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