Abstract
Background and purposeTo determine if the patient care and documentation skills of pharmacy students improve in the third professional (P3) year using a subjective, objective, assessment, plan (SOAP) note grading rubric and a standardized patient (SP) checklist rubric with SPs taking the role as evaluator during a sequential system of case scenarios. Educational activity and settingDuring a required skills laboratory course in the P3 year at the University of Mississippi School of Pharmacy, students were evaluated with a SOAP note grading rubric and an SP checklist rubric during three consecutive SP case scenarios (hypertension, diabetes, asthma). FindingsOverall, scores for the sequential case scenarios improved across all three scenarios through the use of SOAP notes (F = 96.89, p < 0.0001). For the SP evaluations, total score improved for the second and third case scenarios versus the first (F = 27.48, p < 0.0001). SummaryPatient care skills of P3 pharmacy students improved during a sequential system of case scenarios using a SOAP note grading rubric and an SP checklist rubric as objectively developed evaluation tools, with SPs taking the role as evaluator.
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