The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran.
- Author:
Hamideh BARANGARD
1
;
Poorandokht AFSHARI
;
Parvin ABEDI
Author Information
- Publication Type:Clinical Trial ; Brief Communication
- Keywords: Clinical competence; Gynecological examination; Medical history taking; Midwifery; Iran
- MeSH: Checklist; Clinical Competence; Diagnosis; Diagnosis, Differential; Education*; Gynecological Examination; Gynecology*; Humans; Iran*; Medical History Taking; Methods*; Midwifery*; Nonverbal Communication; Outpatients
- From:Journal of Educational Evaluation for Health Professions 2016;13(1):41-
- CountryRepublic of Korea
- Language:English
- Abstract: This study aimed to determine the effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical skills of midwifery students in Iran. In this clinical trial, 36 midwifery students in their 4th year of education in 2015 were enrolled and divided into 6 groups, 3 groups for teacher-centered education and 3 groups for the SNAPPS method, with each group spending 10 days in the outpatient gynecology clinic. A questionnaire and a checklist were used to gather data. An independent t-test and chi-square test were used to analyze the data. Ability to gain the trust of the patient, verbal and nonverbal communication skills, history taking, preparation of the patient for gynecological examination, and diagnosis and treatment of common diseases were significantly better in the SNAPPS group compared to the teacher-centered education group (P<0.05). The SNAPPS education method can significantly improve the clinical skills of midwifery students in gynecology, in particular history taking, differential diagnosis, and treatment of common diseases.
