EFFECTIVENESS OF VARIOUS TEACHING METHODOLOGIES IN DEVELOPING CLINICAL REASONING SKILLS IN UNDERGRADUATE FEMALE MEDICAL STUDENTS
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Abstract
ABSTRACT
OBJECTIVE: To compare the effectiveness of “summarize, narrow, analyze, probing, management plan, select a topic” (SNAPPS) model, one-minute preceptor (OMP) and traditional clinical teaching in developing clinical reasoning skills of final year undergraduate female medical students in pediatrics clinical setting.
METHODS: This randomized control trial was conducted at Department of Pediatrics, Peshawar Medical College from February to July 2016. Students were randomly distributed in three groups i.e. SNAPPS, OMP and traditional teaching with 20 students in each group. All 60 students were exposed to pre-test including 4 Key Feature Problems (KFPs). Students were then taught on pre-identified 4 topics with one topic /week by respective teaching methodology. Each topic was followed by post-test using 4 KFPs. The pre-test and post-test results were recorded and analyzed on SPSS-20. ANOVA was used as test for finding significance.
RESULTS: All 60 female students of final year completed the study and none dropped out. The mean marks of pretest of three groups were 12.50±0.15 with minimum number of 4±1 marks and maximum of 23±1. There was no significant difference in pre-test among the groups using ANOVA (p = .984). However, significant difference (p< 0.001) was observed in post-test among groups after intervention. There was statistically significant difference (p<0.001) in favor of SNAPPS as compared to traditional teaching methodology. There was no significant difference between OMP and traditional method.
CONCLUSION: SNAPPS is significantly more effective in improving clinical reasoning than OMP and traditional teaching method in female undergraduate medical students in pediatrics clinical setting.
KEY WORDS: Clinical reasoning (Non-MeSH); SNAPPS (Non-MeSH); One-minute preceptor (Non-MeSH); Key feature problems (Non-MeSH); Education, Medical, Undergraduate (MeSH)
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