Application of Modified Peyton’s Four-Step Teaching Method in Bridge Experimental Courses for Undergraduate Medical Students

¹ Shanxi Bethune Hospital, Shanxi Academy of Medical Sciences, Third Hospital of Shanxi Medical University, Tongji Shanxi Hospital, Taiyuan 030032, China,

² Nursing Department, Linfen Vocational and Technical College, Linfen 041500, China,

JCER 2025 , 9(8), 105–110; https://doi.org/10.26689/jcer.v9i8.11856

© 2025 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC BY-NC 4.0) ( https://creativecommons.org/licenses/by-nc/4.0/ )

Abstract

Objective: To explore the application value of the modified Peyton’s four-step teaching method in bridge experimental courses for undergraduate medical students. Methods: 100 undergraduate medical students from Bethune Hospital of Shanxi from July 2023 to July 2024 were selected and grouped using a random number method. The control group received a conventional training program, while the observation group received a modified Peyton’s four-step teaching and training program. The DOPS scores and teaching satisfaction scores of the two groups of undergraduate medical students were compared. Results: After intervention, the scores of each dimension of the DOPS for the undergraduate medical students in the observation group were higher than those in the control group. The teaching satisfaction scores of the undergraduate medical students after teaching were lower in the control group than in the observation group. The differences between the two groups were statistically significant (P < 0.05). Conclusion: The modified Peyton’s four-step teaching program developed in this study can promote teaching and learning methods for undergraduate medical students, improve teaching satisfaction levels, and help administrators stabilize the medical team.

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