The aim of this thesis was to gain a better understanding of how medical teaching policy works in the complex context of a University Medical Center. We wanted to explore this from an organizational perspective: how can medical teaching policy be implemented successfully in a complex and demanding context? We studied how medical teaching policy is related to teacher motivation as an indicator of teacher quality. We used the Self-Determination Theory (SDT), a qualitative motivational theory that takes the influence of context on motivation into account. The SDT states that motivation for medical teaching improves if three basic needs for feeling autonomy, competence, and relatedness in medical teaching are met.