To be continued ………Supporting physicians' lifelong learning

This thesis investigates the role of recertification systems in assessment of and for physicians’ learning. It explored if and how different recertification systems work, and how the interaction between individuals and work environment affect the systems’ effectiveness. The thesis consists of four empirical, international studies including three different perspectives: an organisational and regulatory perspective, physician perspectives and patient perspectives.

Various types of recertification systems across Europe were examined, physicians’ perceptions regarding the systems’ goal and effectiveness were explored, investigated was how physicians learn from informal feedback in and from daily practice, and the research delved into patient perceptions regarding their role within assessment of and for physicians’ learning.

Overall, this dissertation makes a plea for a change towards a culture that values assessment for learning and calls for increased patient involvement in high quality recertification.