Table 3 Summary of learning activities, learning results and conditions for learning related to distinct task elements

Pre-performance triggers

Study manual

Self-study

Knowledge of performance standards

Feedforward

Study cases

Practice

Reduction of performance anxiety

True-performance Triggers

Perform PT role

Cope with anxiety triggers

Increased self-confidence

Apply learning in new context

Awareness of improvement areas

Internal feedback

Reason aloud

Act methodically

Perform in patient role

Empathise with patient problem

Observe performance

Matching intended performance with observed performance

Re-design of intended performance

Modelling

Increased self-confidence

Knowledge of alternative performance

Awareness of improvement areas

Give oral feedback

Study criteria

Insight in performance standards

Give written feedback

Structure information

Give score

Empathize with peer

Explicit views

Post- performance triggers

Receive peer feedback

Ask for clarification

Knowledge of performance from different perspectives.

Peer is well prepared and has sufficient case-specific knowledge

External feedback

Analyse information

Knowledge of alternative performance

Feedback is critical, specific, concrete, reveals strength and weakness and contains improvement suggestions

Awareness of improvement areas

Feedback meets learning needs

Peer is involved in learning process

Receive expert feedback

Knowledge of expert standards

Expert allows for discussion over criteria

Validation of peer feedback

Receive patient feedback

Knowledge of patient perceived aspects

Sufficient case-specific knowledge role-player

Receive score

Compare sum scores and domain scores

Knowledge of results compared to the group

Peer has enough courage to give low scores when necessary

Reflection

Write reflection report

Select feedback

Relate information to prior feedback

Create new learning goals