Comparative Evaluation of Peyton’s Four-step Approach and Conventional Teaching Methods for Injection Techniques: A Prospective, Interventional Crossover Study

ABSTRACT

Background: Traditional teaching methods can pose challenges for learners, particularly when it comes to applying theoretical knowledge in practical settings. In contrast, Peyton’s four-step approach provides a structured, learner-centered framework that facilitates better understanding and skill acquisition. Objectives: To evaluate and compare the effectiveness of Peyton’s four-step approach with conventional teaching methods for teaching intramuscular and intravenous injection techniques among undergraduate medical students. Materials and Methods: This prospective, interventional crossover study was conducted at Nootan Medical College, Gujarat, with 150 Phase II MBBS students. Participants were randomly assigned to either Peyton’s approach or the conventional method for intramuscular and intravenous injection training. Assessments included multiple choice questions (MCQs), performance checklists, and feedback on a Likert scale. Results: Peyton’s approach significantly outperformed the conventional method, with higher post-test MCQ scores (Group A: 4.68 ± 0.52 vs. 3.98 ± 0.70; Group B: 4.34 ± 0.86 vs. 3.48 ± 1.14, p < .0001). Performance evaluations showed enhanced skill acquisition, with significant improvements in both intramuscular and intravenous injection techniques. Conclusion: Peyton’s four-step approach is an effective teaching strategy that enhances skill acquisition, retention, and student confidence, offering significant advantages over conventional methods in medical education.

KEYWORDS

• Injection techniques
• medical education
• Peyton’s four-step approach
• skill acquisition
• student feedback

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• DOI10.1177/0976500X261417403Copy

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