Adaptation of Peyton’s 4-step Approach Using Combined Video and Demonstration in Biochemistry Practical Phase I MBBS students at a Medical College in Western UP, India

Background: Medical education is shifting from traditional lectures to Competency-Based Medical Education, which emphasizes active, student-centred learning. However, Phase I MBBS students often struggle with biochemical laboratory techniques due to their abstract nature, limited practice opportunities, and passive teaching methods. Urine examination is a core CBME competency in Biochemistry with significant assessment weightage, yet traditional teaching often leads to poor skill retention and low confidence. Structured methods like Peyton’s four-step approach can address this gap. Adapting this method will improve understanding, engagement, and skill acquisition in urine examination. Material and Methods: A prospective interventional study (Experimental educational approach) was done in the Department of Biochemistry, Mahatma Vidur Autonomous State Medical College, Bijnor (UP), India. 100 participants of Phase I MBBS students were selected by using randomization criteria and divided into two groups. Group A (Study Group) and B (Control Group), having 50 students in each group. Control group was taught urine examination using the traditional teaching method while study group was instructed using Peyton’s four-step approach. Feedback was collected through tools like observational checklist and structured feedback questionnaire. Data was analysed using SPSS Version 2025. Categorical variables were presented as frequencies and percentages, while numerical data were expressed as mean ± standard deviation, p value ≤ 0.05 was considered statistically significant. Results: The control group had 52% of students who could do the benedict test, while the study group had 88% of students who could do the following skill sessions. The control group had 48% of students who could do the heat coagulation test, while the study group had 96% of students who could do the following skill sessions. In terms of students' self-confidence and satisfaction, 24% of those in the control group were very content and confident, whereas 88% of those in the study group were. There was a statistically significant difference in confidence levels between the two groups. A statistical difference was established between the control group and the study group when it came to the average and very good effectiveness of training. Conclusion: Students taught through peer-assisted learning using a modified Peyton’s four-step approach demonstrated faster acquisition of skills, greater confidence, and higher competency in performing the Benedict’s and heat coagulation test compared to those trained using traditional teaching methods.

Keywords: Peyton’s Method, CBME competency, MBBS.