Figure 5: (A) Should interfaces of medicine with non-medical specialties be taught? Plot: relative frequencies, N=215 (B) Assessment of the usefulness of a visionary elective curriculum (N=214) and willingness to participate in such a program (N=211). Plot: relative frequencies from 6-point Likert scales. (C) Comparison of willingness to participate in such a program between preclinical and clinical settings. Plot: means from 6-item Likert scales, N=210, ANOVA, * = p<0.05. (D) Desired number of teaching units (UE) for visionary elective curricula in different time periods. Plot: Relative frequencies from single-choice questions, N=206, WE=1 weekend course in semester, Mon=month, Wo=week. (E) Do visionary elective curricula make students better physicians? Plot: relative frequencies of a 6-point Likert scale, N=216.