Evaluation of SOAP note performance in a pharmacotherapeutics course after implementation of a peer-review process

Abstract

Introduction: Subjective, objective, assessment, and plan (SOAP) notes are widely utilized within pharmacy curricula. Implementation of a peer-review process for these assignments may improve student competence. Evidence is lacking regarding correlation between student-to-student peer-review and faculty grades for SOAP notes and correlation of SOAP note peer-evaluation to individual performance.

Methods: Third year pharmacy students completed two SOAP notes in Pharmacotherapeutics IV. A peer-review process was implemented in spring 2020. After each SOAP note, students were assigned a peer's assignment to evaluate utilizing the same 50-point rubric as the faculty. SOAP note grades were compared between the 2019 and 2020 cohorts.

Results: Analysis included 98 students in spring 2019 and 92 students in 2020. SOAP note faculty grades were different between 2019 and 2020 for the first SOAP note (37.6 vs. 41.1, P < .001) but not for the second (42.3 vs. 42.7, P = .49). Peer-review grades were higher for both SOAP notes compared to faculty grades. Peer-review grades did not differ between the first and second SOAP notes (45.5 vs. 45.6) while faculty grades did (41.2 vs. 42.7). The difference in scores from peer-review compared to faculty grades was -4.4 points for the first SOAP note and - 2.9 points for the second SOAP note (P = .08).

Conclusions: The peer-review process did not appear to improve SOAP note performance. Students tended to score better on the second note and appeared to gain proficiency in the peer evaluation process, suggesting a possible benefit of including additional SOAP notes.

Keywords: Peer review; Pharmacotherapeutics; SOAP note.