Figure 1

Study design. The study employed a randomized controlled design: high-frequency feedback group (HFF group, N = 23) and low-frequency feedback group (LFF group, N = 24). T₀ assessment before training, T₁ assessment after step 4 of Peyton and T₂ assessment after the final repetition. Q assessment via questionnaire, V video assessment. The numbers indicate the six successive repetitions of inserting a nasogastric tube; the thick arrows indicate feedback given by the tutor. The assessment at T₀ included questionnaires assessing a) general self-efficacy rating, b) the Kolb Learning Style Inventory (KLSI), and c) skill-specific self-efficacy ratings (Q_T0). The assessments at T₁ and T₂ included questionnaires assessing c) skill-specific self-efficacy ratings (Q_T1 and Q_T2), and d) objective video ratings of participants’ performances regarding clinical performance (binary checklists) and overall procedural performance (global rating; V_T1 and V_T2). In addition, the assessment at T₂ included questionnaires assessing e) acceptance, f) subjective skill-related demands during skill performance, g) value of feedback (Q_T2).