A Comparison Between Show One, Do One and Teach One (Sodoto) and Modified Peytons as Basic Surgical Skills Teaching Methods for Undergraduate Medical Students.

Abstract

Background: Teaching psychomotor skills to healthcare professionals is an ongoing challenge even today. These skills are utmost important to deliver competent patient care. Traditionally show one, do one and teach one method (SODOTO) is followed in Indian context, which is poorly structured. Thus knowledge is usually gained but skill acquisition is seldom assured. So introduction of modied PEYTONS as basic surgical teaching method may prove to be vital for enhancing competency of the candidate. II. Aim and Objectives: a) To assess efcacy of modied PEYTONS 4 step approach as a teaching tool for third year phase 2 MBBS students. b) To compare Show one, Do One and Teach One (SODOTO) and modied PEYTONS as basic surgical skill teaching method for undergraduate medical students. c) To compare post test scores of SODOTO Vs PEYTONS in simulated environment. III. Methodology: Study was conducted in the simulation laboratory of GMC, Surat. Third phase 2 undergraduate students posted in orthopaedics were divided in group A and B.Group A will be taught by the traditional method of SODOTO in which they will be observing the procedure rst, then assist followed by doing it themselves under guidance, in a week's time. Group B by modied PEYTONS 4 steps approach in which step 1 and 2 will be video assisted self-directed learning that will be sent to them via whatsapp, followed by step 3 and 4 in standard manner for a particular clinical skillset. Post intervention of 7 days assessment will be done by direct observation as per standard checklist. Flip over will be done for another basic surgical skill set for 7 days. Total of 2 surgical basic skill set of skin suturing in a simulated environment and placing an intravenous catheter will be assessed. No statistical IV. Findings: difference was found in the scores obtained by students of conventional Vs PEYTONS method, with the p value of 0.325 suturing skills and 0.22 in IV cannulation. But the feedback was very positive for PEYTONS group. V. Conclusions: PEYTONS four step approach is an interesting and innovative method of learning for students and may have a better memory retention in future and different ways of teaching avoids monotony and boredom.