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Comparing Modified Peer-Assisted and Traditional Instructor-Led Approaches in Defibrillation Training
Bin Wei1, Zhuonan Sun1, Gang Li1
1Department of Anesthesiology, Peking University Third Hospital, Beijing, China.
Journal of Cardiothoracic and Vascular Anesthesia
|March 6, 2026
Summary
A modified Peyton teaching method improved surgical residents' defibrillation skills and learning experience. This peer-assisted approach enhanced rhythm recognition and drug administration compared to traditional instruction.
Area of Science:
- Medical Education
- Surgical Training
- Clinical Skills Development
Background:
- The Peyton 4-step method is effective for procedural skills training.
- A novel modification shifts the instructor role to facilitative and emphasizes peer-assisted learning.
Purpose of the Study:
- To compare a further modified peer-assisted Peyton 4-step teaching method against traditional instructor-led training for defibrillation skills in surgical residents.
Main Methods:
- Randomized controlled trial with 84 surgical residents.
- Experimental group: modified Peyton method with peer guidance.
- Control group: traditional instructor-led training.
Main Results:
- No significant difference in theoretical knowledge scores.
- Experimental group showed higher correct recognition of shockable rhythms (92.9% vs 76.2%) and appropriate resuscitation drug administration (92.9% vs 76.2%).
- Experimental group reported significantly higher satisfaction, learning interest, and willingness to perform defibrillation.
Conclusions:
- The modified peer-assisted Peyton 4-step method enhances defibrillation proficiency and improves the learning experience for surgical residents.
- This approach holds value for clinical skills training in medical education.
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