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A learner-centered technique and clinical reasoning, reflection, and case presentation attributes in athletic

Scott Heinerichs¹, Luzita I Vela, Joshua M Drouin

¹Department of Sports Medicine, West Chester University, PA 19383, USA. sheinerichs@wcupa.edu

Journal of Athletic Training

|May 17, 2013

Summary

The Summarizing the history and findings, narrowing the differential, analyzing the differential, probing the instructor about uncertainties, plan management, and selecting an issue for self-directed study (SNAPPS) technique improved athletic training students' case presentations. SNAPPS enhanced clinical reasoning and case summary skills in presentations.

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Setting Up a Stroke Team Algorithm and Conducting Simulation-based Training in the Emergency Department - A Practical Guide

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: September 11, 2021

Area of Science:

Medical Education
Clinical Reasoning
Athletic Training

Background:

Developing clinical decision-making and reasoning skills is crucial in clinical education.
The Summarizing the history and findings, narrowing the differential, analyzing the differential, probing the instructor about uncertainties, plan management, and selecting an issue for self-directed study (SNAPPS) technique is a learner-centered method for expressing clinical reasoning.

Purpose of the Study:

To evaluate the impact of the SNAPPS technique on athletic training students' clinical reasoning, reflection, and case presentation quality.
Specifically, to assess changes in case presentation length, conciseness, summary, and the expression of clinical reasoning.

Main Methods:

A randomized controlled trial was conducted with 38 athletic training students across three accredited undergraduate programs.
Participants were assigned to either the SNAPPS intervention group or a control group receiving usual education.
Clinical reasoning and case presentation skills were assessed using the Diagnostic Thinking Inventory and Reflection in Learning Scale, alongside analysis of recorded injury evaluations.

Main Results:

Students in the SNAPPS group delivered longer yet more concise case presentations.
The SNAPPS group demonstrated significant improvements in case summary and clinical reasoning subscales.
No significant group effects or interactions were found for Diagnostic Thinking Inventory or Reflection in Learning Scale scores.

Conclusions:

The SNAPPS technique is an effective and feasible educational tool for improving case presentations in athletic training.
This learner-centered approach facilitates the development and expression of essential clinical reasoning skills.