108139
论文已发表
注册即可获取德孚的最新动态
IF 收录期刊
- 3.4 Breast Cancer (Dove Med Press)
- 3.2 Clin Epidemiol
- 2.6 Cancer Manag Res
- 2.9 Infect Drug Resist
- 3.7 Clin Interv Aging
- 5.1 Drug Des Dev Ther
- 3.1 Int J Chronic Obstr
- 6.6 Int J Nanomed
- 2.6 Int J Women's Health
- 2.9 Neuropsych Dis Treat
- 2.8 OncoTargets Ther
- 2.0 Patient Prefer Adher
- 2.2 Ther Clin Risk Manag
- 2.5 J Pain Res
- 3.0 Diabet Metab Synd Ob
- 3.2 Psychol Res Behav Ma
- 3.4 Nat Sci Sleep
- 1.8 Pharmgenomics Pers Med
- 2.0 Risk Manag Healthc Policy
- 4.1 J Inflamm Res
- 2.0 Int J Gen Med
- 3.4 J Hepatocell Carcinoma
- 3.0 J Asthma Allergy
- 2.2 Clin Cosmet Investig Dermatol
- 2.4 J Multidiscip Healthc
已发表论文
改进产妇高级心血管生命支持培训：评估改良佩顿四步教学法的有效性
Authors Zhang X, Sun Z , Lan Q, Xu M , Guo X, Wei B
Received 23 May 2025
Accepted for publication 6 September 2025
Published 10 October 2025 Volume 2025:16 Pages 1837—1845
DOI https://doi.org/10.2147/AMEP.S542286
Checked for plagiarism Yes
Review by Single anonymous peer review
Peer reviewer comments 2
Editor who approved publication: Dr Sateesh B Arja
Xiaoqing Zhang,* Zhuonan Sun,* Qiong Lan, Mao Xu, Xiangyang Guo, Bin Wei
Department of Anesthesiology, Peking University Third Hospital, Beijing, 100191, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Bin Wei, Email binweipku@163.com
Purpose: Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton’s four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton’s four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies.
Methods: Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton’s four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires.
Results: No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5± 0.6 vs 4.0± 0.6, P < 0.05) in the experimental group.
Conclusion: The modified Peyton’s four-step teaching method significantly enhances physicians’ mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.
Keywords: Peyton’s four-step teaching method, cardiac arrest, maternal, advanced cardiovascular life support, physician
Department of Anesthesiology, Peking University Third Hospital, Beijing, 100191, People’s Republic of China
*These authors contributed equally to this work
Correspondence: Bin Wei, Email binweipku@163.com
Purpose: Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton’s four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton’s four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies.
Methods: Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton’s four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires.
Results: No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5± 0.6 vs 4.0± 0.6, P < 0.05) in the experimental group.
Conclusion: The modified Peyton’s four-step teaching method significantly enhances physicians’ mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.
Keywords: Peyton’s four-step teaching method, cardiac arrest, maternal, advanced cardiovascular life support, physician