Table 5 Responses to the question of how it was learned, categorised, and sorted under the different stages of the CPD program

During the preparations

 Preparations

  Read and repeat

  Have time – take time

  Have access to relevant literature

  Be motivated

  Take responsibility

  Reflect

 Would have liked

  More time for preparation

  Less literature

  Guidance on what was most important to read

During the face-to-face learning

 Case discussions

  Listen to colleagues

  Discuss with others

  Learn from one another

  Feedback

  Confirmation that I am thinking along the right lines

  Be motivated

 Would have liked …

  Subspecialist expert in small groups, in some cases

  Summary of knowledge status, in some cases

 Creating networks

  Continuity – getting to know one another

   Dare to show the things you don’t know

   Informal conversations

   Openness and security

   Demands were imposed

  Teachers’ and participants’ competences

   High level of competence

   Long experience

   Different competence and experience

   Role models

  Simulation training

   Media training

   Crisis role play

   Advanced Paediatric Life Support (APLS)

   Search for knowledge

 Participating as a teacher

  Reflecting over tasks, competences, and learning

   Thinking in new ways

   Building on own knowledge and experience

   Formulate the assignment

   Try to understand more than the course objective

  Motivation

   Relevance

   Continuity

   Participation

  Examination

   Group-based home exam

   Evaluation of scenarios of APLS

  Would have liked …

   Relevant questions on APLS exam

In the clinical work during and after the course

 Clinical work during learning and learning during the clinical work

  Start to work as an on-call consultant

  Return to course literature, cases, and notes

  Repeat

  Continue to build on experience from the course

  Create teaching opportunities at your own clinic

  Contact colleagues when there is something I don’t know

 Would have liked …

  Follow-up and repetition of the course

  Network for on-call consultants

Generally

 Reflect on your own competence in the role of an on-call consultant

  Competence in relation to the Doctor on-call

  Competence in relation till colleagues

 Course pedagogics

  Clearly defined purposes and objectives

  Case discussions, interactive pedagogics

  Continuity

 Start from the child’s perspective

 Support from employer

 Would have liked …

  The course leaders to have the same picture as I had of what I was going to learn, in some cases