punctures. The error rate for the live lecture group was 3% major errors, 43% minor errors, and 29% minor procedural errors. The error rate for the recorded lecture group was 13% major errors, 55% minor errors, and 23% minor procedural errors. Two-tailed Student's T tests showed no statistical significance (p>0.05) for the differences in averages for any comparison between the live and recorded lecture groups. Conclusion: While none of the measures used in this study demonstrate competency, this study demonstrates that recorded lectures may be as effective as live lectures in teaching USGA.
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