Background/Objectives: Traditional demonstrations are a common way to teach clinical skills, but they often feel unstructured and inconsistent. Peyton’s four-step approach provides a more organized, student-focused method that might help learners pick up skills better. This study compared the standard demonstration method with Peyton’s approach for teaching ENT procedures to interns. Methods: A prospective study was conducted at a single center with two groups: Group A received a conventional single-pass demonstration. Group B was taught using Peyton’s structured four-step approach (silent demonstration, deconstruction, verbal comprehension, and performed verbalization). Both groups were trained on three ENT skills—anterior rhinoscopy, Trotter’s method, and anterior nasal packing—then tested using OSCE checklists. We also asked students for their feedback through a simple questionnaire. Results: For anterior rhinoscopy, both groups performed similarly. But students taught with Peyton’s method did significantly better on Trotter’s method and nasal packing (p = 0.0098 and 0.004). Overall, they preferred Peyton’s approach, remembered the steps better, and wanted to use it for future training (p < 0.005). Conclusions: While traditional demonstrations are straightforward, Peyton’s structured, hands-on four-step method leads to better skill learning and retention for medical students.
Viswanath et al. (Tue,) studied this question.