours.
• Language Proficiency Certificates : If applicable, certificates demonstrating your proficiency in the Danish language, such as results from language exams like the Danish Language Test, Medico level.
• Passport and Identification : Copies of your passport and other identification documents.
• Professional Certifications : Any additional professional certifications or licenses relevant to your medical education and practice.
• CV (Curriculum Vitae) : A comprehensive CV detailing your academic and professional background.
• Cover Letter : A cover letter explaining your intention to practice medicine in Denmark, your motivations, and any other relevant information.
• Application Forms : Completed application forms provided by the Danish Patient Safety Authority.

It’s crucial to carefully review the specific requirements outlined by the Danish Patient Safety Authority and provide accurate and comprehensive documentation. Additionally, be aware that requirements may change, so it’s advisable to contact the authority directly or check their official website for the most up-to-date information.

Preparatory Course and Exams:

Enroll in a preparatory course, such as the “Introduction to Danish Healthcare System” and the “Adaptation Course for Foreign Medical Doctors.” These courses can cost between DKK 20,000 to DKK 50,000. Exams may include language proficiency tests and medical knowledge assessments.

Adaptation Courses for Foreign Medical Doctors: Your Bridge to Practicing Abroad

If you’re a foreign medical doctor aspiring to practice your skills in another country, adaptation courses can be your stepping stone to success. These programs equip you with the necessary knowledge, skills, and cultural understanding to seamlessly integrate into the new healthcare system.

What are Adaptation Courses?

• Adaptation courses are specifically designed for foreign medical doctors seeking to bridge the gap between their existing qualifications and the requirements of their chosen destination country. They typically cover several key areas:
• Medical terminology and legal aspects: Learn the specific medical terminology used in the new country and understand the legal framework governing healthcare practice.
• Healthcare system and protocols: Gain insight into the structure and functioning of the new healthcare system, including referral pathways, patient management procedures, and ethical considerations.
• Communication and cultural sensitivity: Develop effective communication skills for interacting with patients and healthcare professionals in the new cultural context.
• Clinical rotations and practical experience: Gain hands-on experience in hospitals and clinics under the supervision of local doctors, solidifying your understanding of the practical aspects of medical practice in the new setting.

Benefits of Adaptation Courses:

• Improve your chances of licensure : Successfully completing an adaptation course can significantly enhance your chances of obtaining the necessary licenses and permits to practice medicine in your chosen country.
• Boost your confidence and skills : Gain the knowledge and practical experience needed to confidently navigate the new healthcare system and deliver high-quality patient care.
• Expand your professional network : Connect with other healthcare professionals and potential employers during the course, building valuable professional relationships.
• Fast-track your career : Adaptation courses can significantly shorten the time it takes you to start practicing medicine in your new country.

Choosing the Right Adaptation Course:

The ideal adaptation course for you will depend on several factors, including:

• Your destination country : Different countries have different requirements and course offerings.
• Your medical specialty : Some courses are designed for specific specialties, while others are more general.
• Your budget and time constraints : Courses vary in length, cost, and intensity.

Additional Resources:

• World Directory of Medical Schools : [ https://www.wdoms.org/ ]
• General Medical Council (UK): [ https://www.gmc-uk.org/ ]
• Educational Commission for Foreign Medical Graduates (ECFMG) (US): [ https://www.ecfmg.org/ ]
• Softamo Education : [ https://softamo.org/ ] (Offers guidance and resources for IMGs seeking opportunities abroad)

Remember, adaptation courses can be your valuable allies in your journey to practicing medicine abroad. Carefully research your options, choose a program that aligns with your goals and needs, and embark on your path to a successful medical career in a new country.

Clinical Adaptation Course:

The clinical adaptation course involves hands-on experience in a Danish hospital. The costs may vary, and some courses may be sponsored by the hospital. You may also receive a stipend during this period.

Denmark boasts a world-class healthcare system and clinical adaptation courses can be your stepping stone to practicing medicine within it. Here’s how to navigate your options and find the perfect program:

Types of Clinical Adaptation Courses in Denmark:

• General Medical Introduction Program (MIU): This mandatory program for most IMGs provides a comprehensive introduction to the Danish healthcare system, its medical terminology, and ethical considerations. It includes clinical rotations and language training.
• Specialty-Specific Adaptation Courses : These programs cater to specific medical specialties, offering rotations and training tailored to your chosen field, such as surgery, internal medicine, or pediatrics.
• Post-Graduate Training Programs : Once you’ve completed the MIU or relevant adaptation course, you can pursue post-graduate training in your chosen specialty, leading to specialist registration in Denmark.

Factors to Consider When Choosing a Course:

• Your Medical Specialty : Choose a program that aligns with your desired field of practice in Denmark.
• Language Proficiency : Many programs require Danish language proficiency at a specific level (Dansk Medicinsk Sprogtest). Make certain that you fulfil the prerequisites prior to submitting your application.
• Duration and Intensity : Programs vary in length, from several weeks to one year or more. Consider your time constraints and learning style.
• Clinical Rotations : Focus on programs offering rotations in hospitals or clinics relevant to your specialty, providing valuable hands-on experience.
• Accreditation and Recognition : Choose a program accredited by the Danish Patient Safety Authority and recognized by potential employers in Denmark.

Resources for Finding Clinical Adaptation Courses in Denmark:

• Danish Patient Safety Authority: https://stps.dk/  (Information on MIU and other authorization requirements)
• Softamo Education : https://softamo.org/ (Offers guidance and resources for IMGs in Denmark, including specific course listings)
• Dansk Medicinsk Selskab : https://laeger.dk / (Information about medical specialties and practice in Denmark)
• Individual Danish Hospitals and Universities : Many hospitals and universities offer their own adaptation courses. Contact them directly for details.
• Start planning early as programs have limited spots and application deadlines.
• Network with other IMGs in Denmark for insights and recommendations.
• Contact the course organizers directly to clarify any doubts about the program.
• Consider attending information sessions or virtual open days offered by some programs.

Remember, choosing the right clinical adaptation course can significantly enhance your chances of success in Denmark’s healthcare system. By carefully considering your needs, researching your options, and actively seeking guidance, you can pave the way for a fulfilling medical career in this beautiful Scandinavian nation.

Medical License Application:

The application fee for a medical license is around DKK 6,600. Once you have completed the required courses and assessments, you can submit your application to the Danish Patient Safety Authority.

While I can’t directly submit your application to the Danish Patient Safety Authority (Patientsikkerhedsstyrelsen), I can definitely guide you through the process and ensure you have everything in order! Here’s how to submit your application successfully:

Preparation:

• Gather all required documents : This typically includes your medical degree, license verification from your home country, Danish language proficiency test results (DMS Medico level), CV, transcripts, and any other documents specified by the Danish Patient Safety Authority.
• Choose your authorization pathway : Depending on your qualifications and desired career path, you can apply for direct authorization for specialist training, general authorization for independent practice, or participate in the medical introduction program (MIU).
• Pay application fees : Cover the necessary fees for processing your application.
• Prepare for interviews : Be ready to answer questions about your qualifications, experience, and motivations for practicing in Denmark.

Application Submission:

• Go to the Danish Patient Safety Authority online portal: https://stps.dk/
• Establish an account or sign in if you already possess one.
• Select the relevant application form : Choose the form based on your chosen authorization pathway.
• Upload all required documents : Ensure each document is uploaded in the correct format and meets the file size limitations.
• Review your application carefully : Double-check all information and ensure everything is accurate and complete.
• Submit your application : Once you’re satisfied with everything, click the submit button.
• Start the application process well in advance, as it can take several months to complete.
• Consider seeking guidance from Softamo Education or other organizations specializing in supporting IMGs in Denmark.
• Danish Patient Safety Authority website : https://stps.dk/
• Softamo Education : https://softmor.com/
• Dansk Medicinsk Sprogtest (DMS Medico level): https://laegemiddelstyrelsen.dk/da/udstyr/registrering-og-markedsfoering/dansk-sprogkrav/

Remember, submitting your application is just the first step to practicing medicine in Denmark. Stay patient, persistent, and be well-prepared, and you’ll be on your way to achieving your dream!

Specialist Recognition (Optional):

If you plan to specialize, additional training and recognition may be required. Costs for specialization can vary, and you will need to contact the relevant medical authorities for information.

The path to practicing as a medical specialist in Denmark involves a meticulous process called “Specialist Recognition,” which ensures high standards for the nation’s healthcare system. Here’s a comprehensive breakdown to guide you through each step:

Eligibility:

• Hold a recognized medical degree and license : Ensure your medical degree is from an accredited university and your license is valid in your home country.
• Meet the Danish language proficiency requirement : Pass the Dansk Medicinsk Sprogtest (DMS) Medico level exam, demonstrating fluency in medical Danish.
• Possess relevant specialist qualifications : Depending on your chosen specialty, you may need to demonstrate additional training and experience.

