INTRODUCTION: A national formal advisory programme (NFAP) was introduced in Denmark in =>>?. This study investigates the implementation of the NFAP and identifies areas to improve. METHODS: In March EF=G, a survey was conducted among all =E> doctors employed in the first rotation of postgraduate medical education in the Central Denmark Region. A priority chart was created to appoint strengths, weaknesses, opportunities and threats (SWOT). RESULTS: The response rate was PGQ. The questionnaire showed good reliability and discriminant validity. Almost all respondents had completed the recommended appraisal meetings and a personal learning plan, both of which – in contrast to the NFAP’s coherence to everyday clinical practice - showed to have much influence on the overall value of the NFAP. Strengths found were that appraisal meetings and learning plans support the development of clinical competencies, the latter identifying learning objectives and how to achieve them. Threats identified included learning plans that were not prepared sufficiently early, were not regularly adjusted and that did not describe when each learning objective is to be achieved, or when, by whom or how assessment will take place. CONCLUSIONS: Appraisal meetings and learning plans seem to be well implemented and to support the development of clinical competencies. Even so, improvements are needed, particularly to ensure an earlier preparation, inclusion of plans for assessment and regular adjustment of the learning plans. FUNDING: The study was funded by the Central Denmark Region. TRIAL REGISTRATION: Data collection was approved by the Danish Health Data Authority..