# 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

## TL;DR

A modified teaching method improved dental interns' knowledge and skills in preparing stainless-steel crowns more effectively than traditional lectures.

## Contribution

The study demonstrates the effectiveness of a modified Peyton’s approach in dental education for preclinical crown preparation.

## Key findings

- Group A showed greater knowledge gains (38.2%-94.1%) compared to Group B (75%-81.3%).
- Self-assessment gains were significantly higher in the modified Peyton’s group (p < 0.001).
- Strong assessor-self-assessment agreement was observed in the modified Peyton’s group.

## 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.