Pathways to Specialist Recognition:

• Direct Authorization for Specialist Training : If your qualifications align with Danish requirements and a high demand exists for your specialty, you may directly apply for specialist training.
• General Authorization for Independent Practice : This pathway allows you to practice under supervision in your chosen specialty while pursuing specialist training.
• Medical Introduction Program (MIU): This mandatory program provides an intensive introduction to the Danish healthcare system and language training, preparing you for further specialization.

The Application Process:

• Choose your desired authorization pathway : Consult the Danish Patient Safety Authority (Patientsikkerhedsstyrelsen) website for details on each pathway and eligibility requirements.
• Gather necessary documents : Prepare your medical degree, license verification, language test results, CV, transcripts, and any other documents specified for your chosen pathway.
• Submit your application online : Utilize the Danish Patient Safety Authority’s online portal to submit your application and documents.
• Pay application fees : Cover the processing fees associated with your application.
• Prepare for interviews : Be ready to discuss your qualifications, experience, and motivations for pursuing specialist practice in Denmark.

Assessment and Recognition:

• Evaluation of your application : The Danish Patient Safety Authority will assess your documents and qualifications to determine your eligibility for the chosen pathway.
• Interviews and additional assessments : You may be required to participate in interviews and further evaluations to assess your clinical skills and knowledge.
• Specialist training (if applicable): Upon successful authorization for specialist training, you’ll embark on a structured training program in your chosen specialty within a Danish hospital or university.
• Specialist registration : After completing the training program and passing any required examinations, you’ll obtain specialist registration, allowing you to independently practice your chosen specialty in Denmark.
• Start planning early: The specialist recognition process can be lengthy, so begin preparing well in advance.
• Seek professional guidance : Consider consulting Softamo Education or other organizations specializing in supporting IMGs in Denmark.
• Network with Danish healthcare professionals : Building connections within the medical community can be invaluable.
• Stay updated : Regularly check the Danish Patient Safety Authority website for changes in regulations and requirements.

Remember, specialist recognition in Denmark ensures high-quality medical care for all citizens. By meeting the requirements, choosing the right pathway, and diligently preparing, you can embark on a rewarding journey as a medical specialist in this beautiful nation. Good luck!

• Softamo Education : https://softamo.org/
• Dansk Medicinsk Sprogtest (DMS) Medico level : https://laegemiddelstyrelsen.dk/da/udstyr/registrering-og-markedsfoering/dansk-sprogkrav/

 Ongoing Professional Development:

Engage in continuous professional development. The cost of staying updated with medical advancements can vary, depending on the courses and conferences you choose to attend.

Staying updated with medical advancements in any country comes with certain costs, and Denmark is no exception. Here is a breakdown of potential costs you may encounter:

Formal Education:

Continuing Medical Education (CME) courses : These accredited courses offer structured learning on specific topics and advancements. Costs can vary depending on the provider, duration, and specialization, but typically range from €100-€500 per course.

Postgraduate training programs : If you want to specialize in a new area, these programs can be quite expensive, with tuition fees reaching €10,000-€20,000 per year.

Conferences and workshops : Attending national and international conferences can be a valuable way to learn about the latest research and network with colleagues. Registration fees can range from €200-€1,000 per event.

Self-Directed Learning:

Medical journals and subscriptions : Accessing online databases and print journals allows you to stay informed about current research. Prices can vary depending on the journal, but expect to pay around €200-€500 per year for individual subscriptions.

Online courses and resources : Numerous platforms offer e-learning modules, webinars, and podcasts on a variety of medical topics. Costs can range from free to several hundred euros per course.

Books and textbooks : Staying updated with the latest textbooks and monographs can be costly, with prices ranging from €50-€200 per book.

Additional Costs:

Travel and accommodation : Attending conferences or workshops often involves travel and accommodation expenses, which can vary depending on the location and duration.

Professional association fees : Membership in professional associations may be required for certain CME courses or provide access to resources and networking opportunities. Fees can range from €50-€200 per year.

Technology and equipment : Accessing online resources and participating in virtual conferences may require upgrading your computer or internet connection.

Reducing the Costs:

Seek scholarships and grants : Several organizations offer financial assistance for CME courses and conferences.

Utilize free resources : Numerous websites and online platforms offer free access to medical journals, podcasts, and educational materials.

Share resources with colleagues : Collaborate with other healthcare professionals to share the cost of subscriptions, textbooks, or conference attendance.

Negotiate with employers : Some healthcare institutions may be willing to sponsor CME courses or provide financial support for professional development.

Remember: The cost of staying updated with medical advancements is an investment in your career and your patients’ well-being. Weighing the potential benefits against the costs and exploring options for reducing expenses can help you maintain your professional knowledge and skills without breaking the bank.

Additionally, consider these factors:

Your specialization : Different specialties have varying costs associated with staying updated.

Your learning style : Some individuals prefer structured courses, while others favor self-directed learning, which can impact costs.

Your career goals : If you aspire to leadership or academic positions, staying updated may require additional investments.

By carefully planning and utilizing available resources, you can navigate the costs of staying updated with medical advancements in Denmark and ensure continued excellence in your medical career.

Conclusion:

It’s essential to note that these costs are approximate, and they may change. Additionally, the process may evolve, so it’s crucial to check with the Danish Patient Safety Authority and relevant institutions for the most up-to-date information and requirements.

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Application and Approval of Qualifications

To get your foreign education approved, you must submit an application to the Danish Patient Safety Authority.

Application

The first step you must take is to fill out our online application form. This step is crucial and should be completed before submitting the EPIC reports mentioned below.

To apply, follow these instructions:

• Fill out the application form Application form
• Submit the form electronically

The 6-Year Rule

Please note that if you completed your primary medical qualifications more than six years prior to submitting a fully documented application to the Danish Patient Safety Authority, your application will be rejected. However, you can submit an application accompanied by a document proving at least 12 months of professional experience as a medical doctor within the six years preceding your application.

EPIC Reports

The Danish Patient Safety Authority (DPSA) has partnered with the Educational Commission for Foreign Medical Graduates (ECFMG®), a member of Intealth in the USA, to verify the medical education credentials of medical doctors seeking registration or licensure in Denmark. If you graduated from a medical school located outside of the European Economic Community (EEC) or you are a citizen of a country outside the EEC, you must have certain medical education credentials verified through ECFMG's Electronic Portfolio of International Credentials (EPIC) service before submitting your application to the DPSA. Please note that you are responsible for covering the costs of the primary-source verification process.

For additional information and frequently asked questions (FAQs) about using EPIC to support your application to the DPSA, please visit the EPIC website's special instructions and FAQs section for applying to the Danish Patient Safety Authority.

If you have any questions regarding EPIC and the verification process, please contact EPIC directly.

The EPIC website

To have your credentials primary-source verified through ECFMG in support of your DPSA application, please follow these steps:

Step 1 - Establish an EPIC Account.

For complete instructions, visit the EPIC website's "Getting Started" section. Once your request has been processed and your EPIC Account has been established, you will receive login information via email to access your account.

Getting Started

Step 2 - Confirm your identity with EPIC.

Detailed information on confirming your identity with EPIC can be found in the "Confirming Your Identity with EPIC" section on the EPIC website. This step requires you to submit an EPIC Identification Form (EIF). After ECFMG accepts your form, you will be able to upload the credentials required by the Danish Patient Safety Authority for primary-source verification.

Confirming Your Identity

Step 3 - Upload the Required Medical Education Credentials for Primary-source Verification through EPIC.

Log in to your EPIC Account and upload the following credentials to EPIC for primary-source verification:

• Final Medical Diploma (completed primary medical qualifications)
• Final Medical School Transcript (of primary medical qualifications which must give information of all relevant medical subjects, including such subjects as neurology, neurosurgery and dermatology etc.)
• License to Practice Medicine issued by the competent health authorities in the most recent country of work as a medical doctor.

No further EPIC reports are required. 

Once uploaded, you can check on the status of your credentials at any time by logging in to your EPIC Account. See Using EPIC on the EPIC website for more information.

Certificate of Non-registration 

If you are not yet registered with a license to work as a medical doctor in any country and for that reason is unable to upload your license to practice medicine to EPIC for primary-source verification, please read this information before you upload the other two documents to EPIC for primary-source verification.

Certificate of Non-registration

Step 4 - Send Reports on your Verified Credentials to the DPSA.

Did you beforehand fill in our online application form? In case not, then please fill it in now or else we have no contact information of you.

ECFMG will notify you by email as each credential is verified. Once your three credentials have been verified, go to the "My Reports" tab in your EPIC Account and request that the EPIC Reports for each verified credential be provided to the DPSA. For more information on EPIC Reports, see the EPIC Reports section of the Using EPIC page on the EPIC website.

Reports on EPIC website

Upon receipt of the three mentioned EPIC reports, the DPSA will send you a receipt by email as soon as possible (please, however, expect at least 7-14 days) to the email address stated in the online application form that you have sent electronically to the DPSA. Your application will be processed only after receipt of the three EPIC reports.  

