The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2025 · checked against its sources 2026-10-07 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? The 4C/ID group achieved higher mean OSCE scores than the lecture group, but the difference was not statistically significant. → Khan Abdus Salam 2025

Evidence¶

Khan Abdus Salam 2025¶

Khan Abdus Salam, Khan Muhammad Nasir Ayub, Khan Muhammad I. (2025). 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. https://doi.org/10.7759/cureus.94133

q2 · i? · causal · r1

In the same quasi-experiment, blinded trained raters scored blueprint-aligned OSCE stations with standardized patients. Group B's mean OSCE (18.64 ± 1.22) exceeded Group A's (17.44 ± 2.46), a difference that 'was not statistically significant (p=0.168)'; no effect size was printed.

"Group B achieved higher mean OSCE scores compared with Group A (18.64 ± 1.22 vs. 17.44 ± 2.46), although this difference was not statistically significant (p=0.168)."

Discussion¶

Related Claims¶

• Discussion promotes more active thinking than lecture, though lecture is no worse for transmitting information — the general claim this finding bears on, with the studies behind it

• A training-design argument, not tested by any study recorded here, holds that practising whole complex tasks improves transfer of complex skills — the general claim this finding bears on, with the studies behind it

• Plotting experience against OSCE results showed no effect of years of emergency department experience on consent-taking skill scores — related
• Lecture-based and 4C/ID-based training produced comparable knowledge retention among emergency care professionals — related
• Heritage learners scored only slightly higher than non-heritage learners on listening tasks, with no statistically significant group difference — related
• Four interrelated components are essential in blueprints for complex learning — related
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