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iRubric: MTM and SOAP Note Grading Rubric

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MTM and SOAP Note Grading Rubric MTM and SOAP Note Grading Rubric Rubric Code: U69X43 By ajgabriel Ready to use Public Rubric Subject: Medical Type: (Other) Grade Levels: Graduate

Instructions For each criteria in the 1st column, record the points earned in the space under the heading. 1/2 points may be used.
	Poor 1 pts	Fair 2 pts	Good 3 pts	Excellent 4 pts
Drug Information	Poor Student gathers only limited drug information (allergies, present meds, med hx, etc.) making identification assessment of DRPs impossible.	Fair Student gathers SOME drug information (allergies, present meds, med hx, etc.) making identification assessment of DRPs inaccurate.	Good Student gathers MOST drug information (allergies, present meds, med hx, etc.) making identification assessment of DRPs difficult.	Excellent Student gathers all drug information (allergies, present meds, med hx, etc.) necessary to identify DRPs and make appropriate assessment.
Identify Drug related problems	Poor Student fails to review relevant data. Does not identify even most obvious problems. Cannot prioritized DRPs. Does not consider the domains of appropriateness, effectiveness, safety and convenience.	Fair Student reviews SOME relevant data. Identifies the most obvious problems. Prioritization of DRPs evident but not accurate. Considers some of the domains of appropriateness, effectiveness, safety and convenience.	Good Student reviews MOST relevant data. Identifies the most problems. Prioritization of DRPs evident with a hgh degree of accuracy. Considers most of the domains of appropriateness, effectiveness, safety and convenience.	Excellent Student reviews all relevant data and identifies and prioritized ALL DRPs related to drug appropriateness, effectiveness, safety and convenience.
Drug therapy problems components	Poor Student states problems in general terms. Does not include all 3 of the following components: the patient's problem or condition, the drug-therapy involved and the association between these.	Fair Student states problems in general terms. Does include SOME of the following components: the patient's problem or condition, the drug-therapy involved and the association between these.	Good Student states problems in specific terms. Does include MOST of the following components: the patient's problem or condition, the drug-therapy involved and the association between these.	Excellent Student states each problem succinctly including the patient's problem or condition, the drug-therapy involved and the association between these.
Subjective information	Poor Subjective information is not listed.	Fair Most subjective information is missing or inappropriately correlated with the problem, or information other than subjective is contained within the subjective section.	Good Some subjective information is missing or inappropriately correlated with the problem.	Excellent All subjective information is included and appropriately correlated with the problem. No extraneous information is contained in the subjective section.
Objective information	Poor Objective information is not listed.	Fair Most objective information is missing or inappropriately correlated with the problem, or information other than objective is contained within the objective section.	Good Some objective information is missing or inappropriately correlated with the problem.	Excellent All objective information is included and appropriately correlated with the problem. No extraneous information is contained in the objective section.
Assessment interprets data	Poor DRP assessments are inaccurate interpretations of the data. They are vague and verbose.	Fair DRP assessments are simplistic interpretations of the data. They give hints as to insight into the problem, but could not be used by other health care providers.	Good DRP assessments are accurate interpretations of the data. They give accurate interpretation into the problem, but lack sophisticated insight.	Excellent Each DRP assessment is a concise, complete and sophisticated interpretation of the data.
Assessment draws conclusion	Poor DRP assessments do not include intended goals nor draw conclusions which justifies the plan. Detailed plan is included inappropriately.	Fair DRP assessments do include simplistic intended goals. Some description of conclusions are included. Little information to justify the plan.	Good DRP assessments do include intended goals. Accurate descriptions of conclusions are included. Intended plans are clear but lack justification.	Excellent Each DRP assessment states what is the intended goal and draws conclusions which justifies the plan.
Plan includes recommendations	Poor DRP plans do not include recommendations to work towards the resolution of the DRP.	Fair DRP plans include some basic recommendations that work towards the resolution of the DRP, but are not specific nor appropriate.	Good DRP plans includes specific recommendations that work towards the resolution of the DRP, but not all are appropriate.	Excellent Each DRP plan includes appropriate, specific, and realistic recommendations that work towards the resolution of the DRP that are supported by the assessments.
Plan includes monitoring and F/U	Poor DRP plans do not include parameters for either monitoring or follow-up.	Fair DRP plans include some general parameters for monitoring and follow-up, but are not specific nor appropriate.	Good DRP plans include specific parameters for monitoring and follow-up, but some are not appropriate or are incomplete.	Excellent Each DRP plan includes specific, appropriate, and realistic parameters for monitoring and follow-up.
Total

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