Table 2 Associations between work tasks of the programme director and high quality in postgraduate medical education
Number of individuals | % high quality | P- value | Crude OR | P-value | Adjusted ORa | |
|---|---|---|---|---|---|---|
Organize and plan the process of PGME at the workplace | 0.64 | 0.07 | ||||
Yes | 209 | 63% | 1.1 (0.7–2) | 1.8 (1.0–3.5) | ||
No | 70 | 60% | 1.0 | 1.0 | ||
Organize and plan the training of individual residents | 0.35 | 0.6 | ||||
Yes | 119 | 66% | 1.3 (0.8–2.1) | 1.1 (0.7–2.0) | ||
No | 160 | 60% | 1.0 | 1.0 | ||
Support and supervise the residents | 0.9 | 0.5 | ||||
Yes | 107 | 63% | 1.0 (0.6–1.7) | 1.2 (0.7–2.1) | ||
No | 172 | 62% | 1.0 | 1.0 | ||
Support and supervise the supervisors | 0.78 | 0.25 | ||||
Yes | 61 | 64% | 1.1 (0.6–2) | 1.5 (0.7–3.0) | ||
No | 218 | 62% | 1.0 | 1.0 | ||
Handling conflicts and disagreements | 0.59 | 0.6 | ||||
Yes | 33 | 67% | 1.2 (.6–2.7) | 1.3 (0.5–2.9) | ||
No | 246 | 62% | 1.0 | 1.0 | ||
Negotiate the residents’ training needs in relation to the need for clinical production | 0.33 | 0.46 | ||||
Yes | 99 | 59% | 1.0 | 1.0 | ||
No | 180 | 64% | 1.3(.8–2.1) | 1.2 (0.7–2.2) | ||
Negotiate between different residents | < 0.01 | < 0.01 | ||||
Yes | 42 | 83% | 3.5 (1.5–8.3) | 3.3 (1.3–8.4) | ||
No | 237 | 59% | 1.0 | 1.0 | ||
Make PGME visible and highly valued | 0.26 | 0.52 | ||||
Yes | 166 | 60% | 1.0 | 1.0 | ||
No | 113 | 66% | 1.3 (0.8–2.2) | 1.2 (0.7–2.2) | ||
Own competence development | 0.86 | 0.25 | ||||
Yes | 78 | 62% | 1.0 | 1.0 | ||
No | 201 | 63% | 1.1 (0.6–1.8) | 1.4 (0.8–2.7) | ||
Part of the management team | 0.40 | 0.6 | ||||
Yes. full or associate | 110 | 59% | 1.0 | 1.0 | ||
No | 167 | 64% | 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 associate | 106 | 58% | 1.0 | 1.0 | ||
No | 167 | 64% | 1.3 (0.8–2.17) | 1.2 (0.7–2.1) |