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SNAPPS: a learner-centered model for outpatient education.

Terry M Wolpaw1, Daniel R Wolpaw, Klara K Papp

  • 1Department of Medicine, University Hospitals of Cleveland, 11100 Euclid Avenue, Cleveland, OH 44106-5529, USA. txw34@po.cwru.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|September 26, 2003
PubMed
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Medical students can improve outpatient learning with the SNAPPS model, a six-step case presentation method. This active, collaborative approach enhances medical education by engaging learners and preceptors in meaningful conversations.

Area of Science:

  • Medical Education
  • Ambulatory Care
  • Cognitive Learning Theory

Background:

  • Traditional inpatient teaching methods are insufficient for outpatient medical education.
  • Learners in outpatient settings often exhibit passive behavior, focusing on data reporting.
  • Existing frameworks for educator reflective practice informed the new model.

Purpose of the Study:

  • To develop and pilot a learner-centered model for case presentations in ambulatory medical education.
  • To foster active learning and collaborative conversations between medical students and preceptors.
  • To address the unique challenges of teaching and learning in outpatient settings.

Main Methods:

  • Developed the SNAPPS (Summarize, Narrow, Analyze, Probe, Plan, Select) model for case presentations.

Related Experiment Videos

  • Conducted a pilot study introducing SNAPPS to third-year medical students and their preceptors.
  • Utilized principles of cognitive learning and reflective practice in model design.

    • Main Results:

    • The SNAPPS model was enthusiastically received by both students and preceptors.
    • Pilot study feedback highlighted the value of the collaborative, paired approach.
    • The model facilitates an active learning conversation within patient care contexts.

    Conclusions:

    • SNAPPS represents a significant advancement in ambulatory medical education.
    • The model promotes learner engagement and a more interactive learning experience.
    • This learner-centered approach shifts the paradigm for outpatient clinical teaching.