Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | São Paulo medical journal (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802022005025202 |
Resumo: | ABSTRACT BACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents’ case discussion skills in diverse practical learning settings. DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS: Using “resident as teacher” (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning. |
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São Paulo medical journal (Online) |
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Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control studyPsychiatryInternship and residencyEducation, medicalMedical educationMedical residencyActive learningABSTRACT BACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents’ case discussion skills in diverse practical learning settings. DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS: Using “resident as teacher” (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning.Associação Paulista de Medicina - APM2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802022005025202Sao Paulo Medical Journal n.ahead 2022reponame:São Paulo medical journal (Online)instname:Associação Paulista de Medicinainstacron:APM10.1590/1516-3180.2021.1028.r1.13072022info:eu-repo/semantics/openAccessFeijó,Lorena PinhoPereira,Guilherme AbreuRuffini,Vitor Maia TelesValente,Fernando SalvettiSantos,Renato Antunes dosFakhouri Filho,Saadallah AzorNunes,Maria do Patrocínio TenórioAugusto,Kristopherson Lustosaeng2022-09-30T00:00:00Zoai:scielo:S1516-31802022005025202Revistahttp://www.scielo.br/spmjhttps://old.scielo.br/oai/scielo-oai.phprevistas@apm.org.br1806-94601516-3180opendoar:2022-09-30T00:00São Paulo medical journal (Online) - Associação Paulista de Medicinafalse |
dc.title.none.fl_str_mv |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
title |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
spellingShingle |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study Feijó,Lorena Pinho Psychiatry Internship and residency Education, medical Medical education Medical residency Active learning |
title_short |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
title_full |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
title_fullStr |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
title_full_unstemmed |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
title_sort |
Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study |
author |
Feijó,Lorena Pinho |
author_facet |
Feijó,Lorena Pinho Pereira,Guilherme Abreu Ruffini,Vitor Maia Teles Valente,Fernando Salvetti Santos,Renato Antunes dos Fakhouri Filho,Saadallah Azor Nunes,Maria do Patrocínio Tenório Augusto,Kristopherson Lustosa |
author_role |
author |
author2 |
Pereira,Guilherme Abreu Ruffini,Vitor Maia Teles Valente,Fernando Salvetti Santos,Renato Antunes dos Fakhouri Filho,Saadallah Azor Nunes,Maria do Patrocínio Tenório Augusto,Kristopherson Lustosa |
author2_role |
author author author author author author author |
dc.contributor.author.fl_str_mv |
Feijó,Lorena Pinho Pereira,Guilherme Abreu Ruffini,Vitor Maia Teles Valente,Fernando Salvetti Santos,Renato Antunes dos Fakhouri Filho,Saadallah Azor Nunes,Maria do Patrocínio Tenório Augusto,Kristopherson Lustosa |
dc.subject.por.fl_str_mv |
Psychiatry Internship and residency Education, medical Medical education Medical residency Active learning |
topic |
Psychiatry Internship and residency Education, medical Medical education Medical residency Active learning |
description |
ABSTRACT BACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs. OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents’ case discussion skills in diverse practical learning settings. DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hospital at Fortaleza-Ceará. METHODS: Using “resident as teacher” (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cases in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26). RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation. CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802022005025202 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1516-31802022005025202 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1516-3180.2021.1028.r1.13072022 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Paulista de Medicina - APM |
publisher.none.fl_str_mv |
Associação Paulista de Medicina - APM |
dc.source.none.fl_str_mv |
Sao Paulo Medical Journal n.ahead 2022 reponame:São Paulo medical journal (Online) instname:Associação Paulista de Medicina instacron:APM |
instname_str |
Associação Paulista de Medicina |
instacron_str |
APM |
institution |
APM |
reponame_str |
São Paulo medical journal (Online) |
collection |
São Paulo medical journal (Online) |
repository.name.fl_str_mv |
São Paulo medical journal (Online) - Associação Paulista de Medicina |
repository.mail.fl_str_mv |
revistas@apm.org.br |
_version_ |
1754209269078556672 |