Integrated model of Student Standardized Patients and peer assessment enhances SOAP note proficiency in obstetrics and gynecology residency - Summary - MDSpire
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Integrated model of Student Standardized Patients and peer assessment enhances SOAP note proficiency in obstetrics and gynecology residency
To assess the efficacy of an integrated training model that incorporates Students as Standardized Patients (SSPs) alongside structured peer assessment in enhancing SOAP note-writing proficiency and overall course satisfaction among obstetrics and gynecology residents, specifically focusing on measurable outcomes.
Key Findings:
The experimental group showed significantly greater satisfaction in six of seven TESQ domains (P < 0.01).
Total SOAP note scores were significantly higher in the experimental group (88.25 ± 2.76) compared to the control group (85.20 ± 3.01; P < 0.01).
Improvements were primarily in the Objective (O) and Assessment (A) sections of the SOAP notes, indicating the model's effectiveness.
Interpretation:
The integrated SSP and peer assessment model enhances both subjective training experience and objective performance in SOAP note writing, particularly in structured clinical data interpretation and reasoning, suggesting implications for future training methodologies.
Limitations:
No significant differences were found in the Subjective (S) and Plan (P) sections of SOAP notes, which may indicate areas needing further development.
Final assessment pass rates did not differ significantly between groups, suggesting that while training improved skills, it did not impact overall competency outcomes.
Conclusion:
The model is a viable and resource-efficient innovation that enhances clinical data collection and analytical reasoning, offering a replicable approach for competency-based training in resource-constrained settings, with potential applications in other medical specialties.
