The effect of the SNAPPS (summarize, narrow, analyze, probe, plan, and select) method versus teacher-centered education on the clinical gynecology skills of midwifery students in Iran
Hamideh Barangard, Poorandokht Afshari, Parvin Abedi
J Educ Eval Health Prof. 2016;13:41.   Published online 2016 Nov 15     DOI: https://doi.org/10.3352/jeehp.2016.13.41
Citations to this article as recorded by Crossref logo
A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61
Cason Pierce, Janet Corral, Eva Aagaard, Ben Harnke, David M. Irby, Chad Stickrath
Medical Teacher.2020; 42(6): 604.     CrossRef
Stress, stressors and related factors in clinical learning of midwifery students in Iran: a cross sectional study
Behrooz Rezaei, Juliana Falahati, Raziyeh Beheshtizadeh
BMC Medical Education.2020;[Epub]     CrossRef
Teaching and learning clinical reasoning: a teacher's toolbox to meet different learning needs
Nathalie Gagnon, Carolle Bernier, Sylvie Houde, Marianne Xhignesse
British Journal of Hospital Medicine.2020; 81(3): 1.     CrossRef
Clinical Teaching: An Evidence-based Guide to Best Practices from the Council of Emergency Medicine Residency Directors
Sreeja Natesan, John Bailitz, Andrew King, Sara Krzyzaniak, Sarah Kennedy, Albert Kim, Richard Byyny, Michael Gottlieb
Western Journal of Emergency Medicine.2020;[Epub]     CrossRef
Deliberate teaching tools for clinical teaching encounters: A critical scoping review and thematic analysis to establish definitional clarity
Navdeep S. Sidhu, Morgan Edwards
Medical Teacher.2019; 41(3): 282.     CrossRef
Comment superviser l’apprentissage du raisonnement clinique des étudiants en stage grâce à la méthode SNAPPS ? Description de la méthode et retour d’expérience au sein d’un institut de médecine légale
A. Farrugia, J.-S. Raul, T. Pelaccia
La Revue de Médecine Légale.2019; 10(3): 108.     CrossRef
Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor
Lorena Pinho Feijó, Saadallah Azor Fakhouri Filho, Vitor Maia Teles Ruffini, Maria do Patrocínio Tenório Nunes, Kristopherson Lustosa Augusto
Revista Brasileira de Educação Médica.2019; 43(1 suppl 1): 341.     CrossRef