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Table 2 Pre- and post-assessment of trainer’s feedback (T1 and T2) High-frequency feedback group

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

  High-frequency feedback group (HFF group) N = 23 Low-frequency feedback group (LFF group) N = 24 p-value 1
After Peyton’s step 4 (T1)    
Item 1 The tutor’s feedback was comprehensible. 5.83 ± .38 5.84 ± .38 .931
Item 2 I could easily follow the tutor’s instructions. 5.39 ± .66 5.17 ± .96 .077
Item 3 The feedback was helpful for improving skills. 5.78 ± .42 5.79 ± .51 .382
Item 4 The tutor was attentive and concentrated. 5.83 ± .39 5.83 ± .38 .931
Item 5 The tutor seemed competent during feedback. 5.83 ± .39 5.87 ± .34 .518
Mean Items 1-5 5.73 ± .31 5.70 ± .46 .876
After the final, sixth repetition (T2)
Item 1 The tutor’s feedback was comprehensible. 5.96 ± .21 6.00 ± .00 1.000
Item 2 I could easily follow the tutor’s instructions. 5.83 ± .39 5.58 ± .50 .224
Item 3 The feedback was helpful for improving skills. 5.91 ± .29 5.96 ± .20 .108
Item 4 The tutor was attentive and concentrated. 5.87 ± .34 5.92 ± .28 .351
Item 5 The tutor seemed competent during feedback. 6.00 ± .00 5.92 ± .28 1.000
Mean Items 1-5 5.91 ± .17 5.88 ± .19 .341
p-value 2 .004 .018  
  1. 1Mann Whitney U test.
  2. 2Wilcoxon signed rank test.
  3. Perceived value of the feedback between the two groups after Peyton’s step 4 (T1), and after the final, 6th repetition (T2; mean and standard deviation of six-point Likert scales from 6 = fully agree to 1 = completely disagree; M-W-U-Test, p-values).