Trial reportBMC medical education2019
Effectiveness of SNAPPS for improving clinical reasoning in postgraduates: randomized controlled trial.
Trial report in BMC medical education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
18 citing papers in PubMed.
- Trial
- Clinical teaching models for the instruction of healthcare trainees in the 21BMC medical education · 2026Article
- Impact of SNAPPS-based teaching on diagnostic accuracy and academic achievement in pathology residents.BMC medical education · 2026Article
- Educational activities as a pathway to postgraduate standardization: a qualitative study.BMC medical education · 2026Article
- Transforming surgical ward rounds: constructivist pedagogy, structured models, and intelligent technologies.Frontiers in medicine · 2026Review
- Striking a Balance: A Qualitative Thematic Analysis of General Surgery Residents' Perceptions of their Role as Medical Student Educators.Journal of surgical education · 2025Article
- One-Minute Preceptor, SNAPPS, and Traditional Teaching in the Acquisition of Clinical Reasoning Skills by Medical Students.Medical science educator · 2025Article
- Article
- Assessing clinical reasoning in the OSCE: pilot-testing a novel oral debrief exercise.BMC medical education · 2023Article
- Using the SNAPPS model to develop student physical therapist decision-making skills during new patient encounters in the outpatient clinic: a pilot study.Journal of clinical education in physical therapy · 2022Article
- Bridging the Gap Between Competencies and Uncertainties in Postgraduate Training in Family Medicine: Results and Psychometric Properties of a Self-Assessment Questionnaire.Advances in medical education and practice · 2022Article
- Pediatric emergency medicine fellowship point-of-care ultrasound training in 2020.AEM education and training · 2021Article
- Infusing the axioms of clinical reasoning while designing clinical anatomy case vignettes teaching for novice medical students: a randomised cross over study.Anatomy & cell biology · 2020Article
- Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation.GMS journal for medical education · 2020Article
- Medical knowledge and teamwork predict the quality of case summary statements as an indicator of clinical reasoning in undergraduate medical students.GMS journal for medical education · 2019Article
- Faculty-or senior resident-led SNAPPS for postgraduate teaching in pediatrics.Journal of postgraduate medicineArticle
- Guiding Midwives to Precept Students: Two Evidence-Based Models.Journal of midwifery & women's healthArticle
- Experiential Teaching Paradigms: Adapting the Medical Education Literature to Academic Pathology Practice.Academic pathologyArticle
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundIn-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.
methodsThis 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.
resultsThe 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.
conclusionWe 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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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.