Conclusions
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The traditional scoring model is not sufficiently objective and efficient. This study revealed that the video rating mode could eliminate the examiner’s intervention with the students on-site and improve the objectivity and fairness of examinations. Moreover, the method of categorized scoring could reduce examiners’ work pressure, improve examiners’ efficiency, and evaluation homogeneity, ensuring an objective and effective evaluation of students’ clinical skills. Therefore, it is necessary to extend this model to practicing physician qualification examinations.