  Training and practice play a key role in a medical students' attainment of
surgical procedural skills. It is beyond doubt that good skills correlate with
better clinical outcomes and improved healthcare. Timely, holistic, and
effective feedback provide a significant impetus to students acquiring skills
with precision. In this paper, we analyze the activities performed by students
while learning the central venous catheter installation procedure. We perform a
holistic analysis, using trace alignment, declarative conformance checking,
data visualization, and statistical analysis techniques, at different levels of
abstraction on control-flow and time perspectives and provide insights at
individual student level as well as across students. These insights can help
students discover what they are doing right and where they are not and take
corrective steps. Instructors can uncover common patterns and mistakes that
students demonstrate and think of interventions in their teaching methodology.
