Ignite Creation Date:
2024-07-17 @ 11:22 AM
Last Modification Date:
2024-10-26 @ 3:33 PM
Study NCT ID:
NCT06484010
Status:
COMPLETED
Last Update Posted:
2024-07-03
First Post:
2024-06-25
Brief Title:
Effectiveness of SNAPPS in Family Medicine Residency Program
Sponsor:
Hawler Medical University
Organization:
Hawler Medical University
Study Overview
Official Title:
Effectiveness of the Implementation of SNAPPS in Family Medicine Residency Program in Erbil A Randomized Controlled Trial
Status:
COMPLETED
Status Verified Date:
2024-06
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
False
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The goal of this Randomized Controlled Trial is to assess how well SNAPPS Summarize history and findings Narrow differentials Analyze differentials Probe preceptor about uncertainties Plan management Select case-related issues for self-study facilitates clinical reasoning and enhances time management in an outpatient setting as a learner-centered method of case presentation when compared to the conventional method among family medicine board residents and tutors the main objectives of the study are
To assess the implementation of a new technique of teaching and case presentation in family medicine residency program
To understand the perception of postgraduates and tutors about this new method of case presentation
The researchers compared the outcomes of case presentations between two groups the SNAPPS group and the control group using dependable variables that has been used in previous researches to assess the SNAPPS versus the traditional method of case presentation
Participants in the SNAPPS group were introduced to the SNAPPS method by a training session while the control group needed no intervention
Each student had to prepare and present two cases to the assigned tutor during their routine training days
Data were collected by the tutors during each case presentation and the participants answered survey questions regarding their opinion of the case presentation
To assess the implementation of a new technique of teaching and case presentation in family medicine residency program
To understand the perception of postgraduates and tutors about this new method of case presentation
The researchers compared the outcomes of case presentations between two groups the SNAPPS group and the control group using dependable variables that has been used in previous researches to assess the SNAPPS versus the traditional method of case presentation
Participants in the SNAPPS group were introduced to the SNAPPS method by a training session while the control group needed no intervention
Each student had to prepare and present two cases to the assigned tutor during their routine training days
Data were collected by the tutors during each case presentation and the participants answered survey questions regarding their opinion of the case presentation
Detailed Description:
Clinical teachings primary objectives include evaluating students clinical reasoning abilities advancing and enhancing their development as well as giving them clinical practice and feedback potential
Whilst trying to assist postgraduate residents in improving their clinical reasoning medical educators experience a variety of difficulties like uncooperative patients record requirements increasing tasks time restraints and productivity objectives that conflict with teaching time
Students rarely convey their clinical reasoning or case-based doubts during traditional case presentations to preceptors according to studies of such presentations Instead they tend to emphasize mostly on factual data However the chance to consider ones own method of clinical thinking is seen as one of the most valuable components of the educational experience by both students and preceptors Irby and Wilkerson have recently argued that there is a need for the development of time-effective teaching techniques in the clinical setting that give insights into the students clinical reasoning strategies and doubts while also enabling the preceptor to stay completely involved in the priority areas of patient care
Yonke and Foley questioned whether successful educational methods in the hospital setting would translate well to the office as medical education stepped from the inpatient to the outpatient setting
Two models for enhancing clinical thinking ability-one-minute preceptor OMP and SNAPPS Summarize history and findings Narrow differentials Analyze differentials Probe preceptor about uncertainties Plan management Select case-related issues for self-study have been well studied in the outpatient settings
Additionally by using these teaching models preceptors can give trainees a more specific education without losing more precious time
In the SNAPPS paradigm the student presents a case to the preceptor by giving an informative summary of the pertinent information which is followed by five steps that advocate for the expression of thinking and reasoning aloud These actions are inspired in part by the rating scales for cognitive activity created by Connell et al
The SNAPPS paradigm relies on a learner-teacher continuum which in the end should be led by the learner but may initially require coaching from the preceptor to assist the learner become comfortable and proficient with the processes It is now both the trainers and trainees responsibility to ensure the prosperity of the learning process rather than just one of them
To improve medical education in Family Medicine and other fields as well we must comprehend and keep up with contemporary methodologies as they evolve in education
The Aim of the study is to assess how well SNAPPS facilitates clinical reasoning and enhances time management in an outpatient setting when compared to conventional method of case presentation
Whilst trying to assist postgraduate residents in improving their clinical reasoning medical educators experience a variety of difficulties like uncooperative patients record requirements increasing tasks time restraints and productivity objectives that conflict with teaching time
Students rarely convey their clinical reasoning or case-based doubts during traditional case presentations to preceptors according to studies of such presentations Instead they tend to emphasize mostly on factual data However the chance to consider ones own method of clinical thinking is seen as one of the most valuable components of the educational experience by both students and preceptors Irby and Wilkerson have recently argued that there is a need for the development of time-effective teaching techniques in the clinical setting that give insights into the students clinical reasoning strategies and doubts while also enabling the preceptor to stay completely involved in the priority areas of patient care
Yonke and Foley questioned whether successful educational methods in the hospital setting would translate well to the office as medical education stepped from the inpatient to the outpatient setting
Two models for enhancing clinical thinking ability-one-minute preceptor OMP and SNAPPS Summarize history and findings Narrow differentials Analyze differentials Probe preceptor about uncertainties Plan management Select case-related issues for self-study have been well studied in the outpatient settings
Additionally by using these teaching models preceptors can give trainees a more specific education without losing more precious time
In the SNAPPS paradigm the student presents a case to the preceptor by giving an informative summary of the pertinent information which is followed by five steps that advocate for the expression of thinking and reasoning aloud These actions are inspired in part by the rating scales for cognitive activity created by Connell et al
The SNAPPS paradigm relies on a learner-teacher continuum which in the end should be led by the learner but may initially require coaching from the preceptor to assist the learner become comfortable and proficient with the processes It is now both the trainers and trainees responsibility to ensure the prosperity of the learning process rather than just one of them
To improve medical education in Family Medicine and other fields as well we must comprehend and keep up with contemporary methodologies as they evolve in education
The Aim of the study is to assess how well SNAPPS facilitates clinical reasoning and enhances time management in an outpatient setting when compared to conventional method of case presentation
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
False
Is a FDA Regulated Device?:
False
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None