PeerJ · 2024
Flipped classroom-based application of Peyton's four-step approach in standardized training of ultrasound residents for thyroid and cervical lymph node zoning.
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Wang Jiajia, Zhan Yunyun, Sun Biyun, Bi Yu, Li Rubing, Jiang Fan, Peng Mei
Аннотация
BACKGROUND: To investigate whether combining the flipped classroom approach with Peyton's four-step method can enhance teaching effectiveness in ultrasound (US) zoning of the thyroid and cervical lymph nodes for standardized residency training.
METHODS: A total of 66 resident training students were randomly divided into a control group and an observation group. The control group received traditional teaching methods, including "see one, do one" learning, lecture-based learning (LBL), and case-based learning (CBL). The observation group was taught using Peyton's four-step teaching method, the flipped classroom approach, and CBL. Assessments were conducted through skill operation and clinical case analysis. A questionnaire survey was used to evaluate student satisfaction. Assessment scores and questionnaire ratings between the two teaching methods were compared.
RESULTS: 1) Assessment results demonstrated higher scores in skill operation and clinical case analysis for the observation group compared to the control group [(87.64 ± 3.72) vs. (80.48 ± 5.92) points, (87.94 ± 4.46) vs. (82.85 ± 4.24) points]. 2) The questionnaire survey indicated that resident trainees taught using Peyton's four-step method showed greater improvement in learning interest [(4.61 ± 0.57) vs. (3.70 ± 0.85) points] and experienced reduced exam pressure compared to the control group [(4.52 ± 0.62) vs. (3.21 ± 0.70) points]. These differences were statistically significant (P < 0.05).
CONCLUSION: Peyton's four-step approach combined with the flipped classroom method improved resident training students' scores in skill operation and clinical case analysis for ultrasound zoning of the thyroid and cervical lymph nodes. It also stimulated learning interest and alleviated exam pressure, making it an effective teaching method for enhancing standardized US training outcomes in resident education.
METHODS: A total of 66 resident training students were randomly divided into a control group and an observation group. The control group received traditional teaching methods, including "see one, do one" learning, lecture-based learning (LBL), and case-based learning (CBL). The observation group was taught using Peyton's four-step teaching method, the flipped classroom approach, and CBL. Assessments were conducted through skill operation and clinical case analysis. A questionnaire survey was used to evaluate student satisfaction. Assessment scores and questionnaire ratings between the two teaching methods were compared.
RESULTS: 1) Assessment results demonstrated higher scores in skill operation and clinical case analysis for the observation group compared to the control group [(87.64 ± 3.72) vs. (80.48 ± 5.92) points, (87.94 ± 4.46) vs. (82.85 ± 4.24) points]. 2) The questionnaire survey indicated that resident trainees taught using Peyton's four-step method showed greater improvement in learning interest [(4.61 ± 0.57) vs. (3.70 ± 0.85) points] and experienced reduced exam pressure compared to the control group [(4.52 ± 0.62) vs. (3.21 ± 0.70) points]. These differences were statistically significant (P < 0.05).
CONCLUSION: Peyton's four-step approach combined with the flipped classroom method improved resident training students' scores in skill operation and clinical case analysis for ultrasound zoning of the thyroid and cervical lymph nodes. It also stimulated learning interest and alleviated exam pressure, making it an effective teaching method for enhancing standardized US training outcomes in resident education.