| Resource versus demand |
---|---|
Organisational level | |
 Colleagues | Experienced colleagues versus those poor in cooperation |
 Support | Faculty development versus no financial compensation for teaching |
 Curriculum | Academic freedom versus little appreciation of specialism in curriculum |
 Systems and policy | Career opportunities versus poorly implemented educational awards |
 Culture | Active educational mission versus an unappreciative top-down approach |
Task level | |
 Design and preparation of a session | Being assigned learning goals for the session versus having to use someone else’s slides |
 Within the teaching session | Small group session versus afternoon lecture |
 Subsequent examination and assessment | Using exam results to provide personalized feedback versus having to provide negative feedback |
 Student interaction | Curious students with clever questions versus disruptive students who show up late |
Personal level | |
 | Need to perform versus perfectionism |
Role interaction | |
 | Invigorated by successes versus scheduling conflicts |
Teacher actions | |
 Altering their work environment | Ignoring quality assurance evaluations |
 Altering their teaching task | Do more than meeting the learning goals or ignore set rules |
 Altering their other tasks | Stop doing biomedical research or start doing education research |