An adaptation of Peyton's 4-stage approach to deliver clinical skills teaching remotely

Hamed Khan

doi:10.15694/mep.2020.000073.1

Abstract

This article was migrated. The article was not marked as recommended. In March 2020 the UK government enforced a nationwide 'lockdown' to curb the spread of Covid-19, which has resulted in medical schools having to close and deliver teaching remotely through online platforms. This presents a number of challenges, especially for clinical and practical skills teaching which is usually very 'hands-on'. At St Georges, we have adapted Peytons '4-stage approach' to devise a tool that can be used to structure and deliver clinical skills teaching to small groups, with the help of online videos. This framework preserves the most important aspects of the '4 stage process' and allows the continuation of teaching in a way that replicates conventional face-to-face teaching practices as closely as can be possible under the current constraints.

Highlights

Students on the SGUL (St Georges, University of London) MBBS course are taught clinical skills during their early years, prior to their clinical placements in later years
The structure of our teaching sessions is based on Peytons ‘4 stage approach’ (Munster et al, 2016), as below: 1) DEMONSTRATION: Demonstration of skill by teacher, in real time without commentary 2) DISCUSSION: Demonstration of skill by teacher, whilst providing explanation and discussing with students 3) COMPREHENSION: Demonstration of skill by teacher, with instructions and explanation provided by students 4) EXECUTION: Demonstration of skill by student, with commentary and instructions from other students This framework has been used for several years, and remains effective and popular amongst both students and peer tutors
-Each clinical skills session is divided into sections

Summary

Introduction

Students on the SGUL (St Georges, University of London) MBBS course are taught clinical skills during their early years, prior to their clinical placements in later years. The teaching is led and supervised by lecturers and delivered by 'peer tutors' in small group sessions on a weekly basis. ‘Peer tutors’ are senior medical students who have been selected and trained to teach clinical skills under the supervision of lecturers. The structure of our teaching sessions is based on Peytons ‘4 stage approach’ (Munster et al, 2016), as below: 1) DEMONSTRATION: Demonstration of skill by teacher, in real time without commentary 2) DISCUSSION: Demonstration of skill by teacher, whilst providing explanation and discussing with students 3) COMPREHENSION: Demonstration of skill by teacher, with instructions and explanation provided by students 4) EXECUTION: Demonstration of skill by student, with commentary and instructions from other students This framework has been used for several years, and remains effective and popular amongst both students and peer tutors.

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Conclusion