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

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Title: How do case presentation teaching methods affect learning outcomes?-SNAPPS and the One-Minute preceptor
Authors: Seki, Masayasu Browse this author
Otaki, Junji Browse this author →KAKEN DB
Breugelmans, Raoul Browse this author
Komoda, Takayuki Browse this author
Nagata-Kobayashi, Shizuko Browse this author
Akaishi, Yu Browse this author
Hiramoto, Jun Browse this author
Ohno, Iwao Browse this author
Harada, Yoshimi Browse this author
Hirayama, Yoji Browse this author
Izumi, Miki Browse this author
Keywords: SNAPPS
One-Minute Preceptor
Teaching method
Junior resident
Case presentation
Issue Date: 13-Jan-2016
Publisher: BioMed Central
Journal Title: BMC medical education
Volume: 16
Start Page: 12
Publisher DOI: 10.1186/s12909-016-0531-6
Abstract: Background: Various techniques have been developed to enable preceptors to teach residents effectively in outpatient settings to promote active learning, including SNAPPS and the One-Minute Preceptor (OMP). This study aimed to ascertain the differences between SNAPPS and the OMP in case presentation content and learner evaluation when used to teach residents about case presentation. Methods: From 2011 to 2013, participants were 71 junior clinical residents employed in two hospitals for clinical training. They were randomly allocated to two groups, one using SNAPPS and the other the OMP. From recorded discussions, the "differential diagnoses", "questions and uncertainties", "treatment plans", and "learning issues" were counted. Also, a self-evaluation form was distributed at the end of the study to evaluate the residents' satisfaction with the case presentation. Results: Members of the SNAPPS group used significantly more meaning units related to questions and uncertainties compared with those of the OMP group (P < 0.001). Self-evaluation sheets revealed that members of the SNAPPS group had significantly higher positive responses than those of the OMP group in terms of the following evaluations: "It was easy to bring up questions and uncertainties" (P = 0.046), "It was easy to present the case efficiently" (P = 0.002), "It was easy to present the case in the sequence given" (P = 0.029), and "I was able to give an in-depth case presentation" (P = 0.005). Conclusions: SNAPPS may induce more meaning units related to questions and uncertainties and give more satisfaction to residents than the OMP.
Rights: http://creativecommons.org/licenses/by/4.0/
Type: article
URI: http://hdl.handle.net/2115/60819
Appears in Collections:医学院・医学研究院 (Graduate School of Medicine / Faculty of Medicine) > 雑誌発表論文等 (Peer-reviewed Journal Articles, etc)

Submitter: 大滝 純司

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