Modified Peyton’s Technique in Pediatric Dental Education to Impart Knowledge and Clinical Skills to Dental Interns for the Preclinical Exercise of Stainless-Steel Crown Preparation: A Quasi-experimental Study
Year: 2026
Type: article
Abstract: Background Effective teaching of preclinical skills is crucial for dental interns' transition to clinical practice. Conventional lectures lack the interactivity and reflection required for learning. The Modified Peyton's four-step approach offers a structured, learner-centered method that promotes active engagement and skill retention. Materials and methods A quasi-experimental, double-blinded study was conducted among 70 dental interns randomly and equally assigned to Group A (Modified Peyton's approach) or Group B (conventional technique). Knowledge was assessed using pre- and post-test multiple-choice questions (MCQs). Procedural skills were evaluated eight days later using a validated 25-item checklist by two blinded assessors and through self-assessment. Teaching conditions and materials were standardized, and examiners and statisticians were blinded. Results Both groups showed significant improvement (p < 0.001). Group A (n = 34) demonstrated greater knowledge gains (38.2%-94.1%) compared to Group B (n = 32) (75%-81.3%). Self-assessment gains for selected parameters were significantly higher in Group A (p < 0.001). Strong assessor-self-assessment agreement was observed in Group A, with greater discrepancies in Group B, indicating superior skill replication and self-evaluation consistency. Conclusion The Modified Peyton's approach was more effective than didactic lectures in teaching stainless-steel crown preparation, resulting in improved knowledge, clinical skill performance, and self-assessment accuracy.
Source: Cureus
Institution: Bharati Vidyapeeth (Deemed to be University)
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: diamond
OpenAlex ID: W7130940330