Efficacy of SNAPPS in critical thinking and better understanding by dental undergraduates in Oral Medicine

Abstract

Suwarna Dangore-Khasbage, Sunita J. Vagha, Rahul R. Bhowate

Objective: Any teaching method should emphasize on critical thinking and better understanding by the student which ultimately assists in decision making. The implication of SNAPPS (acronym for a six-step model), a new teaching–learning method could facilitate such learning outcome. Thus, this study was designed to assess the efficacy of SNAPPS to facilitate critical thinking and better understanding by dental undergraduates in Oral Medicine. Methods: This educational research study included two equal groups of 40 students each. The study group students learned clinical skill by SNAPPS method while control group learnt by conventional method. The clinical reasoning and understanding of the students were assessed on the basis of seven variables which were pertinent to diagnosis and differential diagnosis of a given case, certainly associated with the steps of SNAPPS method. A validated pre-test, post-test, feedback on Likert scale, and mini clinical examination assessment method were used for the evaluation of efficacy of a new method. Results: The significant difference was observed in mean post-test values and clinical competence between two methods, representing effectiveness of SNAPPS. In SNAPPS, 80% of the students agreed that the new method helped them to increase their confidence in diagnosis as well as narrowing the differential diagnosis. Students perceived that SNAPPS helped them to improve their skill in differentiating between similar conditions with justification as well as to improve knowledge. Conclusion: Overall results showed that SNAPPS plays a promising role in critical thinking, and better understanding by undergraduate dental students, which enhances decision-making skills.