Trial reportPeerJ2024
Flipped classroom-based application of Peyton's four-step approach in standardized training of ultrasound residents for thyroid and cervical lymph node zoning.
Trial report in PeerJ, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Training strategies for neck ultrasound examination and ultrasound-guided cervical lymph node biopsies: a narrative review.BMC medical education · 2026Review
- The effect of Peyton's four-step method for teaching point-of-care ultrasound psychomotor skills: an experimental study.The ultrasound journal · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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) 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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.