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Table 2 Characteristics of high-quality teaching. Items were rated on a 5-point scale (1 = very unimportant; 5 = very important)

From: Facilitators of high-quality teaching in medical school: findings from a nation-wide survey among clinical teachers

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

 
  1. 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