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How do case presentation teaching methods affect learning outcomes?--SNAPPS and the One-Minute preceptor.

Masayasu Seki^1,2,3, Junji Otaki^4,5,6, Raoul Breugelmans¹

¹Department of Medical Education, Tokyo Medical University, 6-7-1 Nishi-Shinjuku, Shinjuku-ku, Tokyo, 160-0023, Japan.

BMC Medical Education

|January 15, 2016

Summary

The Study of Active Learning Strategies found that the SNAPPS (Sandwich, New information, Applicable, Patient, Practice, Summary) approach led to more resident questions and uncertainties compared to the One-Minute Preceptor (OMP) method. Residents also reported higher satisfaction with SNAPPS for case presentations.

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Area of Science:

Medical Education
Clinical Training
Resident Education

Background:

Effective teaching strategies are crucial for resident education in outpatient settings.
Techniques like SNAPPS and OMP promote active learning.
This study compares SNAPPS and OMP for case presentation teaching.

Purpose of the Study:

To compare the case presentation content and learner evaluation between SNAPPS and OMP.
To determine which method better facilitates resident learning and satisfaction.

Main Methods:

71 junior clinical residents were randomized into SNAPPS or OMP groups.
Recorded discussions were analyzed for specific content units (diagnoses, questions, plans, learning issues).
Resident satisfaction with case presentations was assessed via self-evaluation.

Main Results:

The SNAPPS group generated significantly more "questions and uncertainties" units than the OMP group.
Residents in the SNAPPS group reported higher satisfaction with ease of raising questions, efficient presentation, sequential presentation, and in-depth case delivery.

Conclusions:

SNAPPS may foster greater engagement with questions and uncertainties during case presentations.
SNAPPS appears to enhance resident satisfaction with the case presentation process more than OMP.