Effective teaching of manual skills to physiotherapy students: a randomised clinical trial

Rossettini, Giacomo; Rondoni, Angie; Palese, Alvisa; Cecchetto, Simone; Vicentini, Marco; Bettale, Fernanda; Furri, Laura; Testa, Marco

doi:10.1111/medu.13347

Cited by 39 publications

(55 citation statements)

References 58 publications

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“…Traditionally, teaching of procedures employs a "See one, do one, teach one" approach and exemplifies the social cognition theory of learning that is best exemplified in hands-on-experiences and demonstrations. Over time, many teachers in areas of study including physiotherapy, have felt this type of learning can be improved through changes in teaching methods (Rossettini et al, 2017;Vozenilek et al, 2004;Mason & Strike, 2003). Furthermore, in our teaching centre, residents requested more exposure to Family Medicine procedures during the residency program, thus a gap was identified in their training that we wanted to address.…”

Section: Discussionmentioning

confidence: 99%

Use of a point-of-care app increases patient satisfaction with residents performing minor procedures

MacPhee¹,

Rezmovitz²

2018

MedEdPublish

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This study investigated patient satisfaction of residents' ability after using a Point-of-Care (POC) app for minor procedures in Family Medicine. Patients were asked to a) evaluate their satisfaction of a resident performing a minor procedure, b) rate their skill level, and c) decide if they explained the procedure clearly. The results show that a) use of the POC app improved patient satisfaction (p<0.05), but had no effect on either b) residents' skill level (p>0.05) or c) their communication skills. This study demonstrates a possible role for a POC app in teaching minor procedures in Family Medicine.

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Section: Discussionmentioning

confidence: 99%

Use of a point-of-care app increases patient satisfaction with residents performing minor procedures

MacPhee¹,

Rezmovitz²

2018

MedEdPublish

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“…The additional two steps might be assumed to be timeconsuming. However, in contrast to this, several authors have reported that not more time was required using Peyton's approach (Krautter et al, 2011;Rossettini et al, 2017).…”

Section: Introductionmentioning

confidence: 98%

“…Other authors have argued that recognising the effects of the instructions on the performance could be a valuable source of feedback and might improve metacognitive skills (Herrmann-Werner et al, 2013). In addition, Rossettini et al (2017) mentioned that Peyton's third step involves elements of mental practice. That is, the students have the possibility to develop a mental representation of the movement in absence of an active movement.…”

Section: Introductionmentioning

confidence: 99%

“…The results of these studies are not always consistent. Some trials have reported findings in favour of Peyton's approach (e.g., Balafoutas et al, 2019;Rossettini et al, 2017). Rossettini et al (2017) showed that acquisition of a cervical mobilisation technique was considerable higher in the Peyton group compared to a standard teaching group.…”

Section: Introductionmentioning

confidence: 99%

“…Some trials have reported findings in favour of Peyton's approach (e.g., Balafoutas et al, 2019;Rossettini et al, 2017). Rossettini et al (2017) showed that acquisition of a cervical mobilisation technique was considerable higher in the Peyton group compared to a standard teaching group. In contrast, Orde, Celenza & Pinder (2010) have reported that Peyton's teaching approach showed only minor differences on skill acquisition regarding insertion of a laryngeal mask airway at post-acquisition and retention testing compared to a traditional teaching approach.…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Giacomino

Caliesch

Sattelmayer

2020

PeerJ

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Background Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a “see one - do one” approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton’s teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton’s 4–step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. Methods We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. Results An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [−0.09; 1.49]) at retention testing were in favour of Peyton’s teaching approach for skill acquisition. The groups using Peyton’s teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: −0.8; 95% [CI −2.13 to 1.62]) and retention (SMD: −2.65; 95% CI [−7.77 to 2.47]) testing. The effectiveness of Peyton’s teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. Conclusion Peyton’s teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton’s teaching approach is less clear. Peyton’s teaching approach is more effective when small groups with few students per teacher are used.

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Procedural Teaching

Brady

Adamson

2019

Medical Education in Pulmonary, Critical Care, and Sleep Medicine

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Effective teaching of manual skills to physiotherapy students: a randomised clinical trial

Abstract: Peyton's four-step approach is more effective than the 'See one, do one' approach in skills laboratories aimed at developing physiotherapy student competence in C1-C2 passive mobilisation.

Cited by 39 publications

References 58 publications

Use of a point-of-care app increases patient satisfaction with residents performing minor procedures

Use of a point-of-care app increases patient satisfaction with residents performing minor procedures

The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression

Procedural Teaching

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