Fig. 1
Gap of the perceived importance and delivery of the learning outcomes according to the teachers. The matrix shows that all the learning outcomes are rated more important than its rate of delivery by the teachers [mean; importance: (nmax = 438, nmin = 436) (The nmin shows the number of teachers who evaluated all of the aspects, the nmax shows the number of teachers who evaluated at least one aspect.); delivery: (nmax = 420, nmin = 263)]. The arrows show the standard deviation of the ratings of importance and of delivery for the given learning outcome. The mean ratings and the standard deviation of the following items are shown in parentheses. Maximum of importance: The professional experience needed for everyday work (4.91; 3.55, difference: -1,36). Minimum of importance and on the diagonal: The knowledge of historical overview of the medical disciplines (2.78; 2.73, difference: -0,05). Maximum of delivery: The timely theoretical and practical knowledge to the everyday work (4.77; 4.26, difference: -0,51). Minimum of delivery: Work-life balance (4.57; 2.60, difference: -1,97)