Step 5 - Send your Application by post (after receipt of the Confirmation Mail mentioned under step 4)

Send your application with the required documentation by post to the DPSA when all three mentioned EPIC reports have been received by the DPSA. We will then assess whether your qualifications meet the requirements for completing the process of obtaining Danish authorisation.

You can also hand in your application and documentation at the reception desk at the DPSA. Make sure that you enclose an cover letter including your name, address and signature (or perhaps filled in application form) with your documentation.

What should you pay attention to?

When we have received your application with the required documentation by post, the report issuing date on the EPIC report regarding primary-source verification of your license to practice medicine or the like most not be more than 3 months old. If the report issuing date in the mentioned EPIC report is more than 3 months old we might find it necessary to ask you to submit a new and updated verification of your license through EPIC.

Required Documentation

Each document must be numbered according to the below list. For example, add number 2 to the documentation of name, date of birth and nationality.

Please only forward the documentation mentioned below. The documents that you have uploaded to EPIC we already have received with the EPIC reports. 

• Cover letter with your name, address and signature or perhaps fill in and signed application form 
• Documentation of name, date of birth and nationality (e.g. a certified copy of the relevant page in your passport).
• Name change certificate, if any.
• Translation of name change certificate, if the certificate has not been issued in English.
• Curriculum vitae, listing your qualifications and work experience in chronological order.
• Documentation for registration of specialist qualifications (if you hold specialist qualifications). Please note that if the duration of your specialist training does not appear from your documentation, it will not be part of our assessment. Read more about employment for adaptation and training purposes. Employment for Adaptation and Training Purposes
• Translation of the documentation for registration of specialist qualifications into Danish or English, if the document has not been issued in English.
• Documentation of at least 12 months’ medical work experience. (Only if you completed your training more than 6 years before this application – (the 6-year-rule)). The documentation must confirm full-time employment and detailed information of your daily professional tasks. Documented part-time employment for a period corresponding to 12 months of full-time employment can also fulfill the requirement for 12 months of work experience, provided that the work experience is acquired within the last 6 years prior to the date where we receive an application.
• Power of attorney, if another person, including job centres, municipalities etc., handles your application. Use of power of attorney

We cannot assist you in contacting foreign authorities, universities etc. in order to obtain documentation. A certificate of good standing is not required as mentioned in our application form. The application form is obsolete and is about to be reviewed.  

You must send the above documentation by post in 2 copies:

• Copy 1: Original documentation or certified true copies.
• Copy 2: Ordinary copies of copy 1 (the copies must be in A4 format without paper clips, folders etc.). 

Our address is:

The Danish Patient Safety Authority Registration & EU Health Insurance Islands Brygge 67 2300 Copenhagen S. Denmark

Certified True Copies

If you do not want to send the original documents, but prefer copies, the copies must be certified to be true copies by an (any) embassy/consulate, notary public, the police or the authority that issued the document. The certified copy must bear a stamp and signature to confirm in English or Danish that the copy is a true copy of the original document. The authority/signatory must be easily identifiable. Private individuals, employees of employment agencies etc. cannot make certified copies.

Original Documents

We may ask you to present your original documents. The translations must always be submitted in the original form. Original documentation will be returned to you by registered post.

Translation into Danish or English

If your documents are not in English, you may enclose translations into Danish or English of the enclosed documentation (we also accept translations into Norwegian or Swedish). You can also wait until we have processed your application and assessed which documents need to be translated. You should, however, expect an extended assessment time if you do not enclose translated documents.

Translations must be made by one of the following:

• The university or authority that issued the document.
• A translator.

The translator’s name and stamp must appear clearly from the translation. If the stamp is not in Danish or English, it must be translated by the translator. The translator must use a band, seal or the like to attach the translated document to the document in the original language.

When we have received your application and documentation by post, we will as soon as possible send you an email to confirm receipt of your application. Please remember to check your junk mail folder, as our emails sometimes end up there . 

You will not receive confirmation upon receipt of any additional documentation.

We will either use the World Directory of Medical Schools or conduct an individual assessment of your primary medical qualifications to determine your eligibility for testing. In the case of an individual assessment, we may request additional documentation regarding the study program, including information on theoretical and clinical teaching hours for each relevant medical subject.

The World Directory of Medical Schools

After finalizing the assessment of your application, we will notify you via email or digital post (e.g., e-Boks if you hold a Danish CPR number) if we require additional documentation. Alternatively, we will send you a letter containing your documentation. If your formal qualifications are approved, the letter will provide information on the requirements for obtaining Danish authorization and permission to work independently as a medical doctor. Please note that this letter is not your authorization.

Our letter, along with your documentation, will be sent to the address you provided in the application form by regular or registered post. If you change your address, please inform us by email or letter. If you reside abroad, ensure that you provide your full address in the application form and can receive letters by post, as we do not use couriers like GLS/TNT.

Application processing time

We process applications in the order in which they are received.

Currently we are processing applications received in January 2024.

We expect that your application to be processed within approx. 6 months from receipt of your physical application. 

We prioritize those applicants who are closest to being able to contribute to the Danish healthcare system. This applies to all applications from healthcare professionals from countries outside the EU/EEA where we are aware that the applicant has a Danish CPR number and active residence in Denmark.

If the applicant meets these conditions, we expect to process the application within a few working days after the applicant has submitted the physical application incl. the necessary documentation.

If you are already registered in our system with a CPR number and live in Denmark, you do not have to contact us. We will automatically prioritize your application when the necessary EPIC rapports have been uploaded and you have submitted the physical application incl. the necessary documentation.

If you have a CPR number, but have not yet informed us about it, please contact us by phone +45 72 28 66 00 or send by secure email.

Please note that we are unable to answer questions regarding the Danish CPR number. For more information,  go to  Life in Denmark.dk .

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What do I need to know about healthcare in Denmark?

The Danish healthcare system offers equal and universal access for all residents. 

As an international student and resident in Denmark you will have access to free medical treatments with some exceptions, such as dental care and physiotherapy.

Coverage without registering with the Danish Civil Registration System

Students from outside the EU/EEA

In accordance with the Danish Health Act, all non-residents staying in Denmark are entitled to emergency hospital care free of charge ' in the event of an accident, childbirth, acute illness or sudden aggravation of a chronic disease' . 

All other healthcare services must be paid for by you or your insurance

Please note: The Danish public healthcare system does not cover transportation to your home country in the event of illness.

Students from the EU/EEA or Switzerland

If you are an EU/EEA citizen or a Swiss national and you plan to stay in Denmark for less than 3 months, and provided you are covered by a statutory health insurance service in another EU country, you can use your European Health Insurance Card (EHIC) to access any healthcare service that becomes medically necessary during your stay in Denmark.

You will enjoy the same healthcare services offered to residents in Denmark and the charge for these services will be forwarded to the statutory health insurance service that issued the EHIC.

Please note: Students from the Nordic countries need not show any of these documents and students from the UK need only show their UK passport.

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If you are a non-EU/EEA citizen and you plan to stay in Denmark for more than 3 months, you must obtain a Danish residence permit and register with the Civil Registration System .

After this you are entitled to receive free medical treatment in Denmark.

If you are an EU/EEA citizen or a Swiss national and plan to stay in Denmark for more than 3 months, and provided you are covered by the statutory health insurance service in your home country, you enjoy full access to the Danish national healthcare system once you have registered with the Civil Registration System .

To register you must present a S1 Portable Document, or a valid EHIC card issued by your statutory health insurance.

How to register with the Civil Registration System

When registering with the Civil Registration System you must choose whether you want to be insured in Group 1 or Group 2.

Care offered by General practitioners (GPs) and specialists in Group 1 is free of charge - and you will be asked to choose a GP who will refer you to a specialist when necessary.

If you choose to be insured in Group 2, you will not be assigned a specific GP but will enjoy access to any GP or specialist on request.

However, only a part of the costs for treatment in Group 2 is reimbursed. Roughly 98% of Danish residents are insured in Group 1.

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Upon registering with the Civil Registration System, you will receive a national health insurance card (‘Sygesikringskort’).

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The card states your name, address and your Civil Personal Registration (CPR) number as well as the name and address of your doctor. It also provides healthcare coverage for up to one month on holiday trips within the EU/EEA and Switzerland .

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• v.10(1); 2021

Use of Routinely Collected Registry Data for Undergraduate and Postgraduate Medical Education in Denmark

Kasper bonnesen.

a Department of Clinical Epidemiology, Aarhus University, Aarhus University Hospital, Aarhus, Denmark

Cecilia Hvitfeldt Fuglsang

Søren korsgaard, katrine hjuler lund, natascha gaster, vera ehrenstein, morten schmidt.

b Department of Cardiology, Aarhus University Hospital, Aarhus, Denmark

Introduction

Medical education needs to evolve continuously to meet the new requirements created by the ever-changing medical landscape [ 1 ]. Changes in patient demographics, comorbidity burden, knowledge, and expectations regarding involvement in treatment decision-making make future patients different from previous ones [ 1 , 2 ]. Also, the development of new technologies, increased specialisation anticipations, and expectations regarding work-life balance demand a new skill set from future physicians [ 1 ]. It is thus important to align both the undergraduate and postgraduate medical education with the requirements of the next generation of physicians and patient needs, where research based on big data will be essential [ 1 ].

