The aim of this quality improvement project was to use Peyton’s 4-step approach to standardize sonography pre-clinical lab instruction between diagnostic medical sonography (DMS) educational sites and instructors.
Materials and Methods:
The participants included DMS students (n = 26) enrolled at a Midwestern university during academic years of 2020–2022. Pre-survey and post-survey were used to collect and analyze data related to sonography lab instruction with Peyton’s 4-step approach.
Results:
Pre-survey data found no students were familiar with Peyton’s approach. Semester end post-surveys showed students found all steps of Peyton’s approach helpful in learning sonography skills, but results varied by semester.
Conclusion:
Peyton’s approach with modifications was used to standardized pre-clinical lab instruction in a DMS program across multiple educational sites and all lab sessions. While the approach required more initial planning and preparatory time than a traditional teaching method, the approach provided a structured sequence and order to the learning process, which most students found helpful.
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