Table 1.

Summary of motivations and barriers identified in literature review

	Proportion of reviewed articles	Examples
Motivations
Intrinsic motivations	29/38 (76%)	• Enjoyment in observing outcomes of teaching • Appreciation for new perspectives gained from students • Sense of duty • Self-reflection on own skills
Extrinsic motivations	15/38 (39%)	• Financial compensation • Teaching awards • University appointments • Teaching workshops
Barriers/challenges
Decreased productivity	17/38 (45%)	• Lack of time to work with students • Increased pressure to generate salary through patient care instead of teaching • Presence of students had negative impact on patient flow in practice • Fewer patients seen per day
Increased length of day	8/38 (21%)	• Work took longer to complete in presence of students • Average length of day increased between 46 and 51 minutes
Lack of compensation	10/38 (26%)	• Level of pay inadequate for time commitment involved • Presence of medical students leads to fewer patients seen and subsequent loss of income from lack of billing • Many institutions do not reward financially
Patient concerns/ethical issues	9/38 (24%)	• Patients may be reluctant to divulge information in presence of student • Students may have poor attitudes that negatively impact patient care • Incompetent medical students may put patients at risk
Lack of clinician-educator confidence	9/38 (24%)	• Physician “short-cuts” in physical exam were not appropriate for students to learn • Feelings that clinical knowledge is too inadequate to teach • Lack of support from practice partners to teach • Perceived lack of training as a teacher