Denmark has a long tradition of epidemiological research [ 3 ]. Thanks to the routinely collected administrative and health data in its national registries [ 4 ] and the many established clinical quality databases [ 5 ], Denmark holds a large potential for population-based research. This review aims to summarise (1) the Danish healthcare system and its types of registry data, (2) the Danish undergraduate and postgraduate medical education including their research training elements, and (3) the advantages and disadvantages of using registry data in medical education.

The Danish Healthcare System

Organisation.

The Danish Ministry of Health establishes the overall guidelines of healthcare provisions and legislates on the responsibilities for the five Danish regions and 98 municipalities [ 4 ]. The regions provide free access to general practitioners, emergency medical services, and both somatic and psychiatric hospitals [ 4 ]. The municipalities provide free access to general welfare services like home nursing, rehabilitation, physiotherapy (partly compensation), and treatment of alcohol and drug abuse [ 4 ]. In 2014, patient payment accounted for 16% of all healthcare expenditures and public expenditures on healthcare services funded by general taxes accounted for 84% [ 6 ]. Hospital-provided drugs are free of charge [ 6 ] and prescription drugs redeemed at Danish community pharmacies are reimbursed according to annual drug expenditure [ 7 ]. In patients above 18 years of age, the percentage of drug expenditures reimbursed are 0% below 136 euros, 50% from 136 to 227 euros, 75% from 227 to 492 euros, 85% from 492 to 2,669 euros, and 100% above 2,669 euros, i.e . annual drug expenditure cannot exceed 574 euros [ 4 , 7 ].

Civil Registration System

To collect taxes, it has been required by law since 1968 that the Danish Civil Registration System (CRS) registers all children born by a mother already in the CRS, individuals with their birth registered within a Danish church registry, and legal immigrants living in Denmark for at least three months [ 8 ]. When registered within the CRS, each individual receives a 10-digit Civil Personal Registry (CPR) number functioning as a personal identifier with the first six digits representing the birthdate (DDMMYY) and the last four digits representing a unique serial number enabling distinguishing between individuals born on the same day [ 8 ]. The CPR number follows the person from registration within the CRS until death, emigration, or disappearing (residency unknown to the Danish government) of which data is updated daily Monday through Friday [ 8 ]. All Danish electronic administrative and medical registries and databases use the CPR number as a personal identifier allowing linkage between the different registries and databases on an individual level [ 8 ].

Routinely Collected Health and Administrative Data

To an epidemiologist, the Danish population constitutes an open cohort, with diverse health-related data recorded between defined entry and exit dates [ 9 , 10 ]. The Danish government has for many years routinely collected a large variety of health data organised in databases [ 4 ]. A medical database defines a registry or database comprising some form of health-related data ( Figure 1 ) [ 11 ]. These medical databases are categorised as administrative, health, and clinical quality databases ( Figure 1 ) [ 4 ]. If such a database covers all residents in a given geographic area within a given time, it is considered a population registry ( e.g . the CRS) [ 8 , 12 ]. If a database is characterised by holding information on a specific set of variables from all residents in a given geographic area within a given time, it is considered a population-based registry [ 12 ].

Classification of the Danish medical databases

Categorisation of Data

Administrative databases register individuals from a certain geographic area or attending a certain health service ( e.g . hospital department or out-patient clinic). The CRS is an administrative database. Other types of information in Danish administrative databases include hospital encounters [ 13 ], prescription redemptions [ 14 ], and laboratory results [ 15 ]. Figure 2 displays examples of such databases. Health databases include, e.g . disease registries containing information on the time of diagnosis or treatment for a specific disease ( e.g . the Danish Cancer Registry) [ 16 ], procedure registries containing information on time and type of procedure and other procedure-specific data ( e.g . the Western Denmark Heart Registry) [ 17 ], and biological biobanks containing blood and tissue samples. Clinical quality databases aim to use clinical care data to improve treatment of specific diseases or clinical procedures, to improve management of specific departments, and for research [ 18 , 19 ]. Currently, the Danish Clinical Quality Program – National Clinical Registries (RKK) has listed 84 clinical quality databases [ 20 ] categorised into (1) heart/vascular, surgery, and emergency ( e.g . the Danish in-hospital cardiac arrest registry) [ 21 ], (2) cancer and cancer screening ( e.g . the Danish Colorectal Cancer Group Database) [ 22 ], and (3) psychiatry, gynecology/obstetrics, and chronic diseases ( e.g . the Danish Depression Database) [ 23 ].

Examples of Danish registry data

Data Protection

Registry data are protected according to Danish legislation upheld by an independent authority, the Danish Data Protection Agency [ 24 ]. The responsible research organisation (referred to as the controller) must comply with appropriate technical and organisational measures regarding data protection [ 24 ]. These measures include incorporation of up-to-date IT security systems and research organisation data handling. Further, the researcher is never permitted to present data allowing identification of specific individuals, which practically translates to not presenting micro-data, ( i.e . ≤3 or ≤5 observations presented within a single stratum). In case a complaint of a personal data security breach is filed, the Danish Data Protection Agency makes an investigation [ 25 ]. The Danish Data Protection Agency then, in mild situations, ends the case directly after the filed complaint (with or without further hearing), or, in more severe cases, conducts additional hearings for further clarification [ 25 ]. The severity of the data breach is based on the character and size of the data breach, the type of the involved person-specific data, whether actions regarding optimisation of data protection have been taken by the researcher and/or research organisation, and whether the affected individuals have been informed [ 25 ]. The results of the investigation range from demanding certain actions by the research organisation to filing a police report [ 25 ].

Data Access

Previously, data access was based on permission from the Danish Data Protection Agency. Today, the researcher (or research institution) registers the project to an internal record, which for researchers (or research institutions) affiliated with Aarhus University is done online at the Aarhus University webpage [ 26 ]. All projects then receive a specific record number. The university is obliged to present the record to the Danish Data Protection Agency upon request allowing the Danish Data Protection Agency to oversee all research projects [ 26 ]. Hereafter, data access is granted by the Danish Health Data Authority [ 27 ] or Statistics Denmark [ 28 ]. Access to the Danish Health Data Authority data is via approval of an online application form. Access to data from Statistics Denmark is via application approval from a staff member at Statistics Denmark. The applicant for data access must submit the received record number, documentation that the required data satisfy the General Data Protection Regulations, a thorough project description, a list of required registries, a list of the variables needed from each registry for the project, and a specified study period. The applicant further states financial details and who is responsible for the project. To be granted access to data from the Danish Health Data Authority or Statistics Denmark, the applicant must work at or in collaboration with an authorised research environment [ 27 , 28 ]. In Denmark, research projects only using registry data do not need informed consent from individuals in the study cohort or ethical approval by the Danish National Committee on Health Research Ethics [ 29 ]. The researcher receives access to the applied data via an online portal. Before handing over to the researcher, the data is pseudonymized ( i.e . the person-specific CPR number is changed to an arbitrary number) so the data cannot be attributed to a specific individual without the use of additional information. With permission, it is possible to upload and link own pseudonymized data to Danish registry data.

Undergraduate Medical Education

In Denmark, undergraduate medical education consists of six years of medical school. Below we describe the structure of the Danish undergraduate medical education and its compulsory and elective research elements.

Medical School

Students in Denmark may enrol in a medical school immediately after high school graduation. The medical education consists of a three-year Bachelor’s program [ 30–33 ], after which the medical student receives a Bachelor of Science (BSc) in Medicine degree. The Bachelor’s program is followed by a three-year Master’s program, culminating in a Master of Science (MSc) in Medicine [ 34–37 ]. Medical students can enrol in medical school at any of the four Danish universities: the University of Copenhagen, Aarhus University, Aalborg University, and the University of Southern Denmark. Figure 3 displays the Danish universities and university hospitals. Similarities among the four schools include a focus on the healthy human body during the Bachelor’s program and on diseases and clinical practice during the Master’s program.

Danish universities providing undergraduate medical education and university hospitals

Clinical practice experience is achieved through observational, case-based, and peer-assisted learning at Danish university and regional hospitals. To provide medical students the opportunity to influence their education and thereby encourage specific interests, all four medical programmes offer several elective courses, individualised clinical stays (both national and international), or research activities. Content dissimilarities between the four schools include combining the anatomy, physiology, and biochemistry of all organs into three distinct courses at Aarhus University instead of learning the anatomy, physiology, and biochemistry of each organ at a time as is the case at the other three universities. Structural dissimilarities between the four schools include a more case-based learning approach at Aalborg University and the University of Southern Denmark compared with a more lecture and classroom-based learning approach at Aarhus University and the University of Copenhagen. The University of Southern Denmark deviates from the other universities by dividing one school year into four quarters instead of two semesters. Each semester or quarter is completed by passing one or several exams. If needed or desired, Danish medical students can transfer between universities. Figure 4 shows the structure of the Danish undergraduate and postgraduate medical education including the compulsory and elective research elements, which we will further elaborate on below. Because of minor differences in the compulsory and elective research elements among the Danish medical schools, we use the structure at Aarhus University as an example.

