Table 2 Analysis of implementation efficacy in various dimensions
Dimension | No. | Questionnaire Items | M | SD | Sort | Dimension Sort |
|---|---|---|---|---|---|---|
Student Performance | 24 | Participating in OSCE helps me effectively enhance students’ learning interests. | 4.17 | 0.67 | 12 | 3 |
25 | Participating in OSCE training contributes to improving students’ communication abilities. | 4.22 | 0.66 | 9 | 2 | |
26 | After participating in OSCE training, students’ learning attitudes become more focused. | 4.13 | 0.71 | 13 | 4 | |
27 | Engaging in OSCE training can enhance students’ learning effectiveness. | 4.25 | 0.61 | 6 | 1 | |
Teaching Professionalism | 28 | Participating in OSCE training contributes to improving my teaching quality. | 4.32 | 0.62 | 3 | 3 |
29 | Engaging in OSCE training allows me to better grasp the direction of course planning and instructional material design. | 4.35 | 0.58 | 1 | 1 | |
30 | Participating in OSCE training helps improve my teaching skills. | 4.29 | 0.58 | 5 | 5 | |
31 | Participating in OSCE training enhances my feedback skills with students. | 4.34 | 0.55 | 2 | 2 | |
32 | Engaging in OSCE training helps me understand my strengths and weaknesses in teaching and enhances teaching abilities. | 4.32 | 0.59 | 3 | 3 | |
Professional Dedication | 33 | The process of participating in OSCE makes me willing to share teaching experiences with peers. | 4.24 | 0.61 | 7 | 1 |
34 | The process of participating in OSCE enhances professional dialogues with peers. | 4.21 | 0.63 | 10 | 3 | |
35 | The process of participating in OSCE enhances willingness to collaborate professionally with peers. | 4.24 | 0.63 | 7 | 1 | |
36 | Participating in the OSCE process encourages me to actively engage in various professional teacher training activities. | 4.20 | 0.71 | 11 | 4 | |
37 | Participating in the OSCE process motivates me to invest more time in teaching. | 4.12 | 0.74 | 14 | 5 |