Integrated model of Student Standardized Patients and peer assessment enhances SOAP note proficiency in obstetrics and gynecology residency

By
Peiqiong Chen
Yizhou Huang
Xiangrong Xu
Xiao Wang
Luyao Wu
Jianhong Zhou
Jingyi Li
May 18, 2026
0 min

Frontiers In Medicine

Overview

An integrated training model using Students as Standardized Patients and peer assessment significantly improved SOAP note writing proficiency and resident satisfaction in obstetrics and gynecology. The experimental group outperformed the control group in structured clinical data interpretation and reasoning.

Background

SOAP note writing is a critical competency in residency training, essential for documenting patient encounters and ensuring effective communication. Traditional training methods often fall short in developing these skills, prompting the need for innovative educational approaches. The integration of standardized patients and peer assessment represents a promising strategy to enhance learning outcomes in this domain.

Data Highlights

Group	Total SOAP Note Score	P-value
Experimental (n=51)	88.25 ± 2.76	< 0.01
Control (n=54)	85.20 ± 3.01	< 0.01

Key Findings

The experimental group showed significantly higher satisfaction in six of seven domains evaluated.
Improvements in SOAP note scores were primarily in the Objective and Assessment sections.
No significant differences were found in the Subjective and Plan sections of the SOAP notes.
Final assessment pass rates were similar between both groups.
The model effectively enhanced higher-order cognitive skills in clinical reasoning.

Clinical Implications

The findings suggest that integrating SSPs and peer assessment can enhance the training experience and performance of residents in SOAP note writing. This model may be particularly beneficial in resource-constrained settings, providing a replicable approach to competency-based education.

Conclusion

The combined approach of using SSPs and peer evaluation represents a significant advancement in residency training, improving both subjective experiences and objective performance in SOAP note writing. This innovative model may serve as a valuable framework for future educational interventions.