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

Table 1 Group characteristics of the study groups

Group characteristics	High-frequency feedback group (HFF group) N = 23	Low-frequency feedback group (LFF group) N = 24	p-value
Age (years)	21.00 ± 2.94	20.62 ± 1.74	.596¹
Sex (m/f)	12 (52.17%)/11 (47.82%)	12 (50.00%)/12 (50.00%)	.882²
General self-efficacy rating	30.83 ± 3.42	30.42 ± 4.15	.842¹
Education in a medical profession	3 (13.04%)	1 (4.16%)	.276²
Medical electives	20 (86.95%)	21 (87.50%)	.955²
Kolb learning style inventory
Concrete experience (feeling)	24.61 ± 7.65	24.79 ± 5.85	.927¹
Reflective observation (watching)	30.30 ± 6.88	29.88 ± 5.54	.815¹
Abstract conceptualization (thinking)	31.34 ± 8.61	32.37 ± 7.43	.663¹
Active experimentation (doing)	33.30 ± 7.55	32.95 ± 5.28	.856¹

¹t-test.
²χ2 test.
Group characteristics of the high-frequency feedback group (HFF group, N = 23) and the low-frequency feedback group (LFF group, N = 24) are depicted regarding:
• age (age; mean ± standard deviation; Student’s t-test, p-values).
• sex (male/female; N and %, chi-square test, p-values).
• general self-efficacy rating prior to skills training (score of 10 items using Likert-scale ratings; 4 = I fully agree; 1 = I completely disagree; mean ± standard deviation; M-W-U-Test, p-values).
• completed education as paramedic, medical secretary, nurse, or occupational therapist.
• (N, % and chi-square test p-values).
• completed electives in surgery, internal medicine, pediatrics, or psychiatry (N, % and chi-square test, p-values).

ISSN: 1472-6920