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

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)
Item	Junior physicians	Assistant professors	Effect size (Cohen’s d)
Part I: Barriers
Lack of preparation time	4.19 ± 0.98^a	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 ± 1.10^a	2.03 ± 0.90	0.65
Part II: Facilitating factors
Recognition for good teaching performance	3.75 ± 1.12^a	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 ± 1.32^a	2.75 ± 1.44	0.40
Protected preparation time during working hours	4.38 ± 0.95^a	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

ISSN: 1472-6920