University of South Florida Taneja College of Pharmacy, 12901 Bruce B. Downs Blvd., MDC 30, Tampa, FL 33612, United States.
Curr Pharm Teach Learn. 2022 Jul;14(7):870-874. doi: 10.1016/j.cptl.2022.06.024. Epub 2022 Jun 25.
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.
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.
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).
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.
主观、客观、评估和计划 (SOAP) 注释在药学课程中被广泛使用。实施这些作业的同行评审过程可能会提高学生的能力。缺乏学生对学生的 SOAP 注释同行评审与教师评分之间的相关性，以及 SOAP 注释同行评估与个人表现之间的相关性的证据。
三年级药学专业学生在《治疗药物学 IV》中完成了两份 SOAP 注释。在 2020 年春季实施了同行评审过程。在每一份 SOAP 注释之后，学生都会被分配一份同伴的作业，使用与教师相同的 50 分制进行评估。比较了 2019 年和 2020 年两个队列的 SOAP 注释成绩。
分析包括 2019 年春季的 98 名学生和 2020 年春季的 92 名学生。第一份 SOAP 注释的教师成绩在 2019 年和 2020 年之间有所不同（37.6 对 41.1，P<.001），但第二份 SOAP 注释的成绩没有不同（42.3 对 42.7，P=.49）。与教师评分相比，同行评审评分在两份 SOAP 注释中均较高。第一份和第二份 SOAP 注释的同行评审评分没有差异（45.5 对 45.6），而教师评分则有差异（41.2 对 42.7）。与教师评分相比，同行评审评分的差值在第一份 SOAP 注释中为-4.4 分，在第二份 SOAP 注释中为-2.9 分（P=.08）。
同行评审过程似乎没有提高 SOAP 注释的表现。学生在第二份注释中得分更高，并且似乎在同行评估过程中获得了更高的熟练度，这表明包括更多的 SOAP 注释可能会带来好处。
