Background: Teaching methods play a crucial role in the education and training of orthopaedics postgraduates. One innovative approach that has gained attention in recent years is the use of the SNAPPS (Summarize, Narrow down, Analyze, Probe, Plan, and Select) method.^[1] However, literature on SNAPPS in orthopaedics resident training is limited, and further research is warranted to explore its specific applications and benefits in this context. Aims and Objectives: To introduce SNAPPS as teaching learning method in PG teaching. To study the outcomes of implementation of SNAPPS as teaching learning method in PG teaching. To study challenges in implementation of SNAPPS as teaching learning method in PG teaching. Methodology: This interventional educational study was conducted at the Department of Orthopaedics, PGIMS Rohtak after obtaining institutional ethical clearance. After sensitization of students and faculty members,2 SNAPPS sessions per student were conducted. Feedback was taken at the end by students as well as faculty members. The question format included both open?ended and closed?ended questions. Rating was done on a five?point Likert scale. Results: 94% (n=31) Postgraduate students found SNAPPS as an effective tool to identify their learning needs while 76% students (n=25) felt confident in clinical reasoning skills after using SNAPPS. Similarly all the 18 teachers who conducted the SNAPPS sessions gave positive feedback. 83% (n=15) of them perceived that SNAPPS is an efficient way of case presentation and It helped students to acquire good clinical reasoning skills. 78 % (n=14) perceived that it helped them to identify and focus on students’ weak areas. Conclusions: Along with traditional teaching, SNAPPS can be supplemented to improve analytical skills of the postgraduate residents. Both residents and faculty perceived SNAPPS as an effective teaching tool in outpatient teaching of PG residents.