Use of SNAPPS model for pediatric outpatient education

Kapoor, Anju; Kapoor, Anil; Kalraiya, Ashish; Longia, Sheela

doi:10.1007/s13312-017-1090-6

Cited by 20 publications

(16 citation statements)

References 8 publications

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“…To our knowledge, SNAPPS has not been studied in the PED setting. However, consistent with the results of the present study, a previous study which assessed the use of SNAPPS in paediatric outpatient training of residents found that residents presented more differential diagnoses, raised uncertainties more often by probing preceptors and selected case‐related issued for self‐study more often with SNAPPS compared to ‘traditional’ case presentations . A study in which SNAPPS was used to teach child psychiatry fellows and third year general psychiatry residents in an outpatient child psychiatry clinic showed that the learners were highly satisfied with the method .…”

Section: Discussionsupporting

confidence: 89%

SITUPS: a new tool for oral case presentation in the paediatric emergency department

Sofou

Bry

2019

Acta Paediatrica

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Aim: We developed a new case presentation technique, SITUPS, and studied its impact on the patient presentations by medical students at a paediatric emergency department. The students' opinions about the usefulness of the technique were also assessed. Methods:The students saw patients both before and after introduction to SITUPS. Their presentations were analysed by the clinical instructor using a student assessment form. The students filled in a 15-item questionnaire about their opinion of SITUPS as a learning tool.Results: Twenty-eight students were evaluated both without and with SITUPS in a total of 78 presentations. Using SITUPS, the students gave more complete case presentations without increasing the presentation time. The main areas of improvement were discussing differential diagnoses, proposing a management plan, and identifying where they lacked knowledge and needed to ask the instructor questions. The students found SITUPS particularly helpful in identifying family and social issues of significance, thinking of relevant questions to ask the patient and the family, and thinking through differential diagnoses. Conclusion:We propose a new case presentation technique, SITUPS, for use at the paediatric emergency department. With the help of SITUPS, the medical students gave more complete case presentations in a time-effective manner.

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Section: Discussionsupporting

confidence: 89%

SITUPS: a new tool for oral case presentation in the paediatric emergency department

Sofou

Bry

2019

Acta Paediatrica

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“…This model has been shown to increase the confidence in preceptors' teaching and is designed for educators of all experience levels and backgrounds. 99 Aside from demonstrating an increased knowledge of teaching strategies specific to the ED, this technique has also been associated with an increased satisfaction and confidence in teaching abilities by the individual. 99…”

Section: E Ed Stat (Emergency Department Strategies For Teaching Anymentioning

confidence: 99%

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

Natesan

Bailitz

King

et al. 2020

WestJEM

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BACKGROUND Emergency medicine (EM) is a dynamic specialty that requires not only an acquisition of vast amounts of medical knowledge, but also the ability to prioritize and task switch efficiently and effectively to combat the chaos, high patient volume, and variable acuity within a given shift. Additionally, mounting pressures are placed on EM faculty to use less time to care for a larger volume of patients while increasing patient satisfaction scores, documentation, billing, and academic productivity. 1,2 All of these factors can make the emergency department (ED) a challenging environment for clinical

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“…A small study done in pediatrics outpatient demonstrated the effectiveness of SNAPPS as a method of case presentation which improved clinical reasoning. The resident in the study perceived that the SNAPPS model was more structured, stimulating and relevant to teaching in out-patient department (OPD), was easy to follow and made them motivated for self-learning [5]. There has been only a handful cursory research utilizing SNAPPS for inpatient learning which provides a wonderful teaching learning opportunity [2].…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of SNAPPS for improving clinical reasoning in postgraduates: randomized controlled trial

2019

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Background In-patient postgraduate teaching suffers with issues like long and unstructured presentations inclusive of a lot of historical information and time constraints due to increasing workload. A six-step pneumonic SNAPPS a learner-centered model modifies the learning encounter by condensing the reporting of facts while encouraging clinical reasoning. This study was planned with the aim to evaluate the effectiveness of SNAPPS as compared to traditional case presentation for facilitating clinical reasoning in inpatient setting. We also wanted to understand perceptions of postgraduates and teachers about this new method of case presentation. Methods This open labeled randomized controlled trial was carried amongst the 18 residents of department of Medicine, MGIMS. The teachers and residents in the SNAPPS were sensitized to SNAPPS technique by using videos, role plays and handouts over 2 sessions of 30 min each. Twenty-seven case presentations (3/resident) were carried out in each group (total 54 case presentations). Data was recorded into validated data recording sheet after each presentation and feedback was taken from the teacher as well as residents regarding their perception. Results The SNAPPS model heralds a change in the preceptor training, pairing faulty development and learner development as companions in education. Guided by the SNAPPS technique, students summarized patient findings concisely (7 vs. 2.7 vs. 5.22vs. 2.33, p = 0.0057) while maintaining the same degree of thoroughness as in traditional case presentations. The students in the SNAPPS group were clearer about their diagnostic hypothesis and compared and contrasted their different diagnosis well (2.56 vs. 1.74, p value =0.002). The students in the SNAPPS group initiated patient management discussion almost 20% more times as compared to the control group. Conclusion We conclude that SNAPPS a learner centered technique for case presentations facilitated the expression of clinical diagnostic reasoning and case based uncertainties in the inpatient setting without extending the unusual length of the student case presentations. It also paved way for enhanced self-directed learning.

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Use of SNAPPS model for pediatric outpatient education

Abstract: SNAPPS promotes clinical reasoning and self-directed learning.

Cited by 20 publications

References 8 publications

SITUPS: a new tool for oral case presentation in the paediatric emergency department

SITUPS: a new tool for oral case presentation in the paediatric emergency department

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

Effectiveness of SNAPPS for improving clinical reasoning in postgraduates: randomized controlled trial

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