An educational interventional study to compare conventional versus peyton’s method in training medical students on antenatal examination skills

Authors

  • Dhivya Sethuraman Department of Obstetrics and Gynaecology, Trichy SRM Medical College Hospital and Research Centre, Tiruchirapalli, Tamil Nadu, India
  • S. Revwathy Department of Obstetrics and Gynaecology, Trichy SRM Medical College Hospital and Research Centre, Tiruchirapalli, Tamil Nadu, India
  • Prabha Thangaraj Department of Community Medicine, Trichy SRM Medical College Hospital and Research Centre, Tiruchirapalli, Tamil Nadu, India

DOI:

https://doi.org/10.18203/2320-1770.ijrcog20205768

Keywords:

Antenatal examination, Peyton’s method, Conventional method, Skills

Abstract

Background: Introduction of competency based medical education in India has made it imperative to teach and assess clinical skills in a uniform manner. Antenatal Examination is one of the core competency under Obstetrics and Gynaecology. We need to use effective instructional methods to teach skills. In this study, we have compared Peyton’s ‘four step approach’ with the conventional ‘see one, do one’ approach.

Methods: A quasi- randomized crossover study with educational intervention was done among 49 medical students. They were divided into two groups (A and B). Students of group A were first trained on Antenatal examination using Conventional method and evaluated. With a gap of one week, they were re-trained on the same skill using Peyton’s method and re-evaluated again; the vice versa was for done in group B. Mann Whitney test was used to compare the difference in score between the two groups of students (A and B) and Wilcoxon Signed Ranks test was used to compare the student’s perception of both teaching methods.

Results: The mean score obtained by students after the first training by Peyton’s (24.08±2.31) was greater than Conventional method (20.32±3.59) which was found to be statistically significant (Z=-3.54, p<0.5). Following the second training i.e crossover of the training technique, the marks obtained by both group of students were almost the same. Students perceived Peyton’s methods to be more interesting, interactive, better understanding and recall over conventional.

Conclusions: Peyton’s method was found to be superior over conventional method of training medical students in Antenatal examination.

References

Shah N, Desai C, Jorwekar G, Badyal D, Singh T. Competency-based medical education: An overview and application in pharmacology. Indian J Pharmacol. 2016;48(1):5-9.

Paritakul P. Optimising bedside teaching in obstetrics and gynaecology. Thai J Obstet Gynaecol. 2014;22:61-6.

Crumlish CM, Yialamas MA, McMahon GT. Quantification of bedside teaching by an academic hospitalist group. J Hosp Med. 2009;4:304-7.

Tallentire VR, Smith SE, Wylde K, Cameron HS. Are medical graduates ready to face the challenges of Foundation training? Postgrad Med J. 2011;87:590-5.

Kotsis SV, Chung KC. Application of the 'see one, do one, teach one' concept in surgical training. Plast Reconstr Surg. 2013;131:1194-201.

Vozenilek J, Huff JS, Reznek M, Gordon JA. See One, Do One, Teach One: advanced technology in medical education. Acad Emerg Med. 2004;11:1149-54.

Mason WTM, Strike PW. Short communication see one, do one, teach one is this still how it works? A comparison of the medical and nursing professions in the teaching of practical procedures. Med Teach. 2003;25:664-6.

Rohrich RJ. See One, Do One, Teach One: an old adage with a new twist. Plast Reconstr Surg. 2006;118:257-8.

Peyton JWR. Teaching and learning in medical practice. Manticore Europe Ltd. 1998:171-180.

Dietsch G, Lübke C, Horst K, Simon M, Modabber A, Sönmez TT, et al. Peyton’s four-step approach for teaching complex spinal manipulation techniques–a prospective randomized trial. BMC Med Education. 2016;16(1):284.

Romero P, Günther P, Kowalewski KF, Friedrich M, Schmidt MW, Trent SM, et al. Halsted’s “see one, do one, and teach one” versus peyton’s four-step approach: a randomized trial for training of laparoscopic suturing and knot tying. J Surg Education. 2018;75(2):510-5.

Khan H. An adaptation of Peyton's 4-stage approach to deliver clinical skills teaching remotely. Med Ed Publish. 2020:9.

Raghunath G, Francis YM, Karthikeyan G, Sankaran PK, Begum Z. A study on the effectiveness of Peyton's four-step approach in teaching procedural skill for MBBS students. Drug Invention Today. 2020;14(7):1226-8.

Werner HA, Nikendei C, Keifenheim K, Bosse HM, Lund F, Wagner R, et al. Best practice skills lab training vs. a see one, do one approach in undergraduate medical education: an RCT on students’ long-term ability to perform procedural clinical skills. PloS one. 2013;8(9):e76354.

Tutdibi E, Gortner L, Volk T, Reus E. Simulation-based neonatal resuscitation training of medical students: is Peyton’s 4-stage approach more effective than traditional 2-stage technique? In Molecular Cellular Pediatr. 2014;1(1):1.

Jenko M, Frangež M, Manohin A. Four-stage teaching technique and chest compression performance of medical students compared to conventional technique. Croat Med J. 2012;53:486-95

Orde S, Celenza A, Pinder M. A randomised trial comparing a 4-stage to 2-stage teaching technique for laryngeal mask insertion. Resuscitation. 2010;81(12):1687-91.

Downloads

Published

2020-12-26

Issue

Section

Original Research Articles