Effectiveness of Four Step Approach for Procedures (Skill) Teaching: RCT

Effectiveness of Four Step Approach for Procedures (Skills) Teaching: Randomized Control Study

Abstract

Introduction: Clinical skills development is an essential component of the education of a competent physician. Skill teaching with 4 step approach requires evidences to prove its superiority in better skill acquisition & retention as compared to traditional methods. Method: Randomized controlled Double-blinded cross over group study carried out on2 groups of randomly selected fourth term medical students using 2 teachers to teach 2 different procedure by traditional versus four step approach. Skill acquisition for each procedure was assessed by Observed Structured Practical Examination (OSPE). Pre-designed validated feedback form was used to rate both the method on five point Likert scale. Result: Better skill acquisition with statistically significant difference was shown, when taught by four step approach compared with traditional method irrespective of the group. Students ‘perceptions on different aspects of teaching was significantly positive for 4 step approach. Conclusion: Four step approach is both a more effective & efficient teaching method than traditional method for skill acquisition, which is perceived as bringing confidence, comfort & satisfaction. Study proves improvement in short term recall. To check long term retention, longitudinal study is required.