ArticleBMC medical education2026
Impact of SNAPPS-based teaching on diagnostic accuracy and academic achievement in pathology residents.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND &
objectiveThe SNAPPS model is a learner-centered teaching strategy widely used in clinical specialities. It promotes active participation and enhances diagnostic reasoning. However, its application in pathology residency training remains underexplored. This study aimed to assess the utility of the SNAPPS method in improving the academic performance, diagnostic reasoning, and self-directed learning of pathology residents. MATERIALS &
methodsA cross-sectional analytical study was conducted in Department of Pathology. 35 residents across three levels of training participated. The study was conducted in four phases: sensitization of preceptors, case writing using the traditional method, sensitization of residents to components of SNAPPS -Summarize, Narrow, Analyze, Probe, Plan, and Self-directed learning; and case presentation under SNAPPS guidance. Residents' performances were evaluated through standardized SNAPPS checklists, multiple-choice question (MCQ) tests (pre- and post-intervention), and structured feedback forms. Data were analysed using Wilcoxon Signed Rank Test.
resultsPost-test MCQ scores demonstrated significant improvement across all academic years. First-year residents showed modest but statistically significant gains (p < 0.001). Second-year residents exhibited consistent improvement (p = 0.004), while third-year residents demonstrated the greatest learning gains (p < 0.0001). SNAPPS checklist scores improved from median of 3 to 4 for first five SNAPPS components, while sixth component increased from median of 1 to 2 (p < 0.0001). Feedback analysis showed > 90% positive responses for most items, although time-related concerns were noted.
conclusionSNAPPS can serve as an effective structured teaching tool in postgraduate pathology education, as it enhances academic performance and clinical reasoning and promotes active participation.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.