Kapoor Anju, Kapoor Anil, Kalraiya Ashish, Longia Sheela
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.
Indian Pediatr. 2017 Apr 15;54(4):288-290. doi: 10.1007/s13312-017-1090-6.
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.
评估并比较SNAPPS模式与传统方法在培养儿科住院医师门诊推理技能方面的教育效果。
对40个病例报告进行录音，4名住院医师参与（传统方法和SNAPPS方法各20名），比较他们在做出鉴别诊断、分析鉴别诊断的推理过程、通过向带教老师提问提出不确定性以及选择与病例相关的问题进行自学等方面的表现。使用自行设计的表格收集住院医师的反馈。
与传统病例报告相比，采用SNAPPS模式时，住院医师做出了更多的鉴别诊断（中位数3.0对1.5；P<0.001），在分析鉴别诊断时表现出更多的临床推理（P<0.001），更频繁地通过向带教老师提问提出不确定性（15/20对1/20；P<0.001），并选择与病例相关的问题进行自学（12/20对0/20；P<0.001）。住院医师发现SNAPPS模式与门诊教学相关。
SNAPPS模式促进临床推理和自主学习。
