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Ambulatory care preceptors' perceptions on SOAP note writing in advanced pharmacy practice experiences (APPEs)
Katelin M Lisenby1, Miranda R Andrus2, Cherry W Jackson3
1Auburn University Harrison School of Pharmacy, Department of Family, Internal, and Rural Medicine, University of Alabama College of Community Health Sciences, 211 Peter Bryce Boulevard, Tuscaloosa, AL 35401, United States.
Introduction:
Descriptions of SOAP note requirements and assessment methods used during advanced pharmacy practice experiences (APPEs) are limited in the literature. This study aimed to gather information from preceptors regarding SOAP note writing and assessment methods utilized during ambulatory care APPEs.
Methods:
A survey was developed and distributed to ambulatory care preceptors with data collected via Qualtrics and analyzed using descriptive statistics, Fisher's exact test to assess the significance for associations between dependent and independent variables, and the Gamma test to assess dependent variables in grading habits and feedback types.
Results:
The survey response rate was 62% with 75% of preceptors having students write SOAP notes during APPEs. A majority of preceptors (84%) do not formally grade SOAP notes with full-time faculty being more likely to grade and provide written feedback. Half of the preceptors perceived students as either prepared or very prepared to write SOAP notes but the majority felt that students struggle with the assessment portion of the note. There were significant differences between schools in the percentage of preceptors that formally grade SOAP notes, ranging from 2 to 45%.
Conclusions:
Preceptors' perception of student preparedness to write SOAP notes on ambulatory APPEs was similar, despite assessment methods varying widely.