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. 2024 Oct 19;24:1177. doi: 10.1186/s12909-024-06181-9

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© The Author(s) 2024

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 6 — A significant difference between the control and innovation group was found regarding the exam score (p = .007) in the objective structured clinical exam (OSCE), which was graded from 0–60 at t2 on Monday after the course week. The revised 2-factor study process questionnaire (R-SPQ-2 F) subscale of surface motive, which is evaluated on a 5-point Likert scale at t0 before the course, shows a significant simple correlation with students’ exam scores in the objective structured clinical exam (OSCE), which was graded from 0–60 at t2 on Monday after the course week