Use of SNAPPS Model for Pediatric Outpatient Education.Indian Pediatr. 2017 Apr 15; 54(4):288-290.IP
To assess and compare the educational effectiveness of SNAPPS model with traditional method in developing reasoning skills of Pediatric residents in Out-patient department.
40 case presentations with 4 residents (20 each with traditional and SNAPPS methods) were audiotaped and compared with respect to making differentials, reasoning for analyzing differentials, raising uncertainties by probing preceptor, and selecting case-related issues for self study. Residents feedback was collected using a self-designed proforma.
Residents made more differentials (median 3.0 vs 1.5; P<0.001), exhibited more clinical reasoning for analyzing differentials (P<0.001), raised uncertainties more often by probing preceptors (15/20 vs 1/20; P<0.001) and selected case related issues for self-study (12/20 vs 0/20; P<0.001) with SNAPPS compared to traditional case presentations. Residents found SNAPPS relevant to ambulatory teaching.
SNAPPS promotes clinical reasoning and self-directed learning.