Barely Significant
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Using the Objective Structured Teaching Examination to Improve the Clinical Teaching Efficacy of Clinical Preceptors: A Quasi-Experimental Study.

J Nurs Res · 2026 · PMC12863619 · PMID 41627083

Europe PMCDOI
1
hedged sentence
0.0010
closest p · 0.0× alpha
0.0010
boldest claim

The sentences

highly significantp <.001actually significant
Immediately post-OSTE (O2), the experimental group showed significant improvements across all six CTBI domains, with the Committing to Teaching (CT) domain most significantly improved ( p =.003), and the other five domains exhibiting highly significant gains (all p <.001).

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