Undergraduate and postgraduate medical education in Denmark*

Compulsory Research Elements

During the Bachelor’s program, medical students enrol in the compulsory course “Epidemiology and Biostatistics” [ 30 ]. This 10 European Credit Transfer and Accumulation System (ECTS) course, offered during the fourth semester, covers the fundamentals of statistical and epidemiological principles and methods to enable understanding and critical evaluation of peer-reviewed reports of epidemiologic studies. Key theoretical topics covered in the course include epidemiological study designs and measures of occurrence and association; basics of causal inference including common sources of confounding and other biases; and special clinical topics, such as properties of diagnostic tests. Biostatistics topics include the main type of descriptive and inferential analyses (expected values, stratification, standardisation, and regression-based methods) [ 38 ]. Medical students may be offered to read and critically evaluate epidemiological studies as the first-time acquaintance with registry data. The course explicitly prepares medical students for the fifth-semester elective Bachelor’s project and the subsequent compulsory course in public health.

During the fifth semester of the Bachelor’s program, medical students must participate in either a theoretical (10 ECTS) or empirical (15 ECTS) Bachelor’s project [ 30 ]. Thus, because the focus of the Bachelor’s project is elective, it serves as a good opportunity for faculties to identify highly motivated medical students. Within a Bachelor’s project, medical students are assigned to a senior supervisor from the health faculty according to their interests and supervisor availability. Together with the supervisor, medical students learn the steps of a research investigation from formulating a research question to reporting and interpreting study results. The student chooses to do either laboratory or epidemiological research. A theoretical project typically entails a critical literature review. An empirical project adds a practical element, such as basic data analysis. In epidemiology, options include meta-analyses, analyses of aggregated data (from public domains, see later), or simple analyses of “mockup” ( i.e . practice) data generated by the supervisor or of data collected by the student. Up to three medical students may work on one Bachelor’s project, which is graded by an external censor. Because Bachelor’s projects are semester-long, students are expected to practice technical issues, rather than generate new results or a publication; however, in rare cases, a Bachelor’s project may grow into a peer-reviewed publication. An empirical Bachelor’s project is a good opportunity for medical students to gauge their potential research interest, specifically in public health and clinical epidemiology.

During the Master’s program, a 10-ECTS research course is offered during the third semester as an option in an interest-specific elective course [ 34 ]. Other options in this course include innovation and an extended clinical stay [ 34 ]. Over the eight-week research course, students conduct full-time research at a research facility affiliated with the university, supervised by a senior researcher. At the end of the course, the student submits a product conducted during the eight weeks ( e.g . a protocol, poster, or abstract). The course aims at strengthening the student’s methodological and academic approach to problem-solving.

A Master’s thesis is a compulsory 10-ECTS course offered during the fourth semester of the Master’s program [ 34 ]. The Master’s thesis is similar to the Bachelor’s thesis in structure and is also supervised by a senior researcher. The Master’s thesis introduces a more formal research process, whereby medical students must document skills in formulating and sharpening a hypothesis and the corresponding research question, propose and justify the selected methods, discuss the underlying theory, communicate the research purpose and results with the general public, and generate or collect own data provided by the supervisor or data based on literature studies [ 39 ]. The resulting thesis is expected to follow the Introduction, Methods, Results, and Discussion (IMRAD) structure and be written in English.

Elective Research Elements

Danish medical students have the opportunity to take a 12-month leave from medical school to do full-time research at a research institution affiliated with their university [ 40 ]. The medical student will during this Pre-graduate Research Year take lead on a pre-specified research project and thereby acquire the knowledge to conduct research from the protocol to the publication stage. The Pre-graduate Research Year thus bridges the research gained during medical school and the PhD program. Preferably, the output of the Pre-graduate Research Year is a publication of an article in an international peer-reviewed journal. Should the Pre-graduate Research Year project not be published before the end of the year, the medical student is expected to complete the work next to the resumed medical studies.

After deciding on the main type of research and speciality of interest, the medical student contacts a relevant supervisor. To facilitate contact between medical students and potential supervisors, the Danish Society for Medical Student Research hosts an annual event entitled Research dating , where researchers can advertise Pre-graduate Research Year projects for the medical students [ 41 ]. The Danish Society for Medical Student Research has furthermore created an online research project portal where researchers can post potential Pre-graduate Research Year projects [ 42 ]. The medical student applies for enrolment as a Pre-graduate Research Year student through the drafting of an application together with the supervisor. The application should contain a project description, a motivational letter, the planned scientific output, a list of supervisors (one principal and up to three co-supervisors), and a funding plan [ 43 ]. Medical students can apply for funding from Aarhus University simultaneously with the application. A Pre-graduate Research Year committee from Aarhus University, constituting researchers within a variety of fields, evaluates the applications [ 44 ]. After enrolment, the medical student (now Pre-graduate Research Year student) conducts full-time research and thereby learns about data acquisition ( e.g . laboratory experiments, patient examination, or data management on registry data), data analysis, scientific writing, and project communication. The Pre-graduate Research Year student is encouraged to attend research-relevant courses ( e.g . epidemiology, biostatistics, and scientific writing) provided by the PhD school [ 45 ], journal clubs, and national or international conferences. The Danish Society for Medical Student Research host an annual congress with participation from more than 100 undergraduate medical students from all Danish universities [ 46 ]. The Pre-graduate Research Year may include an international research stay planned and financed by the Pre-graduate Research Year student and supervisors. The Pre-graduate Research Year officially ends after 12 months, after which the principal supervisor reports whether the Pre-graduate Research Year was completed satisfactorily. The Pre-graduate Research Year student subsequently returns to medical school.

Postgraduate Medical Education

The Danish postgraduate medical education consists of a 1-year basic clinical training program, a 1-year introductory training program, and a 4 – or 5-year main training program. Further, the medical doctor may apply to engage in a 3-year PhD program. Below we describe the desired skills obtained during the postgraduate medical education and the structure of its elements.

The Seven Roles of the Physician

All postgraduate medical education in Denmark is based on “the seven roles of the physician”, a concept originally defined by the Fellows of the Royal College of Physicians and Surgeons of Canada [ 47 ]. These seven core roles required for high-quality patient care include medical expert, communicator, collaborator, manager/administrator/organiser, health advocate, scholar/researcher/teacher, and professional and are incorporated into the learning objectives of all specialities [ 48 ]. Thus, the individual employers are responsible for implementing skill training within each role through some pre-defined elements stated by the Danish Commission on Medical Specialists – the set of skills depending on the speciality. Such training can be through everyday clinical work, supervision from more experienced medical doctors, and compulsory education like the teaching of speciality relevant theory, practicing of speciality relevant procedures, and research training [ 47–49 ].

Basic Clinical Training Program

After medical school, the first clinical postgraduate year – referred to as a “basic clinical training” year – generally contains six-month employment at an emergency, internal medicine, or surgical department combined with six-month employment at a general practitioner [ 50 ]. After completion of the basic clinical training, the medical doctor can apply for “the right to practice medicine independently” [ 51 ], which is a pre-requisite for applying for further medical education for the 39 Danish medical specialities [ 48 , 49 ]. The postgraduate medical education for these specialities involves both an introductory and a main training program.

Introductory Training Program

The introductory training program contains one year of employment within one speciality and allows when completed, the medical doctor to apply for the main training program of that same speciality. Completion of some introductory training programs ( e.g . some internal medicine and surgical specialities) allow an application to several main training programs within comparable specialities ( e.g . an introductory training program in cardiology allows the medical doctor to apply for the main training program in respiratory medicine). There is no upper limit on the number of introductory training programs the medical doctor can apply for [ 48 , 49 ].

Main Training Program

The main training program (residency) consists of a series of employments at different hospital departments, general practitioners, and other public or private institutions each lasting from three to 36 months. The total length of the main training program is between 48 and 60 months of which typically 24 months are within the specific speciality [ 49 ]. The medical doctor can after completion of the main training program apply for the title of medical specialist within the specific speciality at the Danish Patient Authority [ 52 ].

The Danish PhD is a 3-year program (equivalent to 180 ECTS points) and aims to qualify the medical doctor in research, teaching, and development tasks at an international level within both the private and public sectors [ 53 ]. According to the seven roles of the physician, the PhD program provides skills both within the roles of communicator, collaborator, manager/administrator/organiser, scholar/researcher/teacher, and professional [ 47 ]. The ministerial PhD Order published by the Ministry of Higher Education and Science contains the requirements of the PhD program. Admission to the PhD program requires a Master’s degree or a corresponding education – except for the integrated PhD (also referred to as the MD-PhD), where the medical student initiates the PhD program during the Master’s program and receives the Master’s degree while enrolled in the PhD program.

