S.O.A.P.: A FAMILIAR FORMAT TO CLEAN UP FEEDBACK
Mary E M. Rocha,Baylor College of Medicine,Houston,TX

Rationale: Effective feedback is a fundamental skill of teaching and supervising. While educators recognize the value of feedback, many struggle with an effective approach to deliver suggestions for improvement. Similarly, many learners are inexperienced in self-assessment. They often do not recognize feedback, tune it out or complain that it is not helpful. The development of the learner is dependent on understanding how to modify behaviors to improve. Feedback that is respectful of the learner and behaviorally based can guide learners toward improvement.

Objectives: 1 Identify the components of a feedback-friendly environment that promote a learner's self-assessment 2 Review and apply techniques of mindful direct observation of learners 3 Practice discussing feedback using the S.O.A.P. (Subjective, Objective, Assessment, Plan) format

Methods and Content: An effective feedback method provides teaching faculty with a feasible format that can address the needs of the learners. A video of an ineffective feedback session prompts participants to share their own challenges in providing feedback. The presenters introduce a mnemonic to provide feedback using the familiar S.O.A.P format: Subjective (ask the learner to self-assess), Objective (faculty observation of learner's patient care), Assessment (discussion to align the subjective and objective), and Plan (next steps for improving specific behaviors). Then, steps to create a feedback-friendly environment (affirming the learner-teacher relationship and inviting critical learner self-assessment) are reviewed. A video of an ineffective observation session prompts participants to reflect on their own challenges with observing learners. Next, after reviewing techniques to refine observation skills and watching a video of a learner-patient encounter, participants work in small groups to hone observation skills. Subsequently, participants practice S.O.A.P. conversations through role-playing in triads in which they will immediately implement techniques learned. By the completion of the workshop, participants will have improved their skills in guiding learners to self-assess, observing learners, and discussing behaviorally based feedback.