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. 2022 Sep 23;101(38):e30822. doi: 10.1097/MD.0000000000030822

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Copyright © 2022 the Author(s). Published by Wolters Kluwer Health, Inc.

This is an open access article distributed under the Creative Commons Attribution License 4.0 (CCBY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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Figure 3. — Comparison of the members of the 2 groups in performance before and after teaching. (A and B) The individual scores of Mini-CEX and DOPS of the control group before and after admission to the department. * P < .05, ** P < .01 VS the control group (pre-teaching). (C and D) The individual scores of Mini-CEX and DOPS of the observation group before and after admission to the department. * P < .05, ** P < .01 VS the observation group (pre-teaching). (E) The overall scores of Mini-CEX and DOPS of the 2 groups before and after admission to the department. * P < .05, ** P < .01 VS the control group (pre-teaching); ## P < .01 VS the observation group (pre-teaching). DOPS = direct observation of procedural skills, Mini-CEX = mini-clinical evaluation exercise.