A prospective study of the application and effectiveness of the SNAPPS teaching method in early clinical pediatric training
10.3760/cma.j.cn116021-20241231-02158
- VernacularTitle:SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究
- Author:
Zhenzhen ZHAO
1
;
Miao ZENG
;
Xionghui DING
;
Jun ZHANG
Author Information
1. 重庆医科大学附属儿童医院肿瘤外科，重庆 400014
- Publication Type:Journal Article
- Keywords:
SNAPPS teaching model;
Pediatric education;
Clinical thinking;
Self-directed learning;
Randomized controlled trial
- From:
Chinese Journal of Medical Education Research
2025;24(11):1528-1533
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To explore the application effectiveness of the "summarize-narrow-analyze-probe-plan-select" (SNAPPS) teaching method in early clinical training of pediatrics, compare this method with traditional teaching approach, and provide new insights for curriculum instruction.Methods:A prospective randomized controlled trial was conducted with 100 students enrolled in the Introduction to Pediatrics course at Chongqing Medical University. Participants were divided into an experimental group (SNAPPS method) and a control group (traditional lecture-based method). Both groups studied five core chapters and were assessed using mini-clinical evaluation exercise with standardized patient models. Teaching experience and satisfaction were evaluated through questionnaires and interviews, followed by quantitative and qualitative analyses. Statistical analysis was performed using GraphPad Prism 8. Continuous variables were expressed as mean ± standard deviation and independent samples t-test was used for between-group comparisons. Ordinal data were expressed as median (interquartile range) and Mann-Whitney U test was used for between-group comparisons. Results:The experimental group outperformed the control group in medical history collection [(9.20±0.70) vs. (8.50±0.90), t=4.34, P<0.001], clinical judgment [(9.30±0.60) vs. (8.60±0.80), t=3.89, P=0.003], and overall performance [(9.00±0.90) vs. (8.30±1.00), t=3.51, P=0.002]. However, there were no significant differences between the two groups in physical examination, communication skills, professional behavior, organization and efficiency, or health education and counseling. Self-assessment results indicated significant improvements in the experimental group in case summarization, clinical reasoning, diagnostic accuracy, treatment planning ability, and self-directed learning ability ( P<0.05). Regarding teaching satisfaction, evaluations from both students and instructors were higher in the experimental group than in the control group ( P<0.05), indicating a preference for the SNAPPS teaching model. Conclusions:The SNAPPS teaching method demonstrates significant advantages in cultivating clinical thinking, self-directed learning, and treatment planning abilities, effectively enhancing teaching satisfaction and providing an effective teaching model for early clinical training of medical students.
