SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究

赵珍珍; 曾秒; 丁雄辉; 章均

doi:10.3760/cma.j.cn116021-20241231-02158

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SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究

教学改革 | 更新时间：2025-11-21

- SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究
- A prospective study of the application and effectiveness of the SNAPPS teaching method in early clinical pediatric training
- 中华医学教育探索杂志 2025年24卷第11期页码：1528-1533
- 作者机构：
  
  1.重庆医科大学附属儿童医院肿瘤外科，重庆 400014
  2.重庆医科大学儿科学院，重庆 401122
  3.重庆医科大学附属儿童医院烧伤整形外科，重庆 400014
- 作者简介：
  
  章均，Email：junzhang@hospital.cqmu.edu.cn
- 基金信息：
  
  重庆市教委规划课题(2021-GX-314)
- DOI：10.3760/cma.j.cn116021-20241231-02158
  中图分类号： R72;G64
- 收稿：2024-12-31，
  
  纸质出版：2025-11-20
- 稿件说明：
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赵珍珍, 曾秒, 丁雄辉, 等. SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究[J]. 中华医学教育探索杂志, 2025, 24(11): 1528-1533.

Zhao Zhenzhen, Zeng Miao, Ding Xionghui, et al. A prospective study of the application and effectiveness of the SNAPPS teaching method in early clinical pediatric training[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1528-1533.
赵珍珍, 曾秒, 丁雄辉, 等. SNAPPS教学法在儿科学早期临床培养中的应用与效果的前瞻性研究[J]. 中华医学教育探索杂志, 2025, 24(11): 1528-1533. DOI： 10.3760/cma.j.cn116021-20241231-02158.

Zhao Zhenzhen, Zeng Miao, Ding Xionghui, et al. A prospective study of the application and effectiveness of the SNAPPS teaching method in early clinical pediatric training[J]. Chinese Journal of Medical Education Research, 2025, 24(11): 1528-1533. DOI： 10.3760/cma.j.cn116021-20241231-02158.

摘要

目的

探讨“总结-缩小-分析-探究-计划-选择”（summarize-narrow-analyze-probe-plan-select，SNAPPS）教学法在儿科学早期临床培养中的应用效果，并将其与传统教学法进行比较，以期为课程教学提供新思路。

方法

采用前瞻性随机对照试验，将重庆医科大学100名《儿科学导论》课程的学生分为试验组（SNAPPS教学法）和对照组（传统讲授法）。2组学生学习5个核心章节，并在标准病人模型上进行迷你临床演练评估（mini-clinical evaluation exercise，Mini-CEX）。同时收集教学体验和满意度反馈，通过问卷和访谈进行定量和定性分析。采用GraphPad Prism 8软件进行统计学分析，连续变量以（均数±标准差）表示，组间比较采用独立样本

检验；等级资料以中位数（四分位数）表示，组间比较采用Mann-Whitney

检验。

结果

试验组在病史采集（9.20±0.70）、临床判断（9.30±0.60）及整体表现方面（9.00±0.90）均优于对照组[（8.50±0.90）（8.60±0.80）（8.30±1.00）

]

（

=4.34、3.89、3.51；

0.001、0.003

、

0.002），但在体格检查、沟通技巧、职业行为、组织与效率、健康教育指导等方面，2组间差异无统计学意义。试验组自评结果显示，其在病史总结、临床推理能力、诊断准确性、治疗计划制订能力、自主学习能力等方面均有显著提升（

0.05）。在教学满意度方面，试验组学生和教师的评价均高于对照组（

0.05），表明SNAPPS模式更受欢迎。

结论

SNAPPS教学法在临床思维、自主学习及诊疗计划制订能力的培养方面具有显著优势，有助于提升教学满意度，为医学生早期临床培养提供了一种有效的教学模式。

Abstract

Objective

To explore the application effectiveness of the "summarize-narrow-analyze-probe-plan-select" (SNAPPS) teaching method in early clinical training of pediatrics

compare this method with traditional teaching approach

and provide new insights for curriculum instruction.

Methods

A prospective randomized controlled t

rial was conducted with 100 students enrolled in the Introduction to Pediatrics course at Chongqing Medical University. Participants were divided into an experimental group (SNAPPS method) and a control group (traditional lecture-based method). Both groups studied five core chapters and were assessed using mini-clinical evaluation exercise with standardized patient models. Teaching experience and satisfaction were evaluated through questionnaires and interviews

followed by quantitative and qualitative analyses. Statistical analysis was performed using GraphPad Prism 8. Continuous variables were expressed as mean ± standard deviation and independent samples

-test was used for between-group comparisons. Ordinal data were expressed as median (interquartile range) and Mann-Whitney

test was used for between-group comparisons.

Results

The experimental group outperformed the control group in medical history collection [(9.20±0.70) vs. (8.50±0.90)

=4.34

0.001

]

clinical judgment [(9.30±0.60) vs. (8.60±0.80)

=3.89

=0.003

]

and overall performance [(9.00±0.90) vs. (8.30±1.00)

=3.51

=0.002

]

. However

there were no significant differences between the two groups in physical examination

communication skills

professional behavior

organization and efficiency

or health education and counseling. Self-assessment results indicated significant improvements in the experimental group in case summarization

clinical reasoning

diagnostic accuracy

treatment planning ability

and self-directed learning ability (

0.05). Regarding teaching satisfaction

evaluations from both students and instructors were higher in the experimental group than in the control group (

0.05)

indicating a preference for the SNAPPS teaching model.

Conclusions

The SNAPPS teaching method demonstrates significant advantages in cultivating clinical thinking

self-directed learning

and treatment planning abilities

effectively enhancing teaching satisfaction and providing an effective teaching model for early clinical training of medical students.

关键词

Keywords

references

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