(177) Teaching SOAP Note Documentation Skills: Comparison of Two Pedagogies for Individualized and Group Formative Feedback

Objective : SOAP note documentation instruction requires repetitive practice and individualized feedback. This study aimed to compare the impact of two formative feedback pedagogies.

Methods: A milestone strategy was used in fall 2021; students individually completed two notes with three to four milestones each, receiving formative feedback on subjective/objective, assessment, and plan separately, before submitting a final note. A group whiteboard strategy was utilized in fall 2022 for two notes; groups brainstormed on a whiteboard and took a picture. Students then individually constructed their own note with one draft submitted for feedback before submitting a final note. A third note was written individually in 2021 and 2022 with only summative grading. Student self-confidence, attitudes, and satisfaction (investigator-developed); anxiety (Worry and Anxiety Questionnaire); and work ethic (Multidimensional Work Ethic Profile) were measured before and after. Paired t-tests compared within-group and independent t-tests compared between-group differences. Pearson’s Correlation was used to assess correlations.

Results: Data included 44 (71.0%) and 42 (80.8%) students from 2021 and 2022, respectively. The milestone intervention significantly increased confidence, satisfaction, and anxiety. The whiteboard intervention significantly increased confidence but decreased attitudes. Compared to the whiteboard, the milestone intervention was associated with an increase in all elements but only satisfaction reached significance. Summative grades were non-significantly higher in the whiteboard group and did not correlate with any survey elements. A negative correlation between post-survey anxiety and confidence was observed.

Conclusions: Both interventions improved self-confidence. Higher satisfaction was seen with milestones, likely due to consistent individualized feedback. The whiteboard intervention was associated with an improved performance trend. Future pedagogies will combine positive elements of both interventions to provide opportunities for both group learning and individualized feedback.