Impact of SNAPPS-based teaching on diagnostic accuracy and academic achievement in pathology residents

The 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.

A 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.

Post-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.

SNAPPS can serve as an effective structured teaching tool in postgraduate pathology education, as it enhances academic performance and clinical reasoning and promotes active participation.