PT  - JOURNAL ARTICLE
AU  - Courtney L. Bradley
AU  - Karlie Wieder
AU  - Shaina E. Schwartz
TI  - Shifting from SOAP Notes to Consult Notes for Clinical Documentation by Pharmacy Students
AID  - 10.5688/ajpe8781
DP  - 2022 Oct 01
TA  - American Journal of Pharmaceutical Education
PG  - 8781
VI  - 86
IP  - 7
4099  - http://www.ajpe.org/content/86/7/8781.short
4100  - http://www.ajpe.org/content/86/7/8781.full
SO  - Am J Pharm Educ2022 Oct 01; 86
AB  - Objective. Clinical documentation is an important element of patient care that pharmacy students traditionally learn through subjective-objective-assessment-plan (SOAP) notes. In clinical practice, pharmacists often document more succinctly, both in length and time, using formats such as consult notes. The objective of this study was to assess consult note assignments for third-year pharmacy (P3) students.Methods. Consult note assignments were implemented in a P3 skills laboratory course by converting SOAP notes to consult notes. The series began with an introduction and a practice consult note. Four graded notes were then completed throughout the semester, whereby the time allotted for writing decreased throughout the semester. To assess the series, grades and estimated time to completion were collected for each graded note. A survey given before and after the course assessed student self-confidence in overall documentation, specific elements of consult notes, and concerns related to writing. Friedman tests were used to compare grades and times. Wilcoxon signed rank tests were used to compare self-assessments.Results. The median grades on the four consult notes were 92%, 88%, 80%, and 90%. Median times for completing each note were 75 minutes, 120 minutes, 60 minutes, and 60 minutes. Students’ self-confidence in writing consult notes significantly increased, as did five of the six individual elements.Conclusion. The consult note assignments allowed students to practice documenting patient care in a succinct format with consideration for time efficiency. Further work should evaluate best pedagogies for teaching documentation skills and assess the impact on performance during advanced pharmacy practice experiences.