Application of metacognition and SOAP assessment in clinical practice of rehabilitation therapy students

Objective To investigate the effect of metacognition (MC) combined with SOAP (subjective, objective, assessment, plan )assessment method in clinical practice of rehabilitation therapy students. Methods Totally 40 rehabilitation therapy students from Shanghai Medical College and Tianhua College in the department of rehabilitation medicine, Shanghai Tenth People's Hospital from 2017 to 2018, were randomly divided into experimental and control groups. The experimental group received MC+ SOAP teaching method and the control group received SOAP teaching method.After three months, both groups were evaluated using the APP(assessment of physiotherapy practice, APP)and SOAP. Results After three months, The professional behavior[(15.10±0.71)vs(14.30±1.26)], analysis and planning[(14.85±0.93)vs(13.95±1.39)], intervention [(17.95±1.46)vs(16.90±1.61)]of the APP and the objective data[(4.40±0.75)vs(3.85±0.93)], assessment[(4.50±0.69)vs(3.90±0.97)], and planning [(4.40±0.60)vs(3.95±0.68)]of the SOAP assessment method in the experimental group were higher than those in the control group(all P<0.05). The total score of the APP scale in the experimental group was improved significantly in the control group[(14.85±0.93)vs(13.95±1.39), P<0.01]. Conclusions Metacognition combined with the SOAP assessment method can improve students' clinical skills, clinical reasoning, and strengthen the standardization of rehabilitation performance. Key words: Metacognition; SOAP; Rehabilitation