The process of applying for PhD program enrolment and funding differs depending on the applicant and graduate school. Usually, the medical doctor contacts a potential principal supervisor within his or her research area, and together the two (with potential co-supervisors) prepare the application to the institution including a PhD project description and financing plan. However, the medical doctor can also prepare the project description independently or be provided one by the supervisor [ 54 ]. Regardless, it is the individual institution that evaluates the applications and decides who is accepted into the PhD program. The criteria by which the institution judges the applications are pre-specified [ 55 ]. Typically, applicants can seek part or all of the necessary funding as well as enrolment at their chosen graduate school. Other funding sources include private and public funding agencies. Funding should cover all research-related expenses (including the PhD student’s salary). The principal supervisor is officially designated upon enrolment and must be a recognised researcher within the relevant research field employed at the institution at which the PhD student will be enrolled. The principal supervisor oversees all elements of the PhD student’s program [ 55 ], whereas co-supervisors provide expertise complementing that of the principal supervisor.

The PhD program consists of five elements: (1) carry out a research project independently, (2) complete the PhD thesis based on the research project, (3) participate in six months’ worth of accredited PhD courses, (4) attain teaching experience or similar knowledge dissemination, and (5) participate in research environments including a change to a preferably foreign research institution [ 53 ]. The PhD student can both be employed at a hospital department, at a university (and then affiliated with a hospital department), or at a private company (the latter known as an industrial PhD). A PhD student affiliated with a hospital department can be employed as a clinical assistant. If so, the department can require the student to take part in the ongoing clinical work [ 56 ]. The PhD program ends with a public defence of the PhD thesis, after which, provided satisfactory results, the PhD degree is awarded by the universities or higher educational institutions. The universities need to conduct research and have a PhD school within a specific research field to be allowed to award PhD degrees within that field [ 55 ].

Use of Registry Data in Medical Education

Registry data can be used in both undergraduate and postgraduate medical education. We elaborate on these advantages and disadvantages of using registry data for medical education below and in Table 1 .

Advantages and disadvantages of using registry data for medical education

Use in Undergraduate Medical Education

Because of legal requirements for accessing Danish registry data, medical students usually cannot access individual-level data as part of their Bachelor’s project or Master’s thesis. However, medical students have several opportunities to work with aggregate data from Danish databases. In many cases, such aggregated data are provided by Danish government agencies as freely available online data in an analysis-friendly format. Table 2 shows an overview of such aggregated data sources and the accessible data. Statistics Denmark maintains aggregate data on age, sex, and calendar year specific population sizes, births, deaths, migrations, and income from the same data that is used in the Danish socioeconomic registries [ 57 ]. Aggregate data on hospital encounters by diagnostic code, setting (in/outpatient), and calendar year are publicly available from the Danish National Patient Registry and include statistics on disease groups, operations, hospital departments, radiologic exams, and drug poisonings and suicide attempts [ 58 ]. Aggregate data on gross sales of drugs from the Register of Medicinal Product Statistics are freely available online ( www.medstat.dk ) [ 59 ]. This online resource allows, among other things, estimation of drug utilisation over time by age and sex [ 60 ], drug expenditure over time [ 61 ], and proportion of drugs dispensed by prescription [ 62 ]. Online linkage, already done on the public domain, between the Danish National Prescription Registry and Danish Medical Birth Registry, allows analysis of the use of drugs in pregnancy by individual drugs, calendar year, and trimester of use [ 63 , 64 ].

Overview of aggregated registry data available in public domain

Abbreviations : ATC, Anatomical Therapeutic Chemical Classification code

* www.statistikbanken.dk

†Selected registries listed in the table. For all available registries see www.esundhed.dk/Registre

‡ www.medstat.dk

§ www.hjerteforeningen.shinyapps.io/HjerteTal

During a Pre-graduate Research Year in epidemiology, the student in several ways acquires competencies in data analysis similar to that of the PhD (see below). Because of limited time for planning, the protocol may be partly provided by the supervisor and is often based on already available data. Thus, the Pre-graduate Research Year student may not obtain knowledge about the data application process.

Use in Postgraduate Medical Education

Epidemiological PhD projects use Danish registry data to conduct large population-based studies of both common and rare diseases [ 9 ]. Epidemiological PhD students get detailed insights into the strengths and limitations of the Danish registries. The PhD students will acquire knowledge regarding epidemiological methodology, including study designs, measures of effects and associations, statistical precision and calculations, and potential biases (selection bias, information bias, and confounding). To facilitate the acquisition of these skills, the PhD student attends epidemiology-specific courses, joins journal clubs focused on research methodology, and collaborates with professional epidemiologists and statisticians. Thus, an epidemiological PhD can to a higher degree than other types of research be regarded as a methodological PhD, which prepares the PhD student to apply the learned methodology in future research within their medical field of interest.

The Danish healthcare system provides universal tax-financed healthcare providing free access to general practitioners, emergency medical services, and hospitals as well as partial reimbursement for prescription drugs to all Danish citizens. The person-specific CPR number allows linkage between the Danish registries on an individual level. Routinely collected administrative and health data make the entire Danish population, in epidemiological terms, an open cohort with various data recorded between fixed entry and exit dates.

The Danish undergraduate medical education consists of a 3-year Bachelor’s program and a 3-year Master’s program both incorporating several research training courses. During the Bachelor’s program, the medical student must complete the compulsory course “Epidemiology and Biostatistics” and decide on either a theoretical or an empirical Bachelor’s project. During the Master’s program, the medical student must complete a Master’s thesis and further has the opportunity during an elective course to perform eight weeks of full-time research at a university-affiliated research department. Additionally, medical students can at any time during medical school apply for 12-month leave to do full-time research during a Pre-Graduate Research Year also at a university-affiliated research department. During postgraduate medical education, medical doctors have the opportunity to enrol in a 3-year PhD program.

Registry data are valuable for both undergraduate and postgraduate medical education. Because of legal requirements and time restrictions, undergraduate medical students usually cannot access individual-level data. However, several public domains provide free access to aggregated data available for data analyses. In postgraduate medical training, PhD students can access and work with individual-level nationwide registry data, providing optimal conditions for advanced epidemiological training.

Acknowledgments

We thank legal special consultant Christina Juel Andersen from the Department of Clinical Epidemiology, Department of Clinical Medicine, Aarhus University and Aarhus University Hospital for assistance regarding data protection and data access.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Denmark pays students to go to college. But free education does have a price.

Borrowers in the US and the UK rack up the highest debt in the world. In Denmark, tuition is free and students are given grants to pay for things like food and housing. Hardly anyone takes out loans, but free education comes with a price.

• By Joshua Coe

Students walk through the University Park in Aarhus, Denmark, on June 20, 2023. Public universities in Denmark like the one in Aarhus are free for Danes, permanent residents in the country and students from the EU.

Hannah Hirschsprung Lange, who is finishing her fourth and final semester studying bioengineering at Aarhus University in Jutland, Denmark, receives about $800 each month in financial support from the Danish government.

“It means I don’t have to work too much besides school,” Hirschsprung Lange said. “It helps with paying the rent and food, and then, you don’t have to think too much about it.”

And like most Danes, she will graduate owing nothing. That’s because in Denmark — as in at least a dozen European countries — tuition at public universities and most colleges is free, and students are paid to go to school as if it’s a job.

The Danish grant system, known as the Statens Uddannelsesstøtte, or SU for short , is available for students for up to six years. The amount of money a student receives depends on how much they earn working on the side. In the case of illness or pregnancy, students can apply for extra financial help.

With student debt repayments back on the horizon for college graduates in the US , Hirschsrpung Lange said that the American higher education system seems broken because of “the fact that you have to go into so much student debt.”

Still, many Danish students like Hirschsprung Lange work part time to earn extra spending money for things like vacations and clothes. And some students do take out government loans, but they aren’t always used for school.

For Astrid Skifter Madsen, a first-year chemical engineering master’s student at Aarhus University, a loan enabled her to go to Asia recently.

“I needed a long summer holiday to Thailand, Vietnam and Cambodia,” she explained. “So, I needed some money to cover that.”

Madsen said that she’s not worried about being able to finish her studies and paying back the loan.

The Danish government subsidizes student loans with a low interest rate, and she’ll have up to 15 years to pay it off.

Many Danes say that the generous subsidies and the free tuition is money well-spent.

“I mean, in the end, in a sense, you pay it back later,” said physics student Tobias Washeim, 22, who’s finished his third year of his bachelor’s degree at Aarhus University. “And I think it takes the stress off being a student.”

Danes do end up paying for the free education and the SU system through the country’s steep taxes that can carve out over 50% of one’s income. (It’s a progressive tax system , so the more you earn, the more you pay.) But polling in the country has shown satisfaction with the high taxes, which not only contribute to free education, but also free health care and pensions.

