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

Table 4 Task-specific clinical skill performance and global procedural performance

Task-specific clinical skill performance (binary checklists)
	High-frequency feedback group (HFF group) N = 23	Low-frequency feedback group (LFF group) N = 24	p-value ¹
Peyton’s step 4 (T1)	91.06 ± 7.48	91.42 ± 9.14	.851
Final, 6th repetition (T2)	99.22 ± 2.25	96.04 ± 4.96	.093
p value¹	<.001	<.001
Global procedural performance (global rating)
	High-frequency feedback group (HFF group) N = 23	Low-frequency feedback group (LFF group) N = 24	p-value ²
Peyton’s step 4 (T1)	5.31 ± 0.50	5.30 ± .64	.941
Final, 6th repetition (T2)	5.95 ± 0.07	5.65 ± .48	<.004
p value³	<.001	.002

¹LSD-post-hoc Tests.
²Mann-Whitney-U Test.
³Wilcoxon signed-rank test (T1 vs. T2).
Performance ratings of the two groups in Peyton’s step 4 (T₁) and in the final, 6th repetition (T₂) in task-specific clinical skill performance (binary checklist rating as mean score in percent of maximum achievable points and standard deviation; checklist of 16 items with a minimum of 0 and a maximum of 16 points; ANOVA, p-values) and global procedural performance (global performance rating as mean score of global rating scales ± standard deviation; six-point Likert scale from 6 = very good to 1 = unsatisfactory; M-W-U-Test, p-values).

ISSN: 1472-6920