For all health professions, accurate self-evaluation and competency reflection are essential abilities. Reflection is identified as a non-technical skill and Competency-Based Medical Education (CBME) is cited as an essential strategy in the National CompetenceBased Learning Objectives Catalogue (NKLM) that directs medical colleges in Germany. The function and design of curriculum and skill labs changed in this environment. Reflecting on competencies is crucial to enhancing self-regulated learning, particularly in peer-assisted trainings. Traditionally, we've assumed that as learners gain experience, their capacity for self-reflection will likewise increase. This strategy incorporates self-reflection of competencies in clinical skills education and seeks empirical support for the premise. Here, we measure how the concordant self is impacted by age, semester of study, their interactions, and reflection of the abilities of the students. Evaluation data from peerassisted "first aid" and "physical examination" courses at the skills labs of the medical school at the Ruhr-University Bochum in Germany served as the foundation for this investigation. Before and after the training, participants were asked to self-report their skills. Additionally, after finishing the course, students were asked to retrospectively re-rate their "before" competence (post-pre). In a moderated regression analysis, differences between pre and post-pre-competences were evaluated as the concordant self-reflection. In IBM SPSS Statistics V.28, univariate Analysis of Variance (ANOVA) with posthoc Tukey HSD testing was used to display group means and standard deviation. Age interaction effects were calculated using moderated regression and simple slope analyses.
