Assessment of SOAP note evaluation tools in colleges and schools of pharmacy

Karen R. Sando, Elizabeth Skoy, Courtney Bradley, Jeanne Frenzel, Jennifer Kirwin, Elizabeth Urteaga

Research output: Contribution to journalArticle

2 Scopus citations

Abstract

Introduction To describe current methods used to assess SOAP notes in colleges and schools of pharmacy. Methods Members of the American Association of Colleges of Pharmacy Laboratory Instructors Special Interest Group were invited to share assessment tools for SOAP notes. Content of submissions was evaluated to characterize overall qualities and how the tools assessed subjective, objective, assessment, and plan information. Results Thirty-nine assessment tools from 25 schools were evaluated. Twenty-nine (74%) of the tools were rubrics and ten (26%) were checklists. All rubrics included analytic scoring elements, while two (7%) were mixed with holistic and analytic scoring elements. A majority of the rubrics (35%) used a four-item rating scale. Substantial variability existed in how tools evaluated subjective and objective sections. All tools included problem identification in the assessment section. Other assessment items included goals (82%) and rationale (69%). Seventy-seven percent assessed drug therapy; however, only 33% assessed non-drug therapy. Other plan items included education (59%) and follow-up (90%). Discussion and conclusions There is a great deal of variation in the specific elements used to evaluate SOAP notes in colleges and schools of pharmacy. Improved consistency in assessment methods to evaluate SOAP notes may better prepare students to produce standardized documentation when entering practice.

Original languageEnglish (US)
Pages (from-to)576-584
Number of pages9
JournalCurrents in Pharmacy Teaching and Learning
Volume9
Issue number4
DOIs
Publication statusPublished - Jul 2017

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Keywords

  • Assessment
  • Documentation
  • SOAP notes

ASJC Scopus subject areas

  • Pharmacy
  • Pharmacology, Toxicology and Pharmaceutics(all)

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