Premium
Using SOAP notes to clean up small‐group discussion in a Medical Physiology course
Author(s) -
Hansen Penelope A.,
Kibble Jonathan,
Nelson Loren
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.4.a434-b
Subject(s) - grading (engineering) , soap , medical education , protocol (science) , psychology , mathematics education , computer science , medicine , alternative medicine , world wide web , civil engineering , pathology , engineering
Two pedagogical problems were addressed in the Medical Physiology course at St. George’s University: provision of small group case‐based discussion by a small faculty for classes larger than 350 students, and poor preparation by students for the discussions. Both problems were successfully solved by incorporation of a modified SOAP notes in the discussion protocol, and orientation of students to student‐led discussion techniques. SOAP (Subjective & Objective Assessment of Physiology) notes, adapted from their use as a patient care tool, is a structured form on which students identify the subjective and objective findings in a paper clinical case and explain the physiological basis of each finding. Students submit their SOAP notes using a course management system before the case discussions begin. Submissions are automatically recorded and a random selection from those of each student is made for grading. Students receive a one‐hour orientation to the SOAP notes, and to student‐led discussion techniques and performance expectations. These strategies have improved student preparation so much that discussions can be facilitated by students rather than faculty tutors. Student satisfaction with the protocol is high, with >95% agreeing that discussants were well prepared and that the overall performance of their discussion group was good.