Department of Oral and Maxillofacial Surgery, University Hospital Tuebingen, Osianderstrasse 2-8, 72076, Tübingen, Germany.
BMC Oral Health. 2020 Dec 30;20(1):365. doi: 10.1186/s12903-020-01309-x.
In this prospective study the Peyton 4-step approach of demonstration-deconstruction-comprehension (verbalization by the learner), and performance by the learner was compared to the PDCA cycle/Deming-Circle (Plan-Do-Check (video assisted self-monitoring)-Act) as a teaching method for surgical suturing and nodes with end performance as the primary objective.
Students of the third clinical semester in dental medicine were randomly selected to one of the two teaching methods. They completed a first course during the third clinical semester and a subsequent course during the fourth clinical semester. The focus was on learning surgical suturing techniques. Before the course started a questionnaire was handed out to both groups to evaluate their initial level of performance. Each course ended with a practical test to review the content of the course. The evaluation followed standardized parameters. Some of the test tasks in test one were repeated in test two to measure a horizontal as well as vertical difference in performance level.
53 students (Peyton: n = 28/18 female, 10 male; PDCA: n = 25/14 female, 11 male) have completed both courses. The evaluation of the subjective questionnaires showed that the members of the PDCA-groups achieved a higher subjective increase in performance. The objective results also indicated higher learning success in the PDCA-groups compared to the Peyton-Group.
DISCUSSION/CONCLUSION: This study demonstrated significant learning success for both groups in their own self-assessment as well as in the results of the practical exercises. Subsequently, the superiority of the PDCA cycle could be shown for almost all criteria for surgical suturing techniques. Several studies prioritize the teaching of practical skills according to Peyton and consider step 3 ("comprehension") to be the essential factor. The PDCA cycle, which has its origins in industrial quality management, and its success can be understood from the perspective of learning theory in terms of Jean Piaget's model of equilibration. The necessity of active reflection on the learning content through practice constitutes the key element for transfer into long-term memory.
在这项前瞻性研究中，比较了 Peyton 的四步演示-解构-理解（学习者口头表达）-学习者表现方法与 PDCA 循环/戴明圈（计划-执行-检查（视频辅助自我监测）-行动）作为一种外科缝合和节点的教学方法，主要以最终表现为主要目标。
随机选择牙医学三年级的学生参加这两种教学方法之一。他们在第三个临床学期完成了一门课程，在第四个临床学期完成了后续课程。重点是学习外科缝合技术。在课程开始之前，向两组学生发放了一份问卷，以评估他们的初始表现水平。每门课程结束时都进行了一次实践测试，以复习课程内容。评估遵循标准化参数。在测试 2 中重复了测试 1 中的一些测试任务，以衡量水平和垂直方向上的表现水平差异。
53 名学生（Peyton：n=28/18 女，10 男；PDCA：n=25/14 女，11 男）完成了两门课程。主观问卷的评估表明，PDCA 组的成员在表现方面的主观提升更高。客观结果也表明，PDCA 组的学习成功率高于 Peyton 组。
讨论/结论：这项研究表明，两组学生在自我评估以及实际练习的结果中都取得了显著的学习成功。随后，PDCA 循环在几乎所有外科缝合技术的标准中都显示出了优越性。一些研究根据 Peyton 来优先教授实践技能，并认为第三步（“理解”）是关键因素。PDCA 循环起源于工业质量管理，从 Jean Piaget 的平衡模型的学习理论角度来看，它的成功是可以理解的。通过实践积极反思学习内容是将其转化为长期记忆的关键要素。
