SOAP Notes During APPEs: Assessment of Student Performance

Abstract

Objectives:

To evaluate and compare students’ ability to perform in each area of the subjective, objective, assessment, and plan (SOAP) note during advanced pharmacy practice experiences (APPEs) within an academic year. This study also aimed to compare the quality of SOAP notes between semesters: summer (1-3 rotation blocks), fall (4-6 rotation blocks), and spring (7-9 rotation blocks).

Methods:

During internal medicine and acute-care APPEs, students were required to submit a minimum of 2 SOAP notes. Each SOAP note was assessed by a full-time faculty member at a College of Pharmacy. Students were rated on the ability to perform in each area of the SOAP note using a rubric with a scale of 1 to 5 (1 = unacceptable/needs significant improvement, 5 = exemplary). This study was granted exempt approval by the Long Island University institutional review board.

Results:

Quality of the SOAP note summer versus fall versus spring rotations: Thirty-four SOAP notes were assessed during the summer, 48 SOAP notes were assessed during the fall, and 46 SOAP notes were assessed during the spring. Students performed similarly regardless of the semester they took for “subjective/objective, assess, and plan.” All P values were nonstatistically significant. Performance on SOAP note #1 versus SOAP note # 2: On overall rubrics for SOAP notes 1 versus SOAP notes 2, students did better on SOAP notes 2 after feedback, and an opportunity to improve was provided. There were statistically significant differences on all areas of SOAP note “subjective/objective, assess, and plan.” Conclusion: Overall, students performed adequately on the SOAP note activity during APPE rotations. Students performed similarly regardless of the semester/time when students took the APPEs during an academic year.