Comparing the Lecture-Based Learning With the Four-Component Instructional Design (4C/ID) Model of Learning in Enhancing the Skills of Consent-Taking in the Emergency Department: A Quasi-experimental Study.

Cureus · 2025 · PMC12596018 · PMID 41209893

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did not reach statistical significanceno p-value reported

Although the difference in OSCE performance did not reach statistical significance, the intervention group consistently outperformed the control group, suggesting a trend toward enhanced practical skill development through the 4C/ID model.

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