Evaluation of electronic SOAP note grading and feedback

ObjectivesTo evaluate student and instructor attitudes regarding consistency of SOAP note grading and feedback following changes to SOAP note submission and grading in a Pharmacotherapy Laboratory series.MethodsModifications included the transition from paper to electronic SOAP note submission and feedback. Case-specific rubrics were developed and utilized. Second- and third-year Doctor of Pharmacy (DPH) students and 52 instructors were invited to participate in an electronic survey. Survey questions used a 10-point scale (1 = strongly disagree, 5 = neutral, and 10 = strongly agree). Between-group assessments were performed using paired and unpaired t-tests.ResultsA total of 36 DPH-2 and 54 DPH-3 students completed the survey. Perceived grading consistency improved between the 2009–2010 academic year and the fall 2010 semester among DPH-3 students [mean (SD)] [3.07 (2.04), 6.94 (2.04), respectively, p < 0.0001]. Perceived quantity of positive and constructive feedback mean scores for DPH-2 students following grading and feedback changes were 7.56 (1.59) and 7.64 (1.64), respectively, and for DPH-3 students were 6.76 (2.52) and 7.83 (1.84). Both DPH-2 and DPH-3 student groups agreed that the feedback provided assisted in improving future SOAP notes. Instructor responses from the 2009–2010 academic year (n = 9) and the Fall 2010 semester (n = 17) were compared. Perceived inter- (p = 0.03) and intra-individual (p = 0.03) grading consistency improved between time periods. There was no difference between the two groups in perceived ability to provide sufficient positive (p = 0.85) and constructive (p = 0.53) feedback following implemented changes to SOAP note grading and feedback.ConclusionsRevised grading and feedback methods, including the use of case-specific rubrics, allowed for improvements in student- and instructor-perceived grading consistency and enhanced student-perceived feedback.