In Weeks 4, 7, and 9 of the course, you will participate in clinical discussions called . In one of these three weeks, you will be a presenter as well as help facilitate the online discussion; in the others you will be an active discussion participant. When it is your week to present, you will create a Focused SOAP note and a short didactic (teaching) video presenting a real (but de-identified) complex patient case from your practicum experience.

Clinical discussions are an essential component of healthcare education, providing students with the opportunity to enhance their clinical reasoning and decision-making skills. In this course, students will engage in clinical discussions known as “Focused SOAP Note and Didactic Video Presentations”. These discussions are designed to facilitate a deeper understanding of complex patient cases and encourage the application of theoretical knowledge to real-world scenarios.

The Focused SOAP note is a structured format commonly used in healthcare settings to efficiently document patient information. SOAP stands for Subjective, Objective, Assessment, and Plan, which represents the different sections of the note. The subjective section includes the patient’s chief complaint and relevant history gathered through the patient interview. The objective section entails the results of physical examinations, laboratory tests, and diagnostic procedures. The assessment section involves the healthcare provider’s evaluation and analysis of the patient’s condition based on the subjective and objective data. Finally, the plan section outlines the proposed treatment strategies and interventions.

During the week when students are assigned as presenters, they will create a Focused SOAP note based on a complex patient case that they encountered during their practicum experience. It is crucial to note that patient confidentiality must be strictly maintained through the de-identification of any identifying information. By creating a Focused SOAP note, students will critically analyze the patient’s condition and present it in a structured format, thereby improving their clinical documentation skills.

In addition to the Focused SOAP note, students will also create a short didactic video presentation. This presentation serves as an opportunity for students to share their knowledge and expertise on the specific patient case they have chosen. The didactic video should be informative, concise, and engaging, providing a comprehensive overview of the patient case and emphasizing key clinical concepts and treatment strategies.

When it is their week to present, students not only provide the Focused SOAP note and didactic video, but they also take on a facilitator role during the online discussion. The facilitator responsibilities include initiating and guiding the discussion, promoting active participation from other students, and fostering a collaborative learning environment. The facilitator role allows students to further enhance their communication and leadership skills while actively engaging with their peers in a meaningful discussion about the presented case.

On the weeks when students are not assigned as presenters, they will actively participate in the clinical discussions by reviewing and analyzing the Focused SOAP notes and didactic videos presented by their peers. Active participation involves critically evaluating the information presented, asking relevant questions, sharing personal insights, and engaging in evidence-based discussions. By actively participating, students can broaden their understanding of different aspects of patient care, gain exposure to a variety of clinical scenarios, and further develop their critical thinking skills.

Overall, the Focused SOAP Note and Didactic Video Presentations provide a valuable platform for students to integrate theoretical knowledge with practical experience, strengthen their clinical reasoning abilities, and effectively communicate and collaborate with their peers. These discussions foster a collaborative learning environment, allowing students to learn from each other’s experiences and develop a holistic approach to patient care. By actively engaging in these clinical discussions, students can enhance their professional development and become well-prepared healthcare practitioners.