Effectiveness of George & Doto's Five-Step Method Compared to Conventional Approach for Teaching Intravenous Injection Skill to Undergraduate Medical Students

Introduction: In medical education, acquisition of psychomotor skills is critical for patient care, and conventional teaching method (CTM) attains poor acquisition & retention. Therefore, this study aimed to evaluate effectiveness of George & Doto’s five-step method (FTM) compared to the CTM in teaching intravenous (IV) injection skill to undergraduate medical students. Methods: It was a double-blinded randomised controlled trial involving 60 students divided into two equal groups using computerised random number table. Control group was taught IV injection skill using CTM by co-investigator while test group was taught using FTM by investigator with student-teacher ratio of 15:1. Pre-validated feedback forms were given to both groups after teaching sessions & responses were collected. Objectively Structured Practical Exam (OSPE) was conducted using pre-validated checklist & timer after one month by independent examiners. Data were collected & analysed with descriptive statistics, chi-square test & Mann-Whitney U-test using Graph pad 10.2.3 (403). Results: 29 students from each group appeared for OSPE. Statistically significant difference was observed between mean scores of test group (8.5±1.28) & control group (6.1±1.74) (p < 0.001, Mann Whitney U-test). Number of students correctly performed most steps were significantly higher in test group compared to control group (p < 0.05, χ2 test). Mean number of students responded, “Strongly agree” in feedback form was 17.9 in test group compared to 12.4 in control group. Conclusion: FTM found to be more effective than the CTM for teaching IV injection skill, however, further research with larger sample sizes and diverse skills is recommended to validate these findings.