Enhancing Maternal ACLS Training: Evaluating the Effectiveness of a Modified Peyton’s Four-Step Teaching Approach

Xiaoqing Zhang,* Zhuonan Sun,* Qiong Lan, Mao Xu, Xiangyang Guo, Bin Wei Department of Anesthesiology, Peking University Third Hospital, Beijing, 100191, People’s Republic of China*These authors contributed equally to this workCorrespondence: Bin Wei, Email [email protected]: Maternal Advanced Cardiovascular Life Support (ACLS) training is crucial for effective maternal cardiopulmonary resuscitation education. Traditional lecture-based approach for maternal cardiopulmonary resuscitation falls short in providing opportunities for adequate practice and active participating. Peyton’s four-step teaching method shows advantages in the acquisition of procedural skills. Its effectiveness is constrained in group settings due to the 1:1 teacher-student ratio requirement. This study aims to evaluate the effectiveness of a modified Peyton’s four-step teaching method in maternal ACLS training, with the objective of optimizing clinical training strategies.Methods: Sixty physicians participating in ACLS training at our hospital from October 2023 to December 2024 were enrolled and randomly divided into an experimental group (n = 30) and a control group (n = 30). The experimental group received the modified Peyton’s four-step teaching method, while the control group underwent traditional lecture-based training. Teaching effectiveness was compared through knowledge assessments, skill evaluations, and feedback questionnaires.Results: No significant difference was observed in knowledge scores between the two groups (experimental group: 94.6 ± 4.1 vs control group: 94.3 ± 3.9, P > 0.05). However, the experimental group demonstrated significantly higher accuracy in skill operations, including uterine displacement maneuvers, peripartum cesarean section decision-making, defibrillation, and resuscitation drug administration (P < 0.05). Teamwork performance and adherence to maternal cardiac arrest (CA) protocols were also superior in the experimental group (P < 0.05). Questionnaire results indicated higher satisfaction (4.5 ± 0.7 vs 4.1 ± 0.5, P < 0.05) and greater learning engagement (4.5± 0.6 vs 4.0± 0.6, P < 0.05) in the experimental group.Conclusion: The modified Peyton’s four-step teaching method significantly enhances physicians’ mastery of maternal ACLS skills, improves teamwork capabilities, and elevates both teaching quality and learner satisfaction.Keywords: Peyton’s four-step teaching method, cardiac arrest, maternal, advanced cardiovascular life support, physician