The planned educational program is for three years. It is expected to be 1⁄2 day every other week, both autumn and spring semester. This will be a joint educational program for the special education group and the program is repeated every three years. An attempt will be made to combine part of the teaching with special education doctors in other specialized fields such as general medicine, medicine and psychiatry. Special education doctors are actively involved in teaching but the teacher supervises the educational program.

In addition, special education doctors are actively involved in weekly joint meetings of doctors in Grensás and Reykjalund.

Progress: The special education physician must keep a progress record (log-book). The possibilities of using the E-portfolio will be examined. Due to the small population of Iceland, it is likely that the medical students will not be able to dedicate all the clinical aspects of the progress record in Iceland. They may to some extent have to take their clinical studies with foreign medical institutions. The annual review of competence progress (ARCP) assesses the progress of the last year and decides how to achieve the clinical goals and where and how. For implementation, refer to General guidelines and criteria for special education of physicians in Iceland from the Directorate of Health.

The annual progress assessment meeting will evaluate the performance of the specialist medical practitioner, his/her knowledge, competence and ability level and at the same time it is necessary to manage the general progress of the special education program and facilitate improvements. The specialist medical practitioner evaluates each department for the program, working facilities, support etc. The instructor then meets both the specialist medical practitioner and the instructor to review the situation and make improvements where necessary. The instructor, the instructor and the specialist medical practitioner are evaluated annually for professional knowledge, general competence, ability and experience. The assessment is carried out for each disease or category of material according to the specification of the special education program and the progress record of the specialist medical practitioner.

Assessment of progress and performance

The progress register gives the medical examiner an overview of the professional knowledge, skills and abilities he/she needs to acquire and what learning factors he/she needs to master. The medical examiner reviews the progress register with his/her special education assistant at their regular meetings. The progress register is used as a basis for the assessment of progress in annual assessment interviews.

Clinical Trial

Clinical testing for therapists is held every year in spring, usually in May. It is divided into four clinics. Each clinic presents a case of illness and asks pre-defined questions in connection with the diagnosis of problems and rehabilitation. The grading is simple: excellent, satisfactory or inadequate.

Assessment of the trainer and feedback from colleagues

Each year, the clinical assistants fill out a standardized assessment sheet, which gives an account of certain important aspects of the clinical work and the conduct of the student doctor. This assessment is based on interviews between the clinical assistant and the student doctor's clinical assistant.

Self-assessment of the student doctor

Each year, the department physician must answer questions on a formal assessment sheet regarding his own strengths and weaknesses, the pros and cons of the program and where the department is going.

Annual assessment meeting

In the spring, after oral examinations, a formal evaluation of the progress of the study is carried out. The medical examiner is then invited to an evaluation meeting with the teacher, the teacher of rehabilitation medicine in the medical department and the instructor (ARCP committee). The status and progress of the special education at the relevant medical examiner is reviewed. The factors listed above in the section on evaluation of progress and performance are used as a basis. The strengths of the medical examiner are examined as well as what can be improved, expectations discussed and a written plan for the next steps in the study and training.