Research progress of the application of Peyton's four-step teaching method in medical education

  • Tang Fei ,
  • Yang Piaoyu ,
  • Wang Ping ,
  • Feng Li
Expand
  • 1Nursing Department, Zhongshan Hospital of Fudan University, Shanghai 200032, China;
    2Emergency Department, Zhongshan Hospital of Fudan University, Shanghai 200032, China

Received date: 2020-07-13

  Online published: 2021-03-30

Supported by

Fudan University “Double First Class” Construction Project (2018-22-40)

Abstract

Peyton's four-step teaching method is a popular medical teaching method used abroad. This method is increasingly accepted by faculty in China in the training of clinical skill, it also has good guiding significance for clinical skills bedside class room teaching. In this paper, operation,strengthens, research progress of Peyton's four step teaching method in medicine education, and future development are reviewed.

Cite this article

Tang Fei , Yang Piaoyu , Wang Ping , Feng Li . Research progress of the application of Peyton's four-step teaching method in medical education[J]. Chinese Journal of Medical Education, 2021 , 41(4) : 318 -321 . DOI: 10.3760/cma.j.cn115259-20200713-01047

References

[1] Sanders CW, Edwards JC, Burdenski TK. A survey of basic technical skills of medical students[J]. Acad Med, 2004,79(9):873-875. DOI:10.1097/00001888-200409000-00013.
[2] Krautter M, Weyrich P, Schultz JH, et al. Effects of Peyton's four-step approach on objective performance measures in technical skills training: a controlled trial[J]. Teach Learn Med, 2011,23(3):244-250. DOI:10.1080/10401334.2011.586917.
[3] Krautter M, Dittrich R, Safi A, et al. Peyton's four-step approach: differential effects of single instructional steps on procedural and memory performance—a clarification study[J]. Adv Med Educ Pract, 2015,6:399-406. DOI:10.2147/AMEP.S81923.
[4] Skrzypek A, Szeliga M, Jagielski P, et al. The modified Peyton approach in the teaching of cardiac auscultation[J]. Folia Med Cracov,2019,59(4):21-32. DOI:10.24425/fmc.2019.131377.
[5] Ian Bullock, Mike Davis,Andrew Lockey,et al. Pocket guide to teaching for medical instructors[M].2nd edition. Oxford: Blackwell Publishing, 2008:27-30.
[6] Bullock I. Skill acquisition in resuscitation[J]. Resuscitation, 2000,45(2):139-143. DOI:10.1016/s0300-9572(00)00171-4.
[7] Soar J, Monsieurs KG, Ballance JH, et al. European resuscitation council guidelines for resuscitation 2010 section 9. principles of education in resuscitation[J].Resuscitation,2010,81(10):1434-1444. DOI:10.1016/j.resuscitation.2010.08.014.
[8] 毛山, 罗向红, 魏巍, 等. 改良式“四步教学法”用于医学实践课的技能教授[J].中国高等医学教育,2012(1):105-106. DOI:10.3969/j.issn.1002-1701.2012.01.053.
[9] Jenko M, Frangez M, Manohin A. Four-stage teaching technique and chest compression performance of medical students compared to conventional technique[J]. Croat Med J, 2012,53(5):486-495. DOI:10.3325/cmj.2012.53.486.
[10] 李俊华, 宁勇, 刘蔚, 等. 改良四步教学法在武汉市某医院血液净化中心临床技能教学中的应用[J].医学与社会,2019,32(1):124-126. DOI:10.13723/j.yxysh.2019.01.030.
[11] Rossettini G, Rondoni A, Palese A, et al. Effective teaching of manual skills to physiotherapy students: a randomised clinical trial[J]. Med Educ, 2017,51(8):826-838. DOI:10.1111/medu.13347.
[12] Romero P, Günther P, Kowalewski KF, 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].J Surg Educ,2018,75(2):510-515. DOI:10.1016/j.jsurg.2017.07.025.
