A Critical Analysis of Peyton’s Four-Step Teaching Model for Objective Structured Clinical Examinations (OSCEs) in Enhancing Clinical Skill Performance, Learner Confidence, and Overall Competency in Nursing and Medical Students

The Objective Structured Clinical Examination (OSCE) is a cornerstone of clinical skills assessment in nursing and medical education. To optimize the learning derived from OSCEs, educators have employed various pedagogical approaches. Peyton’s Four-Step Teaching Model, comprising “What do you see?”, “What do you think?”, “What do you do?”, and “Why do you do it?”, offers a structured framework for feedback and skill acquisition within the OSCE context. This paper critically analyzes the effectiveness of Peyton’s Model in improving clinical skill performance, learner confidence, and overall competency among nursing and medical students. Through a comprehensive review of existing literature, this analysis examines the theoretical underpinnings, practical applications, strengths, and limitations of Peyton’s Model, considering its impact on various learner populations and skill types. The paper advocates for the strategic integration and adaptation of Peyton’s Model to maximize its utility in preparing future healthcare professionals.