Using Gagne's theory and Peyton's four-step approach to teach inferior alveolar nerve block injection

Abstract

Developing skills in performing inferior alveolar nerve block injection is an essential element of the dentistry undergraduate curriculum. As a dental faculty staff member working in the conservative dentistry department, I provide preclinical and clinical teaching for dental students. This study presents a lesson plan for this injection technique using a combination of Gagne's nine events of instruction and Peyton's four-step approach. Gagne's nine events of instruction identified the mental conditions of learning that are necessary for effective learning when adult students are presented with various stimuli. This model is based on the nine instructional events used during a teaching session. These are gaining attention, defining learning objectives, stimulating recall of prerequisite learning, presenting the stimulus material, providing learning guidance, practice, providing feedback, assessing the performance, and enhancing retention and transfer. Peyton's four-step approach is a model for teaching practical skills. These are demonstration, deconstruction, explanation, and performance. Each step in this lesson plan is carefully arranged with relevant activities to suit learners with various learning styles using Gagne's theory, while Peyton's approach is incorporated to teach the actual skill. This lesson plan is particularly relevant for tutors designing injection techniques teaching for undergraduate dental and medical students and fresh graduates. In all, this lesson plan also serves as a template on which many other practical skill teachings can be subsequently modeled. The flexible adoption of Gagne's nine events of instruction in combination with other instructional models such as Peyton's approach facilitates the planning of effective clinical teaching sessions.