“You might pay less taxes and you get a higher income in the US, but I don’t really mind paying [those] high taxes,” Washeim added.

The SU system came about 50 years ago  at a time when the country of just 6 million decided to prioritize a well-educated population, explained Philipp Schröder, who teaches economics and business at Aarhus University.

“It’s a small open economy [that] has virtually no raw materials here apart from brains,” Schröder said. “And so, that is a political agenda that has always been baked-in for changing governments [in Denmark]. So, education is for free.”

The idea was, in part, to make higher education an option for anyone in Denmark, regardless of their socioeconomic status, explained Fane Groes, an associate professor at Copenhagen Business School.

Before that, the SU system saw many students stuck with heavy loan burdens and high interest rates. But despite the goal of leveling the playing field for all Danes, Groes said, it hasn’t exactly worked out that way: “We know that it is the more-educated children and the richer children who actually go to college or university.”

A 2021 study showed that for Danes born in 1987, the social heritage of education attainment is at the same level as in the US . And while the SU costs Denmark a little more than 1% of the gross national product , there are grumblings inside and outside of the government about the system. For one, because Denmark is part of the European Union, it has to offer SU grants to students from other EU countries.

Politicians have argued that this mandate has seen little returns, with a minority of internationals staying in Denmark after graduating . And, they say that too many students take too long to get through school and don’t go into fields that the country needs.

“If you allocate resources and talent mass sensibly in an economy, you don’t want that to happen — that people train for something that no one in the job market wants,” said Schröder, who sat on a government commission tasked with suggesting higher education reforms. “Then, they have to settle for lower-skilled jobs where they can’t use the investments they have taken.”

Earlier this summer, the government made some of the biggest reforms to higher education, controversially shortening or restructuring the length of a third of the country’s 500 master’s programs from two-year degrees to one year and three months .

The government said it will reallocate the funds to training for nursing, teaching and social work — fields that have recently experienced staff shortages in Denmark . But there was no government proposal to get rid of free tuition for undergraduates. Nor did they touch payments that go to students.

The move is expected to mainly impact master’s degrees in the humanities and social sciences .

Sigrid Strunge Vetter, who recently completed a psychology degree at Aarhus, said she couldn’t imagine jamming two years of study into one year and three months.

“I have a two-year master’s degree, and I still feel like I’m having massive gaps and there’s lots of knowledge I haven’t gathered,” she said. “So, how they want to be able to cut that down to half, I simply can’t fathom.”

Overall, Strunge Vetter said that she is not against reforms, though. She said it’s good for the state to regulate higher education to correspond with market needs to keep unemployment rates down.

But she doesn’t want the government to chip away at the right of every Dane to get a higher education.

“It ensures that everybody, independently of their financial and socio-economic background can attend whatever studies they want to attend,” which she hopes will be the case for generations of Danes to come.

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• Open access
• Published: 09 April 2024

Preparing medical students for their educational task as physicians: important, desirable and unexplored territory

• Bas PH ter Brugge 1 ,
• Lena Sophia Fegg 2 &
• Marjo Wijnen-Meijer 2 , 3  

BMC Medical Education volume  24 , Article number:  391 ( 2024 ) Cite this article

165 Accesses

Metrics details

Physicians engage in educational activities in daily practice and take over an important role in providing information and transferring knowledge to patients and medical students. Therefore, it is important to focus on methods to develop teaching skills during medical school. Peer-teaching is a teaching method that is connected to different positive learning outcomes. This study aims to investigate the perspective of medical students regarding teaching as a core competency of physicians and peer-teaching as an opportunity to acquire educational skills. The study also aims to examine to what extent medical students are prepared for their teaching role at medical schools.

This cross-sectional study was performed by an online survey amongst Dutch medical students from all medical schools across all years of study. In total, 2666 medical students filled out the survey. The survey was part of the annual online survey of the Dutch medical advocacy group (DeGeneeskundestudent) amongst all medical students in the fall of 2017. The data were analysed with descriptive statistics and statistical tests (chi-squared-test and binomial test).

The results show that 49% of medical students see teaching as one of the core tasks of a physician. However, only 25% feel well prepared by their medical school for this teaching role. Instead, there are many students who gain experiences and teaching skills on their own outside medical schools. 64% of the respondents agrees that senior medical students can educate junior medical students well.

Conclusions

Implementing peer-teaching in the curricular of medical schools could be an effective teaching method to prepare medical students for their future teaching role. It is important that medical schools focus on enhancing educational quality and designing learning environments for best learning outcomes to better prepare medical students for professional life.

Peer Review reports

The teaching role of physicians is a core competency in the new Dutch Medical Training Framework: “Physicians contribute as academics to the application, spread, translation and proliferation of knowledge in practice through lifelong learning, training others, evaluating evidence and contributing to scientific research” [ 1 ]. Every physician must be able to “create a safe learning environment”, “provide a teaching activity” and “constructively evaluate teaching activities to improve education” [ 1 ]. After all, every physician engages in educational activities in one way or another. It has been shown that a general practitioner spends up to 20% of his consultation time on patient education and a medical specialist up to 10% of his time on supervising residents or medical students [ 2 , 3 ]. Physicians play an important role in providing information and transferring knowledge to patients and medical students. Therefore, parallel to clinical skills the acquisition of educational skills should begin in medical school and continue throughout postgraduate training [ 4 ].

Educational skills are best developed by doing it yourself [ 5 , 6 ]. Peer-teaching, i.e. students teaching other students, is a method for medical students to practice teaching in a controlled environment [ 6 ]. In some medical faculties, both in the Netherlands and other countries, peer-teaching is a regular part of medical school [ 7 , 8 ]. To develop medical students’ teaching skills, peer-teaching programmes, teaching workshops, and community outreach programmes are used [ 9 ]. Many medical schools in the United States offer formal students-as-teachers (SAT) programmes, where students are assigned educational roles such as peer mentors, teaching assistants or contributing to the development of a curriculum design. These programmes benefit the students’ teaching skills, improve their clinical knowledge and communication- and professional skills. Peer-teachers can benefit from peer-teaching experiences in many ways. Teaching offers a chance to identify personal strengths and weaknesses by preparing complex medical knowledge, organizing classes, enhancing public speaking skills, giving- and receiving feedback, working in a team and leading near-peer students [ 6 , 7 , 8 , 10 , 11 ]. By actively participating in their training the medical students’ intrinsic motivation is improved [ 12 , 13 ].

In a recent non-randomized controlled trial by Veloso et al. (2019), it was shown that medical students who taught Basic Life Support skills to community health professionals had a better theoretical and practical performance in Basic Life Support, than medical students who didn’t teach these skills [ 14 ]. Peer-teaching is further supported by studies that have found no difference in medical students’ academic achievements when taught by peer-teachers or faculty staff. While peer-teachers are considered less knowledgeable than faculty staff, students actually feel more at ease asking questions and, due to peer-teachers being regarded as more approachable, they are better understood and guided in comprehending difficult topics [ 11 , 14 , 15 , 16 ]. A final reason for implementation of peer -teaching programmes is the rise in student numbers. Peer-teachers offer a solution to overcome the strained teaching capacity of faculty staff [ 11 , 17 ].

There is evidence that former peer-teaching physicians become more engaged in educational activities. A study by Kloek et al. (2016) indicated that these physicians themselves highly appreciated the teaching internship and are likely committed to building an educational career in their future professional life [ 18 ].

Unfortunately, little is known about the perspective of medical students regarding teaching as a physician and peer-teaching. This perspective is relevant to facilitate the introduction of peer-teaching by medical schools and better prepare medical students for their future teaching role as a physician. It is relevant to assess medical students’ perspective on the teaching role of physicians and their educational activities during medical school. Therefore, this study aims to gain insight into medical students´ opinion on teaching as a physician and peer teaching by answering the following research questions:

To what extent do medical students consider teaching a core competency of a physician?

How and to what extent are medical students prepared for teaching as a physician during medical school?

Study design and participants

This study has a cross-sectional design and is performed by an online survey amongst medical students.

The research population comprised of Dutch medical students from all medical schools across all years of study. In the Netherlands, there are eight medical schools that offer a six-year undergraduate medical training. The undergraduate program is divided in a three year Bachelor, with mostly theoretical education, and a three year Master, with both theoretical educations and clerkships.

The survey started with a general section on gender, university and study-phase. Next, five questions asked for the participants view regarding (the preparation for) teaching as a physician and peer-teaching (see Tables  1 and 2 ). The questions were grounded in literature [ 17 ]. Four questions were answered on a five-point Likert scale (strongly agree- strongly disagree), in which answer option 3 means “neutral” and for the question “older students can teach younger year medical students well” also “no experience”. The final question was a binary question (yes/no).

The survey was part of the annual online survey of the Dutch medical advocacy group (DeGeneeskundestudent) amongst all medical students in the fall of 2017. Participants voluntarily filled out the questionnaire and informed consent was given for anonymous use of the data.

