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

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.