The effect of Peyton’s four-step method for teaching point-of-care ultrasound psychomotor skills: an experimental study

作者：Mike Breunig, Ryan Kingsley, Darrell R. Schroeder, J. Kraus, Corbin Plooster, Tiffany Galush, Laura Boldenow, Taryn Ragaisis, H. Regan, W. Schouten, Raheel Shafay, Meltiady Issa, Deanne T Kashiwagi · 发表于：The Ultrasound Journal · 年份：2025 · DOI：10.1186/s13089-025-00466-w · 被引用次数：2 · 研究领域：Medicine

Medical education commonly utilizes the “see one, do one” two-step approach for teaching psychomotor skills; however, recent evidence suggests that Peyton’s four-step method leads to superior learning. There is limited evidence, and almost no high-quality studies, specifically evaluating the effect of Peyton’s Four‑Step method on long-term retention of ultrasound/POCUS procedural skills. The purpose of this research project was to evaluate the effectiveness of Peyton’s four-step method on teaching the POCUS psychomotor skills of image acquisition to novice learners. Additionally, this research project assessed the influence of Peyton’s four-step method at three different points in time during the skill acquisition phase, in the setting of ongoing deliberate skill practice. A single-blinded, repeated measures interventional study based on experimental design was completed. Physician Assistant students from one large academic medical center were randomized into a control group (using the two-step method) and intervention group (using Peyton’s four-step method). Students were taught POCUS of the aorta, bladder, heart, lungs, and kidneys. Students’ POCUS skills were assessed during the immediate, intermediate, and delayed learning phases. At each assessment, an organ-specific score and a total score were obtained. Scores were compared using a Wilcoxon rank sum test. An ordinal logistic regression analysis was performed using a generalized linear mixed model with a multinomial dis...