Data analysis

Before data-analysis we excluded the following participants. Participants with an abbreviated medical study were excluded because they had already finished a wide range of different previous bachelor-studies. Participants who had not filled out the general section were excluded as well. The results were analysed with SPSS version 25. The general section was analysed with descriptive statistics. The study population was compared with available national data on medical students regarding gender, study-phase and university [ 19 , 20 ]. The questions on the participants view answered on a Likert scale were dichotomised to agree (strongly agree-agree) and disagree (strongly disagree-disagree). In the analysis, we left out the responses to category 3 to get an impression of students’ positive or negative attitude towards peer-teaching and, regarding question 2, to avoid bias from people who have no experience with it giving an opinion. The results were analysed with descriptive statistics. The participants view according to different gender, study-phase or university was analysed with a chi-squared-test or binomial test. The binary question on the participants view was analysed with descriptive statistics. The participants view according to different gender, study-phase or university was analysed with a chi-squared-test. The outcome of all tests was significant if p  < 0.05.

Respondents´ characteristics

The respondents´ characteristics are shown in Table  3 . A total of 2666 medical students filled out the survey. The percentage of male respondents was lower than the national average, 23% versus 34%, as well as the percentage of master students, 47% versus 53%. The percentage of respondents from the University of Amsterdam (UvA), Vrije Universiteit (VU) and Rotterdam was slightly lower than the national average, while the percentage of respondents from Groningen, Leiden and Nijmegen was higher than the national average. The distribution of respondents across years of study is similar to the distribution in the overall population.

View on teaching as a physician and peer-teaching

The results on teaching as a physician and peer-teaching are shown in Tables  1 and 2 . Significant results are highlighted in the paragraph below.

Teaching as a physician

49% of the respondents agrees that teaching is a core responsibility of a physician, while 22% of the respondents disagrees. Male respondents agree more often than female respondents, 58% versus 47%, as well as respondents in the master phase than respondents in the bachelor phase, 64% versus 35%. Agreement of respondents from different universities was between 43% and 56%.

• Peer-teaching

64% of the respondents agrees that senior medical students can educate junior medical students well, while 13% of the respondents disagrees. Respondents in the master phase disagree more often than respondents in the bachelor phase, 13% versus 11%. Agreement of respondents from different universities was between 53% and 75%.

View on preparation for teaching as a physician

The results on preparation for teaching as a physician by the formal education and respondents’ own experience are shown in Tables  1 and 2 . Table  4 shows the respondents own experience with teaching. Significant results are highlighted in the paragraph below.

Formal education

27% of the respondents agrees that the medical education prepares them well for teaching as a physician, while 39% disagrees. Male respondents agree more often than female respondents, 36% versus 24%. Respondents in the master phase disagree more often than respondents in the bachelor phase, 46% versus 33%. Agreement of respondents from different universities was between 19% and 33%.

Own experience

48% of the respondents agrees that their own experience with teaching prepares them well for teaching as a physician, while 22% disagrees. Male respondents agree more often than female respondents, 62% versus 44%. Respondents in the master phase agree more often than respondents in the bachelor phase, 56% versus 40%. Agreement of respondents from different universities was between 39% and 56%.

52% of the respondents have teaching experience. Male respondents more often have experience than female respondents, 59% versus 51%, as well as respondents in the master phase than the bachelor phase, 63% versus 42%. The percentage of respondents from different universities with teaching experience varies between 44% and 60%.

Of the respondents with teaching experience, 13% have experience as peer-teacher, 11% as part of the formal education and 37% outside the formal education. Male respondents have more experience than female respondents with teaching outside the formal education, 42% versus 36%, and as peer-teacher, 16% versus 12%. Respondents in the master phase have more experience in all manners of teaching than respondents in the bachelor phase. The percentage of respondents from different universities with teaching experience varies, as peer-teacher (4 − 17%), as part of the curriculum (6 − 21%) and outside the formal education (33-45%).

Half of medical students feel that teaching is one of the core tasks of a physician. Unfortunately, only 25% feel well prepared by their medical school for this teaching role. This is in line with the literature that students would benefit from more preparation in this area [ 21 , 22 ]. It is striking that students who are more advanced in their studies feel less prepared than students who are at the beginning of medical school. The explanation for this may be that older students have more insight into the complexity of the teaching task because they have more experience with the physicians who teach or have had some experience of this themselves. It is contradictory that on the one hand students are aware of their later teaching role and responsibility but on the other hand do not feel adequately prepared for this role. A core task of physicians is to provide knowledge, experiences and skills to different learning groups, e.g. to medical students, patients and other professionals and should therefore be a relevant part of medical education programs.

Almost half of the students feel well prepared for their later teaching role from their own experience. They look for teaching opportunities themselves in anatomy or skills courses or as a secondary job [ 23 ]. They agree that their own experience with teaching prepares them well for teaching as a physician. This finding highlights the importance of providing appropriate learning opportunities during medical education. Students engaging as peer-teachers have the chance to gain extracurricular experiences that are relevant not only for professional practice but also to strengthen soft skills and interdisciplinary competencies. Teaching experiences are beneficial in many ways, increase teaching skills, intensify knowledge, increase organizational and communication skills and enhance leading and speaking skills that are relevant for daily practice [ 6 , 7 , 8 , 10 , 11 , 24 ].

A large majority of medical students think that older students are good at teaching younger ones. At some universities, students have a more positive image of peer-teaching than at others. It is useful to find out whether these faculties use peer-teaching more as a teaching method.

Thus, medical students’ own views on peer-teaching do not seem to be an impediment to using peer-teaching to learn the role of a teacher. This is also in line with the literature on peer-teaching showing different advantages of learning from other students [ 11 , 25 ]. First, peer-teachers are closer to the student in experience. Therefore, they can better understand what the students find difficult and they also understand the knowledge level of the students better, compared to, for example, medical specialists [ 15 ]. In addition, peer-teachers can create a safe educational climate in which mistakes are allowed and questions can be asked, because peer-teacher are perceived as less threatening [ 15 ]. Peer-teachers and students both can profit from peer-teaching settings.

The use of students as teachers can improve teaching capacities and is also connected to economic aspects. To secure high standards in the quality of education in medical schools, peer-teaching programs should be accompanied by training and supervision [ 11 , 17 ].

A strength of this research project is that it is a cross-section of all Dutch universities and all study years. Therefore, the results give a good picture of the opinion of Dutch medical students. Furthermore, the study focuses on the perspective of medical students. This perspective can be beneficial for gaining insights into medical students’ opinions and for designing adequate learning environments in medical schools. A limitation is that due to the nature of the survey, questionnaires with multiple choice questions, it only provides a global picture. Furthermore, male and bachelor students participated significantly less, which may distort the results. Future research can focus on a comparison between universities with and without formal education in the study program in the area of teaching skills. Furthermore, follow-up research should focus on assessing gender differences. Interviews or focus groups can also provide insight into the motivation and argumentation of the students to gain deeper insights into students’ perceptions. Additionally, further research should also include medical teachers, professionals at medical schools, experts and physicians to gain multiple perspectives. It is also important to focus on the effectiveness of peer-teaching programs in comparison to other learning methods, particularly from a long-term perspective. As teaching skills are a core competence of physicians for daily practice, assessing learning opportunities and methods for physicians in the context of continuing education should also be taken into account.

Many medical students see teaching as a core task of physicians and are aware of their later teaching role. However, a large proportion of them, especially the students in the last phase of their studies, feel that their medical school program has not adequately prepared them for this role. Instead, there are many students who gain experiences and teaching skills on their own initiative outside medical schools. Preparing medical students for their educational tasks and supporting them in the acquisition of teaching skills should be an essential part of their education. The majority of medical students think that senior students can educate junior medical students well. Therefore, implementing peer-teaching in the curricular of medical schools could be an effective teaching method for learning success. In a broader context, preparing medical students for their teaching role can be beneficial for the patient-medicine relationship and the provision of knowledge and health competency for patients. This study and the literature show that peer teaching, combined with good supervision and feedback, is a good way to prepare medical students for the future teaching role. It is important that medical schools focus on enhancing educational quality and designing beneficial and positive learning environments for best learning outcomes to better prepare medical students for professional life.

Data availability

The datasets generated and/or analysed during the current study are not publicly available due to data protection guidelines of the institution but are available from the corresponding author on reasonable request.

Abbreviations

students-as-teachers

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BtB, LSF and MWM designed and run the study and collected the data. BtB and MWM analysed the data and drafted the manuscript. All authors contributed to the critical revision of the manuscript and read and approved the submitted version.

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ter Brugge, B.P., Fegg, L.S. & Wijnen-Meijer, M. Preparing medical students for their educational task as physicians: important, desirable and unexplored territory. BMC Med Educ 24 , 391 (2024). https://doi.org/10.1186/s12909-024-05328-y

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Received : 26 May 2023

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DOI : https://doi.org/10.1186/s12909-024-05328-y

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