A seven-step approach to master the practical skills in microbiology among 2nd year medical undergraduates: A randomized control trial

Abstract

Context: Undergraduate students are taught, basic procedures of microbiology such as Gram's-staining, Ziehl–Neelsen staining, and focusing of the stained slide using light microscope. It is found that students mostly fail to perform right staining procedures and report a given slide. Aims: This study aims to evaluate the effectiveness of modified Peyton's seven step method to learn basic procedures of microbiology, in comparison to 'see one, do one' method, by a randomized control trial following McGaghie's Mastery learning model. Subjects and Methods: The study group of 45 students was taught by adopting Peyton's seven step method, the control group of 41 students was taught through “see one, do one” method. The performance of the students was objectively measured where in it was evaluated by the faculty. Statistical Analysis Used: Performance was analyzed using Student's unpaired t-test, to determine if there was a true difference between the two groups. Performance at the interpretation station was analyzed using Chi-square test with Yates correction (χ2YC). Results: The study group performed significantly better in Gram's-staining (P = 0.018) and Ziehl–Neelsen staining (P = 0.012) procedures but not in focusing (P = 0.961) and interpretation (P = 0.850 with χ2YC = 0.0356) skills, in comparison to control group. Conclusions: This study proves that a Peyton's seven step method to be effective, in teaching practical skills to students when compared to traditional “see one, do one” method. The modification has components of dyad practice, peer observation, peer feedback, and observational practice.