NDLI: Maximizing teaching on the wards: review and application of the One-Minute Preceptor and SNAPPS models.

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Maximizing teaching on the wards: review and application of the One-Minute Preceptor and SNAPPS models.

Content Provider	Semantic Scholar
Author	Pascoe, Jennifer M. Nixon, James Lang, Valerie
Copyright Year	2015
Abstract	Hospitalist educators face a number of challenges in teaching clinical reasoning to residents and medical students. Helping to develop trainees' clinical acumen is an essential and highly nuanced process, yet complex patients, documentation requirements, and productivity goals compete with teaching time. Workplace-based assessment is particularly important for residents with the institution of the developmental milestones for meeting Accreditation Council for Graduate Medical Education competencies. Two frameworks for facilitating the clinical reasoning discussion-the One-Minute Preceptor preceptor and SNAPPS-have been well studied in the outpatient setting with positive results. Both models show promise for use in the inpatient teaching environment with little modification. This narrative review compares and contrasts these 2 teaching frameworks and discusses their application to the inpatient teaching environment. These models can provide opportunities for hospitalist educators to better assess trainees, integrate regular feedback, and encourage self-directed learning. These teaching frameworks can also allow hospitalists to provide more focused education to trainees without taking additional valuable time.
File Format	PDF HTM / HTML
DOI	10.1002/jhm.2302
PubMed reference number	25627348
Journal	Medline
Volume Number	10
Issue Number	2
Alternate Webpage(s)	http://www.journalofhospitalmedicine.com/sites/default/files/pdfs/journals/jhm2302.pdf
Alternate Webpage(s)	https://doi.org/10.1002/jhm.2302
Journal	Journal of hospital medicine
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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