Table 2.

Quality of the feedback perceived by the students (n = 348 questionnaires, 79 “video based” and 269 “direct observation” feedback sessions)

Quality of the feedback perceived by the students	All Tutors	Generalists	Specialists
	n = 38	n = 22	n = 16
(Likert 1: completely disagree-5: completely agree)	Mean (SD)	Mean (SD)	Mean (SD)	p	Adjusted p*
The feedback session was useful	4.73 (0.57)	4.78 (0.49)	4.63 (0.60)	0.034	0.164
I improved my history taking skills	4.35 (0.84)	4.38 (0.79)	4.26 (0.88)	0.250	0.435
I improved my physical examination skills	4.26 (0.94)	4.30 (0.92)	4.12 (1.00)	0.162	0.306
I improved my communication skills	4.20 (0.93)	4.26 (0.87)	3.97 (1.10)	0.102	0.051
The tutor was aware of what I needed to learn	4.74 (0.58)	4.80 (0.48)	4.59 (0.72)	0.003	0.010
The tutor made me feel comfortable and confident	4.65 (0.72)	4.72 (0.61)	4.48 (0.83)	0.006	0.024
The tutor asked me my learning needs	3.56 (1.63)	3.81 (1.54)	2.75 (1.62)	<0.001	0.013
The tutor asked me to evaluate what I did well	4.51 (0.90)	4.59 (0.77)	4.30 (1.10)	0.014	0.096
The tutor asked me to evaluate what I could improve	4.74 (0.62)	4.83 (0.47)	4.56 (0.82)	0.001	0.005
The tutor gave me balanced feedback (including both positive and less positive aspects)	4.71 (0.64)	4.80 (0.47)	4.57 (0.85)	0.006	0.030
The tutor stimulated me to participate to the problem solving process	3.95 (1.24)	4.14 (1.13)	3.43 (1.36)	<0.001	0.001
The tutor gave me precise and concrete suggestions for improvement	4.47 (0.92)	4.53 (0.84)	4.30 (1.08)	0.065	0.128
The tutor provided me opportunities to practice parts of the history taking, physical exam or the communication	2.73 (1.62)	2.84 (1.60)	2.32 (1.63)	0.015	0.184
The tutor asked the simulated patient to give me a feedback	4.42 (1.29)	4.58 (1.11)	4.04 (1.57)	0.002	0.159
The tutor checked my understanding	3.23 (1.61)	3.49 (1592)	2.52 (1.48)	<0.001	0.001

*Using a model taking into account the type of OSCE (fixed effect), and the supervisor (random effect)