Skrzypek Agnieszka, Górecki Tomasz, Krawczyk Paweł, Podolec Mateusz, Cebula Grzegorz, Jabłoński Konrad, Szeliga Marta, Nowakowski Michał
Faculty of Medicine, Department of Medical Education, Jagiellonian University Medical College, Cracow, Poland.
Department of Anesthesiology and Intensive Care Medicine, Jagiellonian University Medical College, Cracow, Poland.
Echocardiography. 2018 Nov;35(11):1705-1712. doi: 10.1111/echo.14128. Epub 2018 Aug 26.
Peyton's four-step approach is well-known and commonly used in medical education. It is a practical and useful method which is simple to apply. The study presents the implementation of the modified four-step approach method to teach how to perform the emergency echocardiographic assessment according to FATE (Focus-Assessed Transthoracic Echo) protocol. The aim of the study was to determine the feasibility and utility of this method FATE protocol teaching.
We collected students' feedback relating to perception of this way of teaching. Based on a semistructured interview conducted with the students, as well as an evaluation of the electronic survey, it has been demonstrated that the four-step method is useful for teaching emergency echocardiographic assessment.
One Polish medical school.
The classes were run in small groups as part of an elective ultrasound course for the fourth- and fifth-year students of the Faculty of Medicine of the Medical College. Twenty-two students were trained.
Based on the opinions of the participants of the elective course and the teacher conducting the classes, which involved the use of the modified Peyton's four-step method in teaching echocardiography in emergency cases according to the FATE protocol, it has been determined that the four-step method is effective in imaging training. All participants claim that this method is clear and understandable. Advantages of the methodological approach: a slow-motion demonstration by the instructor, accompanied by the commentary on the activities undertaken and practical exercises performed by the participants, learning through repetition, requirement of constant concentration.
Peyton's approach allows to use of the class time in maximal extend by consolidating new information and facilitating memorization through adequate instructor guidance and observation of the training of the peer students and repetition of the skills acquired.
佩顿的四步法广为人知且常用于医学教育。它是一种实用且易于应用的方法。本研究介绍了改良四步法的实施情况，该方法用于教授如何根据FATE（聚焦评估经胸超声心动图）协议进行急诊超声心动图评估。本研究的目的是确定这种FATE协议教学方法的可行性和实用性。
我们收集了学生对这种教学方式的反馈。通过对学生进行半结构化访谈以及对电子调查问卷的评估，已证明四步法对于教授急诊超声心动图评估是有用的。
一所波兰医学院。
课程以小组形式进行，是医学院医学系四年级和五年级学生选修超声课程的一部分。22名学生接受了培训。
基于选修课程参与者和授课教师的意见，其中涉及在根据FATE协议教授急诊病例超声心动图时使用改良的佩顿四步法，已确定四步法在成像训练中是有效的。所有参与者都声称这种方法清晰易懂。该教学方法的优点：教师进行慢动作演示，同时对所进行的活动和参与者进行的实际操作进行讲解，通过重复学习，要求持续集中注意力。
佩顿的方法通过巩固新信息、在教师的适当指导下促进记忆、观察同伴学生的训练以及重复所学技能，最大限度地利用了课堂时间。
