Comparative Analysis of Impact of Different Skill-training Methods among Medical Students: A Cross-sectional Study

Abstract

Background: The development of practical skills is crucial in medical education, with various teaching-learning (T/L) methods such as Demonstration-Observation-Assistance-Performance (DOAP), Peyton’s four-step approach, and See One Do One Teach One (SO-DO-TO) being employed to enhance students’ competencies in handling medical devices. Objective: This study aimed to evaluate the efficacy of DOAP, Peyton’s approach and SO-DO-TO methods on skill performance of 1st-year MBBS students in using a sphygmomanometer, audiometer, and electrocardiogram (ECG). Methodology: A cross-sectional study was conducted among 126 1st-year MBBS students, who were randomly divided into three groups (n = 42). Each group was trained using one of the three T/L methods on specified competencies. Skill acquisition was assessed through an Objective Structured Practical Examination (OSPE), and perceptions were gauged through a Likert Scale questionnaire. Results: Students trained using Peyton’s method scored the highest in OSPE with a mean score of 7.35 (standard deviation [SD] = 2.19), compared to 5.72 (SD = 1.62) for DOAP and 5.83 (SD = 1.37) for SO-DO-TO. The differences in scores were statistically significant (P < 0.01) between the groups. Perception data indicated that both students and faculty rated Peyton’s method highest in overall satisfaction, effectiveness, and comfort, despite its slightly higher time consumption. Conclusion: Peyton’s four-step approach significantly enhances medical students’ skill acquisition and satisfaction compared to DOAP and SO-DO-TO methods. Integrating multiple teaching strategies, as seen in Peyton’s method, can offer a more comprehensive and effective learning experience. Future studies should investigate the long-term impacts and applicability of these methods across various medical disciplines.