• Agnieszka Skrzypek, Marta Szeliga, Paweł Jagielski, Ian Perera, Dorota Dębicka-Dąbrowska, Magdalena Wilczyńska-Golonka, Tomasz Górecki, and Grzegorz Cebula.
• Department of Medical Education, Faculty of Medicine, Jagiellonian University Medical College, Kraków, Poland. agnieszka.skrzypek@gmail.com.
• Folia Med Cracov. 2019 Jan 1; 59 (4): 21-32.

BackgroundThe aim of the study was to evaluate the usefulness of the modified Peyton's four-step approach in the teaching of cardiac auscultation and to determine students' perception of Peyton's four-step approach.MethodsThe opinion of the participants on the usefulness of the modified four-step approach was attained through the use of anonymous questionnaires, voluntarily completed by students, and on the basis of semi-structured interviews conducted with a subset of students. 187 second-year students of our 6-year long curriculum were enrolled. They attended an obligatory Laboratory Training of Clinical Skills course. The average group size was 16 students.ResultsThe survey findings identified that 88.1% of participants found it helpful in developing their understanding of cardiac auscultation. 89.8% of all participants claimed that the new modified four-step approach facilitated memorization. The modified Peyton's four-step method allows for better organization of classes in the opinion of 87.6% students. The advantages of the method were noticed by the majority of students.ConclusionsThe modified Peyton's four-step approach in the teaching of cardiac auscultation under laboratory conditions was perceived by students to be a comprehensible method that facilitates understanding and memorization. This approach allows for improved organization of classes. From the student's perspective this method allows one to master the technique of cardiac auscultation in the classroom, through the increased demand of the participants' attention, activity and involvement.

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