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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