Table 3.
Barriers and facilitating factors for the delivery of high quality teaching. Teachers were asked to what extent these factors prevented them from/assisted them in delivering high-quality teaching. Items were rated on a 5-point scale (1 = not at all; 5 = very much)
| Item | Mean ± Standard Deviation | Effect size (Cohen’s d) | |
|---|---|---|---|
| Junior physicians | Assistant professors | ||
| Part I: Barriers | |||
| Lack of preparation time | 4.19 ± 0.98a | 3.88 ± 1.12 | 0.32 |
| Insufficient coordination between/among teachers | 3.55 ± 1.01 | 3.49 ± 1.11 | |
| Lack of opportunity to implement individual teaching concepts | 2.90 ± 1.05 | 2.89 ± 1.25 | |
| Lack of didactic training | 2.68 ± 1.10a | 2.03 ± 0.90 | 0.65 |
| Part II: Facilitating factors | |||
| Recognition for good teaching performance | 3.75 ± 1.12a | 3.45 ± 1.28 | 0.22 |
| Individual incentives | 3.25 ± 1.19 | 3.12 ± 1.30 | |
| Positive student feedback | 4.10 ± 0.85 | 4.10 ± 0.98 | |
| Time off as a reward for high quality teaching | 3.27 ± 1.32a | 2.75 ± 1.44 | 0.40 |
| Protected preparation time during working hours | 4.38 ± 0.95a | 3.98 ± 1.18 | 0.38 |
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