ArticleAdvances in medical education and practice2025
Enhancing Maternal ACLS Training: Evaluating the Effectiveness of a Modified Peyton's Four-Step Teaching Approach.
Article in Advances in medical education and practice, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT07530822 (The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels), which is not on this map. Cited by 1 paper.
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The Effect Of Prenatal Care Training Using The Peyton Model On Midwifery Students' Knowledge, Skills, Self-Efficacy, Anxiety, And Satisfaction Levels
Who cites it
1 citing paper in PubMed.
- Application of a modified Peyton's four-step approach in clinical skills training for residents: a randomized controlled trial.BMC medical education · 2026Trial
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6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Purpose: Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton's four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton's four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies. Methods: Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton's four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires. Results: No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5±0.6 vs 4.0±0.6, P < 0.05) in the experimental group. Conclusion: The modified Peyton's four-step teaching method significantly enhances physicians' mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.
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