How do case presentation teaching methods affect learning outcomes?-SNAPPS and the One-Minute preceptor

Abstract

BackgroundVarious techniques have been developed to enable preceptors to teach residents effectively in outpatient settings to promote active learning, including SNAPPS and the One-Minute Preceptor (OMP). This study aimed to ascertain the differences between SNAPPS and the OMP in case presentation content and learner evaluation when used to teach residents about case presentation.MethodsFrom 2011 to 2013, participants were 71 junior clinical residents employed in two hospitals for clinical training. They were randomly allocated to two groups, one using SNAPPS and the other the OMP. From recorded discussions, the “differential diagnoses”, “questions and uncertainties”, “treatment plans”, and “learning issues” were counted. Also, a self-evaluation form was distributed at the end of the study to evaluate the residents’ satisfaction with the case presentation.ResultsMembers of the SNAPPS group used significantly more meaning units related to questions and uncertainties compared with those of the OMP group (P < 0.001). Self-evaluation sheets revealed that members of the SNAPPS group had significantly higher positive responses than those of the OMP group in terms of the following evaluations: “It was easy to bring up questions and uncertainties” (P = 0.046), “It was easy to present the case efficiently” (P = 0.002), “It was easy to present the case in the sequence given” (P = 0.029), and “I was able to give an in-depth case presentation” (P = 0.005).ConclusionsSNAPPS may induce more meaning units related to questions and uncertainties and give more satisfaction to residents than the OMP.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0531-6) contains supplementary material, which is available to authorized users.

Case presentation methods: a&nbsp;randomized controlled trial of the one-minute preceptor versus SNAPPS in a&nbsp;controlled setting

“…As expected, the number of questions and uncertainties presented was higher with both cases in the SNAPPS group than in the OMP group. This is in accordance with the only previous study comparing the two methods [13]. SNAPPS is structured to encourage learners to express their uncertainties.…”

“…Only one study to date has compared SNAPPS and OMP. No difference was found between the methods, except in the number of questions and uncertainties raised by residents, which was higher in the SNAPPS group [13].…”

Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors

“…The OMP is a learner-centered model of instruction that is based on five microskills, as described in Table 4. 58,[84][85][86][87][88] The OMP model has shown high satisfaction among both learners and instructors with learners preferring the OMP model over the traditional precepting model. 86 When evaluating the OMP, instructors have stated that it was more effective and efficient than the traditional model, allowing them to provide more information in the same amount of time.…”

Effectiveness of Various Teaching Methodologies in Developing Clinical Reasoning Skills in Undergraduate Female Medical Students

“…25 Sawanyawisuth K, et al observed improvement in case presentation of fifth year medical students with p= 0.003 when compared SNAPPS users with traditional teaching method users. 26 Seki M, et al found that residents in SNAPPS group used significantly more meaning units related to questions and uncertainties compared with those of OMP group i.e. p< 0.001.…”