Table 1

Residents’ perceptions of the supplementary learning opportunity

Scores were expressed on a 7-point scale in which 1=‘not at all true’ and 7=‘very true’		N=8
Learning value	Asynchronous preparation	Mean	SD
	1) The individual work on the patient cases contributed to my knowledge on microscopic pathology.	5.13	1.25
	2) The individual work on the patient cases is a good preparation for our national specialist exam.	6.13	0.99
	Joint synchronous debriefing session
	3) The participation in the joint debriefing contributed to my knowledge on microscopic pathology.	6.33	0.52
	4) The participation in the joint debriefing is a good preparation for our national specialist exam.	6.00	1.15
Quality sociocognitive processes	5) I asked other participants to elaborate on their ideas so that I could make sure I understood what they were saying.*	1.33	0.82
	6) I carefully explained a concept to other participants who did not understand the concept.*	1.40	0.89
	7) I carefully contributed relevant examples during the online session.*	2.40	2.19
	8) I tried to think about how I could connect my ideas to ideas expressed in the online session.*	4.50	1.87
Emotional engagement and social cohesion	9) I was interested in the interaction.†	5.38	1.41
	10) I was not anxious during the interaction.†	4.75‡	1.39
	11) I enjoyed the interaction.†	5.00	1.29
	12) I felt part of a learning community.	4.71	1.11