Table 2.

Characteristics of high-quality teaching. Items were rated on a 5-point scale (1 = very unimportant; 5 = very important)

Item	Mean ± Standard Deviation		Effect size (Cohen’s d)
	Junior physicians	Assistant professors
Students enjoy teaching/learning activities	4.48 ± 0.68	4.53 ± 0.70
Teachers enjoy teaching/learning activities	4.20 ± 0.78a	4.42 ± 0.69	−0.29
The learning climate is good	4.60 ± 0.65	4.60 ± 0.66
Sessions have a clear structure	4.60 ± 0.69	4.69 ± 0.66
Content is presented in a balanced manner	4.24 ± 0.79	4.33 ± 0.82
Both knowledge, skills and attitudes are being taught	4.42 ± 0.80	4.39 ± 0.79
Teachers agree in advance on the content to be taught	4.23 ± 0.79	4.16 ± 0.84
Teaching format is aligned to learning objectives	4.26 ± 0.78	4.31 ± 0.77
Teaching is pitched to the student level	4.10 ± 0.83	4.21 ± 0.79
Teachers acknowledge individual differences between students	3.41 ± 0.91	3.44 ± 0.98
Teacher motivates students and increases their enthusiasm for the subject matter	4.45 ± 0.74	4.51 ± 0.72
Teachers have received didactic training	3.97 ± 0.93	4.05 ± 0.91
Student learning outcome is high	4.14 ± 0.79a	4.31 ± 0.74	−0.23
Student learning outcome is sustainable	4.62 ± 0.69	4.63 ± 0.69

^a p < 0.05 for comparisons between junior physicians and assistant professors (independent t test). Effect size (Cohen’s d) reported when t test was significant