The Use of E-Learning in Peyton’s 4-Step Approach: Evaluation of Facial Computed Tomography Scans

Abstract

Imparting procedural skills is challenging. Peyton’s approach is an effective face-to-face teaching technique increasingly used in complex skills training. Institutions are beginning to incorporate online training as part of their procedural curriculum. We developed E-Peyton’s to employ Peyton’s approach through an electronic learning platform. The efficacy of E-Peyton’s approach in teaching the interpretation of facial computed tomography (CT) scans is evaluated in this study. Naïve learners (n=41) were randomized into 2 groups based on teaching techniques employed: E-Peyton’s (n=20) and Peyton’s (n=21) approaches. The distance between the infraorbital margin and the posterior ledge was measured using a 3-part standardized measuring protocol on OsiriX. Twenty measurements were assessed for accuracy against the benchmark (±2 mm) at week 0 and week 1. Training durations were compared. Questionnaires were administered before and after the study to identify learners’ acceptance of teaching techniques and their confidence in interpreting facial CT scans. Learners in both teaching techniques had comparable skills retention. Gap scores indicate significant improvement in learner’s confidence levels regardless of teaching technique (P<0.05). Both teaching techniques were well-accepted by learners. E-Peyton’s and Peyton’s approaches required a similar training duration. The COVID-19 pandemic highlights the importance of effective remote learning platforms. E-Peyton’s approach is comparable to that of Peyton’s in all areas of assessment. E-Peyton’s approach effectively automates Peyton’s approach, allowing for standardized, high-quality procedural skills training while reducing manpower burden.