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Table 2 Associations between work tasks of the programme director and high quality in postgraduate medical education

From: Factors related to the role of programme directors in association with quality in postgraduate medical education – a cross-sectional study

 Number of individuals% high qualityP- valueCrude ORP-valueAdjusted
ORa
Organize and plan the process of PGME at the workplace  0.64 0.07 
 Yes20963% 1.1 (0.7–2) 1.8 (1.0–3.5)
 No7060% 1.0 1.0
Organize and plan the training of individual residents  0.35 0.6 
 Yes11966% 1.3 (0.8–2.1) 1.1 (0.7–2.0)
 No16060% 1.0 1.0
Support and supervise the residents  0.9 0.5 
 Yes10763% 1.0 (0.6–1.7) 1.2 (0.7–2.1)
 No17262% 1.0 1.0
Support and supervise the supervisors  0.78 0.25 
 Yes6164% 1.1 (0.6–2) 1.5 (0.7–3.0)
 No21862% 1.0 1.0
Handling conflicts and disagreements  0.59 0.6 
 Yes3367% 1.2 (.6–2.7) 1.3 (0.5–2.9)
 No24662% 1.0 1.0
Negotiate the residents’ training needs in relation to the need for clinical production  0.33 0.46 
 Yes9959% 1.0 1.0
 No18064% 1.3(.8–2.1) 1.2 (0.7–2.2)
Negotiate between different residents  < 0.01 < 0.01 
 Yes4283% 3.5 (1.5–8.3) 3.3 (1.3–8.4)
 No23759% 1.0 1.0
Make PGME visible and highly valued  0.26 0.52 
 Yes16660% 1.0 1.0
 No11366% 1.3 (0.8–2.2) 1.2 (0.7–2.2)
Own competence development  0.86 0.25 
 Yes7862% 1.0 1.0
 No20163% 1.1 (0.6–1.8) 1.4 (0.8–2.7)
Part of the management team  0.40 0.6 
 Yes. full or associate11059% 1.0 1.0
 No16764% 1.2 (0.8–2.0) 0.9 (0.5–1.6)
Part of board of research and education  0.28 0.6 
 Yes. full or associate10658% 1.0 1.0
 No16764% 1.3 (0.8–2.17) 1.2 (0.7–2.1)
  1. a Adjusted for gender, years in practice, years as PD, medical specialty, type of role, and number of residents