[13] Ziv A, Ben-David S, Ziv M. Simulation based medical education: an opportunity to learn from errors[J].Med Teach,2005,27(3):193-199. DOI:10.1080/01421590500126718.
[14] Nikendei C, Zeuch A, Dieckmann P, et al. Role-playing for more realistic technical skills training[J].Med Teach,2005,27(2):122-126. DOI:10.1080/01421590400019484.
[15] Herrmann-Werner A, Nikendei C, Keifenheim K, 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[J]. PLoS One, 2013,8(9):e76354. DOI:10.1371/journal.pone.0076354.
[16] Lund F, Schultz JH, Maatouk I, et al. Effectiveness of IV cannulation skills laboratory training and its transfer into clinical practice: a randomized, controlled trial[J]. PLoS One, 2012,7(3):e32831. DOI:10.1371/journal.pone.0032831.
[17] Ng JY. Combining Peyton's four-step approach and Gagne's instructional model in teaching slit-lamp examination[J]. Perspect Med Educ, 2014,3(6):480-485. DOI:10.1007/s40037-014-0136-x.
[18] Gradl-Dietsch G, Lübke C, Horst K, et al. Peyton's four-step approach for teaching complex spinal manipulation techniques-a prospective randomized trial[J]. BMC Med Educ, 2016,16(1):284. DOI:10.1186/s12909-016-0804-0.
[19] Afzali M, Kvisselgaard AD, Lyngeraa TS, et al. Intraosseous access can be taught to medical students using the four-step approach[J]. BMC Med Educ, 2017,17(1):50. DOI:10.1186/s12909-017-0882-7.
[20] Nourkami-Tutdibi N, Hilleke AB, Zemlin M, et al. Novel modified Peyton's approach for knowledge retention on newborn life support training in medical students[J]. Acta Paediatr, 2020,109(8):1570-1579. DOI:10.1111/apa.15198.
[21] Skrzypek A, Górecki T, Krawczyk P, et al. Implementation of the modified four-step approach method for teaching echocardiography using the FATE protocol-a pilot study[J]. Echocardiography, 2018,35(11):1705-1712. DOI:10.1111/echo.14128.
[22] Awad SA,Mohamed MH. Effectiveness of Peyton's four-step approach on nursing students' performance in skill-lab training[J]. Journal of Nursing Education and Practice,2019,9:1-5. DOI:10.1007/s40670-016-0296-x.
[23] Schwerdtfeger K, Wand S, Schmid O, et al. A prospective, blinded evaluation of a video-assisted ‘4-stage approach’ during undergraduate student practical skills training[J]. BMC Med Educ, 2014,14:104. DOI:10.1186/1472-6920-14-104.
[24] Sopka S, Biermann H, Rossaint R, et al. Evaluation of a newly developed media-supported 4-step approach for basic life support training[J]. Scand J Trauma Resusc Emerg Med, 2012,20:37. DOI:10.1186/1757-7241-20-37.
[25] Yap R, Moreira A, Wilkins A, et al. Suturing in small group teaching settings: a modification to Peyton's four-step approach[J]. Med Sci Educ, 2016,26:575-578.
[26] 刘贝贝, 郭园园, 岳晓娥, 等. 四步教学法在腹腔镜模拟器教学中的应用[J].中华全科医学,2020,18(5):846-848. DOI:10.16766/j.cnki.issn.1674-4152.001372.
[27] Greif R, Egger L, Basciani RM, et al. Emergency skill training—a randomized controlled study on the effectiveness of the 4-stage approach compared to traditional clinical teaching[J].Resuscitation,2010,81(12):1692-1697. DOI:10.1016/j.resuscitation.2010.09.478.
[28] Nikendei C, Huber J, Stiepak J, et al. Modification of Peyton's four-step approach for small group teaching—a descriptive study[J]. BMC Med Educ, 2014,14:68. DOI:10.1186/1472-6920-14-68.
Outlines

/