How a teaching rotation in medical school affects graduates’ subsequent careers

Educationally active

n = 50

n = 11

n = 77

–

All respondents

Since graduation

46 (94 %)

11 (100 %)

63 (82 %)

1 + 2 vs 3*

1/0/0

Number of years (IQR)

3.0 (3.3)

1.5 (3.0)

3.0 (4.5)

ns

5/0/4

Hours per week (IQR)

1.0 (5.0)

1.0 (2.0)

1.0 (2.0)

ns

3/0/4

Currently active

24 (50 %)

7 (64 %)

40 (55 %)

ns

2/0/4

BKO

Obtained/in a track

19 (41 %)

2 (18 %)

4 (5 %)

1 vs 3, 1 vs 2 + 3, 1 + 2 vs 3, 1 vs 2 vs 3***

4/0/5

Own initiative to obtain BKO

15/19 (83 %)

2/2 (100 %)

1/4 (25 %)

1 vs 2 vs 3*

None

SKO

Obtained/in a track

4 (9 %)

0(0 %)

0(0 %)

1 vs 3, 1vs 2 + 3, 1 vs 2 vs 3*

4/0/5

Own initiative to obtain SKO

2/3 (67 %)

–

–

ns

1/–/–

Plans to remain active

40 (85 %)

11 (100 %)

52 (71 %)

1 vs 2 vs 3, 1 + 2 vs 3*

3/0/4

Preferred of job time spent on education in percentages (IQR)

20 (10)

10 (10)

10 (10)

1 + 2 vs 3**, 1 vs 3, 1vs 2 + 3, 1 vs 2 vs 3***

3/0/4

Enthusiasm about teaching

n = 24

n=7

n = 40

–

Only respondents currently active in teaching

Why do you teach?

ns

None

Already part of the job

19 (79 %)

3 (43 %)

33 (83 %)

Added by the manager

1 (4 %)

1 (14 %)

1 (3 %)

Added by yourself

3 (13 %)

2 (29 %)

5 (13 %)

Added by someone else

1 (4 %)

1 (14 %)

1 (3 %)

Enthusiasm about teaching

n = 46

n = 11

n = 63

–

Only respondents active in teaching since graduation

Appreciation of teaching task

1 + 2 vs 3, 1 vs 2 + 3, 1 vs 3*

2/0/4

(Very) negative

0 (0 %)

0 (0 %)

0 (0 %)

Moderate

0 (0 %)

0 (0 %)

4 (7 %)

(Very) positive

44 (100 %)

11 (100 %)

55 (93 %)

Preparedness for teaching

1 + 2 vs 3**, 1 vs 2 vs 3*, 1 vs 2 + 3**, 1 vs 3**

2/0/4

(Very) insufficient

0 (0 %)

0 (0 %)

11 (19 %)

Moderate

5 (11 %)

3 (27 %)

13 (22 %)

(Very) good

39 (89 %)

8 (73 %)

35 (59 %)