Perception about A Traditional Model vs Peyton’s Approach used as Method of Learning in Clinical Skill Laboratory among Undergraduate Dental Students of Hyderabad.

Abstract

Objective: This research study aimed to identify the learning methods used in a skill laboratory and to compare the effectiveness of traditional learning versus Pyeton’s four-step approach.
Methodology: It was Descriptive Cross-sectional study performed at Liaquat University of Medical and Health Sciences,
from May 2021 to July 2021. Ninety percent of the 100 students from the target population enrolled in the 3rd year of the
dental college at LUMHS participated in this cross-sectional study, which took place between May 2021 to July 2021.
The data collection tool consisted of a section on demographic information and questions regarding learning styles and
the student-teacher ratio. Data analysis was performed using SPSS 26.0, and descriptive statistics were employed for
the examination of the data
Results: Eighty-four percent of students received training from their teacher using the traditional instructional model (see
one, do one) in the clinical skills laboratory. Meanwhile, most participants in this study favored Peyton’s 4-step approach
to learning in clinical skills laboratories, believing it leads to improved outcomes before and after graduation. Additionally,
all undergraduate dental students were unaware of the four-step approach as an effective learning method in clinical
skills laboratories prior to this study. These findings align with previous research conducted in first-world countries in this
area.

Conclusion: According to the study, the majority of students choose to train under Peyton's method, which will improve their understanding and memorization of technical procedures related to dentistry.

Key words: Pyeton’s four step approach, Clinical Skill laboratory, See one and do one approach