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Figure 1 | BMC Medical Education

Figure 1

From: The benefit of repetitive skills training and frequency of expert feedback in the early acquisition of procedural skills

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 (QT0). The assessments at T1 and T2 included questionnaires assessing c) skill-specific self-efficacy ratings (QT1 and QT2), and d) objective video ratings of participants’ performances regarding clinical performance (binary checklists) and overall procedural performance (global rating; VT1 and VT2). In addition, the assessment at T2 included questionnaires assessing e) acceptance, f) subjective skill-related demands during skill performance, g) value of feedback (QT2).

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