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Table 2 Representative resources and demands

From: A qualitative interview study on the positive well-being of medical school faculty in their teaching role: job demands, job resources and role interaction

  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