Table 4. Order of the Importance of Teaching Scales in Predicting Faculty Seen as Role Model Specialists; Results per Specialty (Summarizing Results of Table 3).
| Descending Order of Relative Importance | 1(most relevant) | 2 | 3 | 4 | 5(least relevant) |
| All specialties | Feedback | Professional attitude | Learning climate | Evaluation of residents | Communication of learning goals |
| Internal medicine | Learning climate | Professional attitude towards residents | Feedback | Evaluation of residents | Communication of learning goals |
| Cardiology | Evaluation of residents | Feedback | Learning climate | Professional attitude towards residents | Communication of learning goals |
| Neurology | Learning climate | Professional attitude towards residents | Evaluation of residents | Feedback | Communication of learning goals |
| Pediatrics | Feedback | Learning climate | Professional attitude towards residents | Evaluation of residents | Communication of learning goals |
| Radiology & Radiotherapy combined | Learning climate | Feedback | Professional attitude towards residents | Evaluation of residents | Communication of learning goals |
| Other medicine specialties: GE, clinical genetics, chest medicine, physical and rehabilitation medicine, pathology # | Learning climate | Feedback | Professional attitude towards residents | Evaluation of residents | Communication of learning goals |
| General surgery | Professional attitude towards residents | Learning climate | Evaluation of residents | Feedback | Communication of learning goals |
| Otorhinolaryngology | Feedback | Professional attitude towards residents | Learning climate | Communication of learning goals | Evaluation of residents |
| Anesthesiology | Feedback | Professional attitude towards residents | Learning climate | Communication of learning goals5 | Evaluation of residents |
| Obstetrics & gynecology | Professional attitude towards residents | Learning climate | Feedback | Communication of learning goals | Evaluation of residents |
| Medical Specialties Combined # | Learning climate | Feedback | Professional attitude towards residents | Evaluation of residents | Communication of learning goals |
| Surgical Specialties Combined ## | Feedback | Professional attitude towards residents | Learning climate | Communication of learning goals | Evaluation of residents |
#
Adjusted for each specialty in the full model, with internal medicine as reference.
##
Adjusted for each specialty in the full model, with general surgery as reference.