Anju Kapoor1, Anil Kapoor, Ashish Kalraiya, Sheela Longia. 1. Departments of Pediatrics and *Medicine, People's College of Medical Sciences and Research Centre, Bhopal, Madhya Pradesh, India. Correspondence to: Dr Anju Kapoor, HIG A/9, PCMS Campus, Bhanpur, Bhopal 462 037, Madhya Pradesh, India. dranjukapoor@gmail.com.
Abstract
OBJECTIVE: To assess and compare the educational effectiveness of SNAPPS model with traditional method in developing reasoning skills of Pediatric residents in Out-patient department. METHODS: 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. RESULTS: 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. CONCLUSION: SNAPPS promotes clinical reasoning and self-directed learning.
OBJECTIVE: To assess and compare the educational effectiveness of SNAPPS model with traditional method in developing reasoning skills of Pediatric residents in Out-patient department. METHODS: 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. RESULTS: 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. CONCLUSION: SNAPPS promotes clinical reasoning and self-directed learning.
Authors: Sreeja Natesan; John Bailitz; Andrew King; Sara M Krzyzaniak; Sarah K Kennedy; Albert J Kim; Richard Byyny; Michael Gottlieb Journal: West J Emerg Med Date: 2020-07-03
Authors: Eleonora D T Fagundes; Cássio C Ibiapina; Cristina G Alvim; Rachel A F Fernandes; Marco Antônio Carvalho-Filho; Paul L P Brand Journal: Perspect Med Educ Date: 2020-08