ID-5184 Wonca Abstracts supplement A-K 13-10-23 - Flipbook - Page 197
WONCA 2023 Supplement 1: WONCA 2023 abstracts (A–K)
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Experience with SNAPPS in Addis Ababa University,
Department of Family Medicine
Dr Nitsuh Ephrem Kassaye
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Addis Ababa University College of Health Sciences, Department of Family Medicine
Medical clinical education teaching suffers from issues like long and unstructured presentations
inclusive of a lot of historical information and time constraints due to increasing workload. A six-step
pneumonic, SNAPPS, a learner-centred model, modifies the learning encounter by condensing the
reporting of facts while encouraging clinical reasoning. SNAPPS links learner initiation and preceptor
facilitation in an active learning conversation.
This learner-centred model for case presentations follows a mnemonic called SNAPPS consisting of
six steps:
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S – summarise briefly the history and findings
N – narrow the differential to two or three relevant possibilities
A – analyse the differential by comparing and contrasting the possibilities
P – probe the preceptor by asking questions about uncertainties, difficulties or alternative
approaches
P – plan management for the patient’s medical issues
S – select a case-related issue for self-directed learning
With the use of the SNAPPS model, our department has benefited in so many ways, such as a change
in the preceptor perception of teaching, faculty development and learner development as companions
in clinical education. Guided by the SNAPPS technique, students summarised patient findings
concisely while maintaining the same degree of thoroughness as in traditional case presentations.
They also are clearer about their diagnostic hypothesis, compared and contrasted their differential and
initiated patient management discussion.
Out of experience, we can conclude that SNAPPS, a learner-centred technique for case presentations,
facilitated the expression of clinical diagnostic reasoning and case-based uncertainties without
extending the unusual length of the student case presentations. We, as a department, use SNAPPS in
our clinical patient encounter for both outpatient and inpatient round teaching, bedside teaching and
case presentation; thus, it has paved the way to enhanced self-directed active learning.
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