Comparison of SNAPPS and Traditional Bedside Teaching in Enhancing Clinical Reasoning Skills Among 4th Year MBBS Students in Obstetrics and Gynecology

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ABSTRACT OBJECTIVES To compare the effectiveness of the SNAPPS model versus traditional bedside teaching in enhancing clinical reasoning and learning experiences among 4th-year MBBS students during Obstetrics and Gynecology ward rotations. METHODOLOGY A crossover comparative (within-subjects) study was conducted over six months among 43 fourth-year MBBS students at Ayub Medical Teaching Institute, Abbottabad. Each student experienced both traditional and SNAPPS-based bedside teaching. Student perceptions were gathered using a structured questionnaire, and ward test scores (out of 10) were analyzed. Data were processed using SPSS, and paired t-tests were used; p < 0.05 was considered significant. RESULTSSNAPPS-based teaching produced significantly higher mean scores in case summarization (p = 0.001), differential diagnosis (p = 0.001), management planning (p = 0.001), and total scores (p = 0.001), though no difference was observed in history/examination (p = 0.937). Student feedback showed strong agreement that SNAPPS improved clinical reasoning, confidence, and active participation, with higher overall satisfaction (39.14 ± 3.97 vs. 25.86 ± 4.15; p = 0.001). CONCLUSION The SNAPPS model significantly outperformed traditional bedside teaching in promoting clinical reasoning, analytical thinking, and student engagement among Obstetrics and Gynecology undergraduates. Its integration into ward teaching is recommended to foster reflective, learner-centered clinical education.

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