Peyton四步教学法在医学教育领域的研究进展  

Research progress of the Peyton’s four-step method in the field of medical education

作　　者：谢天 宁敬谦 栾智勇 XIE Tian;NING Jingqian;LUAN Zhiyong(Department of Diagnostic Ultrasound,the 71st Group Army Hospital of Chinese People’s Liberation Army,Jiangsu Province,Xuzhou221000,China)

机构地区：[1]陆军第七十一集团军医院超声诊断科,江苏徐州221000

出　　处：《中国医药导报》2024年第19期91-96,122,共7页China Medical Herald

摘　　要：Peyton四步教学法通过示范、解构、理解、演示4个步骤的循环往复使学生在教师的引导下逐步掌握所学技能或知识,实现学习目标。Peyton四步教学法以其实施路径清晰、强调主动参与学习和反馈、技能保留率高、施教方法灵活多变等特点在国内外医学教育实践尤其是复杂临床技能的教学中应用日趋广泛。本文对Peyton四步教学法在医学教育领域的应用现状进行综述,旨在为医学教育方式方法的创新和发展提供有益的参考。Peyton’s four-step teaching method through demonstration,deconstruction,understanding,presentation four steps of the cycle,so that students under the guidance of teachers to gradually master the skills or knowledge,to achieve learning goals.Peyton’s four-step teaching method has been widely used in medical education practice at home and abroad,especially in the teaching of complex clinical skills,because of its clear implementation path,emphasis on active participation in learning and feedback,high retention rate of skills,flexible teaching methods and so on.This paper reviews the application status of Peyton’s four-step teaching method in the field of medical education,aiming at providing useful reference for the innovation and development of medical education methods.

关 键 词：Peyton四步教学法 医学教育 应用 研究进展 

分 类 号：R-05[医药卫生]