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Use of SNAPPS model for pediatric outpatient education

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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 selfdirected learning.

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Author information

Authors and Affiliations

  1. Department of Pediatrics, People’s College of Medical Sciences and Research Centre, Bhopal, Madhya Pradesh, India

    Anju Kapoor, Ashish Kalraiya & Sheela Longia

  2. Department of Medicine, People’s College of Medical Sciences and Research Centre, Bhopal, Madhya Pradesh, India

    Anil Kapoor

  3. HIG A/9, PCMS Campus, Bhanpur, Bhopal, 462 037, Madhya Pradesh, India

    Anju Kapoor

Authors
  1. Anju Kapoor
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  2. Anil Kapoor
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  3. Ashish Kalraiya
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  4. Sheela Longia
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Correspondence to Anju Kapoor.

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Kapoor, A., Kapoor, A., Kalraiya, A. et al. Use of SNAPPS model for pediatric outpatient education. Indian Pediatr 54, 288–290 (2017). https://doi.org/10.1007/s13312-017-1090-6

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  • DOI: https://doi.org/10.1007/s13312-017-1090-6

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