Table 1. Literature review.

Ref.	Authors	Journal	Main results
[49]	Baldor RA et al	Medical Education; 2001	High interest in teaching regardless of discipline, practice structure, payment or teaching experience; hindrances: increased workload, median extended working hours per day (60 minutes); positive effects: being up-to-date, more job satisfaction; rewards: awards and special concessions are valued as important, payment is important for half of the responders
[32]	Dahlstrom, J. et al.	BMC medical education; 2005	Important factors: altruism, intellectual satisfaction, improve their own skills and seek the truth, negative: little involvement in course structure, too much work, wasted time
[26]	Dodson, M. C.	Obstetrics and gynecology; 1998	At least moderate interest, negative impact on patient flow, seminars or conferences to improve teaching skills, potential rewards discounts on computers, sporting and cultural events, books, support with educational material
[47]	Fulkerson, P. K.; Wang-Cheng, R	Family medicine; 1997	Most important is personal satisfaction (84%), appropriate rewards: University affiliation, discounts, workshops
[33]	Gerrity, M. S et al.	Journal of general internal medicine; 1997	Joy of teaching, interaction with students, expectations: participation in study structure, relief, monetary compensation
[11]	Grayson, M. S.; Klein, M.; Lugo, J.;Visintainer, P.	Journal of general internal medicine; 1998	Better job satisfaction through teaching, training through apprenticeships, kept up to date through contact with students, held in higher esteem by patients; negative: decline in number of patients
[12]	Hartley, S.; Macfarlane, F.; Gantley, M.; Murray, E.	BMJ (Clinicalresearch ed.); 1999	Positive effect through professional support, improvement of teaching skills, improving clinical skills and knowledge, broadening horizons, contact with enthusiastic students, better image problems: lack of space and time, concerns about lack of patient care while teaching
[34]	Hill, N.; Wolf, K. N.; Bossetti, B.; Saddam, A.	Journal of allied health; 1999	Most rewarding aspect is observing student’s development, low student motivation and poor personal and professional behavior of students is frustrating, benefits of teaching reduced by increased pressure due to restructuring of health care
[52]	Hoban, J. et al.	Academic medicine; 1996	Incentives: personal enrichment, recognition/reward, little interest in personal benefits, incentive and teaching program required
[50]	Kumar, A.; Kallen, D. J.; Mathew, T.	Teaching and learning inmedicine; 2002	Personal satisfaction highest score, in contrast payment, gifts or services judged less important, some emphasis on rebates and awards
[35]	Kumar, A. et al.	Journal of general internal medicine; 1999	Payment between 13% and 22%, education 70% to 89%, 90% to 95%, academic awards, special events 62% to 79%, thank you letters 74% to 84%, minimal difference between disciplines
[48]	Langlois, J. P.	Family medicine; 1995	Payment, financial aid and textbooks are possible incentives for participation, different weighting of the answers
[31]	Latessa, R et al.	Family medicine; 2008	High degree of satisfaction with teaching, negative impact on patient flow, increase of working-time due to teaching, interest to promote general medicine, family doctors material rewards valued higher rather than awards, less satisfied with income
[36]	Latessa, R. et al.	Academic medicine; 2007	High level of satisfaction with teaching 93.0%, planed to continue teaching for the next five years 90.9%, satisfied with incentives 57.2%, physicians report a negative impact of teaching students on their professional life
[13]	Levy, B. T.; Gjerde, C. L.; Albrecht, L. A.	Academic medicine; 1997	More time in practice because of teaching 87%, fewer patients seen 31%, loss of practice income 25%, highest interest in training and access to computer-based information, motivation for teaching is the positive interaction with the students and the satisfaction of teaching, lack of time is the most difficult aspect
[44]	Rutter, H.; Herzberg, J.; Paice, E.	Medical education; 2002	No evidence of more stress by teaching, even signs of stress reduction
[39]	Scott, I.; Sazegar, P.	Medicalteacher; 2006	Main reason is joy in teaching, main hindrances are lack of educational skills and too high a workload
[53]	Single, P. B.; Jaffe, A.; Schwartz, R.	Family medicine; 1999	Decision to participate in the medical course of study dependent on past experience and influence of students on patient care, continuation of medical education was stated as primary incentive, financial incentives the least important; no homogeneous responses, reward of CME points preferred to financial remuneration.
[37]	Starr, S. et al.	Academic medicine; 2003	Feeling of satisfaction most often, knowledge and ability to teach such as member of a group of teachers is strengthening the role as a teacher, being a physician means being a teacher, responsibility to teach, sharing ones experience, only a few interested in receiving payment, some would appreciate acknowledgement from the university
[38]	Starr, S. et al.	Teaching and learning in medicine; 2006	Satisfaction of teaching, knowledge and abilities to teach, belonging to a community of teachers, receiving awards for teaching, being a physician means being a teacher, responsibility to teach, sharing experiences, aspects of ‘Teacher Identity’
[40]	Ullian, J. A.; Shore, W. B.; First, L. R.	Academic medicine; 2001	Special skills not required, possible rewards for continuing medical education as recognition and appreciation, material rewards e.g. reduced fees for library; joy in teaching primary motive for participation, benefits outweigh the disadvantages (patient flow and income decreased, more work, etc.)
[41]	Vath, B. E.; Schneeweiss, R.; Scott, C. S.	The Western journal of medicine; 2001	Workload increased 63%, reduced time for teaching 56%, joy of teaching students is the most important factor
[14]	Vinson, D. C.; Paden, C.	Academic medicine; 1994	Increase in time at work (average 46 minutes per day)
[23]	Wright, S. M.; Beasley, B. W.	Mayo Clinic proceedings.Mayo Clinic; 2004	Physicians with stake in medical education value ‘helping others’ as main incentive compared to scientifically active physicians who value self-expression more highly