Department of Obstetrics and Gynecology, Shengjing Hospital of China Medical University, Shenyang, China.
Department of Health Management, Shengjing Hospital of China Medical University, Shenyang, China.
BMC Med Educ. 2024 Aug 12;24(1):864. doi: 10.1186/s12909-024-05851-y.
In the surgery-focused field of obstetrics and gynecology (OB-GYN), the development of residents' skills is paramount. This study aims to evaluate the impact of an enhanced Peyton Four-Step Teaching Model on the foundational skill training of first-year OB-GYN residents.
Utilizing a cohort study design, we assessed 116 first-year residents from the OB-GYN residency program at Shengjing Hospital of China Medical University from June 2021 to June 2023. The 57 residents beginning their training in 2022 were part of the Refined Peyton (RP) group, introduced to the RP method; the 59 residents from 2021 served as the Traditional Teaching-mode (TTM) group, receiving conventional simulation-based instruction. Teaching effectiveness was assessed by comparing theoretical knowledge and skill performance assessments, National Medical Licensing Examination (NMLE) pass rates, direct observation of procedural skills (DOPS) one year post-training, and survey feedback.
The theoretical knowledge scores for both groups were comparable at 78.78 ± 4.08 and 78.70 ± 3.83, with no significant difference (P = 0.76). However, the experimental group demonstrated superior performance in skill operation assessments, first-time NMLE pass rates, and DOPS evaluations one year after training [(77.05 ± 5.39) vs. (84.60 ± 5.65), 100.0% (57/57) vs. 86.4% (51/59), and (75.22 ± 3.56) vs. (82.54 ± 3.43)], as well as higher teaching satisfaction scores [(4.63 ± 0.46) vs. (3.92 ± 0.62)], with all differences being statistically significant (P < 0.05).
The refined Peyton Four-Step Teaching Model significantly improves the immediate acquisition and long-term retention of clinical basic skills among OB-GYN residents, enhancing both teaching efficacy and resident satisfaction.
在专注于手术的妇产科领域，培养住院医师的技能至关重要。本研究旨在评估增强版 Peyton 四步教学法对妇产科住院医师基础技能培训的影响。
采用队列研究设计，评估了中国医科大学盛京医院妇产科住院医师培训项目 2021 年 6 月至 2023 年 6 月期间的 116 名一年级住院医师。2022 年开始培训的 57 名住院医师为改良 Peyton（RP）组，采用 RP 方法；2021 年的 59 名住院医师为传统教学模式（TTM）组，接受常规模拟教学。通过比较理论知识和技能操作评估、国家医师资格考试（NMLE）通过率、培训一年后直接观察手术技能（DOPS）评估以及调查反馈，评估教学效果。
两组的理论知识得分相当，分别为 78.78±4.08 和 78.70±3.83，无统计学差异（P=0.76）。然而，实验组在技能操作评估、首次 NMLE 通过率和培训一年后 DOPS 评估方面表现更优，差异具有统计学意义[（77.05±5.39）vs.（84.60±5.65），100.0%（57/57）vs. 86.4%（51/59），（75.22±3.56）vs.（82.54±3.43）]，且教学满意度评分更高[（4.63±0.46）vs.（3.92±0.62）]，差异均有统计学意义（P<0.05）。
改良 Peyton 四步教学法显著提高了妇产科住院医师临床基本技能的即时掌握和长期保留，提高了教学效果和住院医师满意度。
