OUTPATIENT TEACHER DEMONSTRATION VERSUS PEYTON’S METHOD IN ACQUISITION OF CLINICAL SKILLS IN OTORHINOLARYNGOLOGY BY PHASE III PART II MEDICAL STUDENTS
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Keywords
GP - Group, OPTD- outpatient teacher demonstration, PFSA- Peyton’s four-step approach.
Abstract
Background
The acquisition of clinical skills is essential in medical education, particularly in fields like otorhinolaryngology. Various teaching methods have been used to enhance skill acquisition , but the effectiveness of structured methods, such as Peyton’s Four-Step Method, compared to traditional outpatient teacher demonstration(OPTD) methods remains unclear. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: Demonstration, Deconstruction, Comprehension and Performance. It is more effective when small groups with few students per teacher are used. Peyton’s four-step method has several advantages over OPTD including faster learning, increased confidence and higher competency in students. This study aimed to compare the effectiveness of outpatient teacher demonstration method and Peyton’s Four-Step Approach in the acquisition of clinical skills in undergraduate otolaryngology students
Methods
Total of 40 undergraduate students were randomly assigned to four groups. GP1, GP2, GP3, GP4. Six clinical skills in otorhinolaryngology were taught over six days, with one skill introduced per day. After each session, students were assessed in their performance in clinical skills,OSCE scores and confidence through Objective Structured Clinical Examinations (OSCE) based on a checklist of key competencies and participants feedback and perceptions were assessed through a Likert-scale.
Results
Results showed that Peyton’s four-step approach is definitely suitable for teaching clinical examination skill. Even though retention of clinical skills was found to be equally good ,but it was superior with PFSA than with OPTD.Students who received training with Peyton’s Four-Step Method performed significantly better in the OSCE compared to students who got training with traditional out patient teacher demonstration method.Statistically significant difference was obtained proving that Peyton’s Four-Step approach as more effective tool in teaching and assessing students.Assessment of all 6 skills found to be significant with P <0.001. Both groups showed an increase in self-reported confidence, but Peyton’s group reported a higher mean increase in confidence.
Conclusion
The study demonstrates that Peyton’s Four-Step Method is more effective than the traditional OPD method in improving the clinical skill performance and confidence of undergraduate otolaryngology students. The findings suggests that more structured, interactive teaching approaches should be considered in clinical education to enhance skill acquisition
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Dr. Asha Roy
Assistant Professor, Department of ENT, MES medical college, Malappuram, Kerala, India.
Dr. Vasudevan P.
Professor & HOD, Department of ENT, MES Medical College, Malappuram, Kerala, India.
Dr. Ahsanu Zaman
Assistant Professor, Department of ENT, MES Medical College, Malappuram, Kerala, India.
Dr. Chingi T.V.
Junior Resident, Department of ENT, MES Medical College, Malappuram, Kerala, India.