Comparison of Patient Simulation Methods Used in a Physical Assessment Course

Abstract

Objective. To determine whether there is a difference in student pharmacists' learning or satisfaction when standardized patients or manikins are used to teach physical assessment. Design. Third-year student pharmacists were randomized to learn physical assessment (cardiac and pulmonary examinations) using either a standardized patient or a manikin. Assessment. Performance scores on the final examination and satisfaction with the learning method were compared between groups. Eighty and 74 student pharmacists completed the cardiac and pulmonary examinations, respectively. There was no difference in performance scores between student pharmacists who were trained using manikins vs standardized patients (93.8% vs. 93.5%, p50.81). Student pharmacists who were trained using manikins indicated that they would have probably learned to perform cardiac and pulmonary examinations better had they been taught using standardized patients (p,0.001) and that they were less satisfied with their method of learning (p50.04). Conclusions. Training using standardized patients and manikins are equally effective methods of learning physical assessment, but student pharmacists preferred using standardized patients.

Implementation of an Accelerated Physical Examination Course in a Doctor of Pharmacy Program

“…Confidence in identifying abnormal findings of the lungs and heart may be enhanced with the use of a simulation mannequin or stethoscope. 6,9 The 1-day accelerated physical examination course was effective and efficient in expanding the physical assessment portion of the curriculum. The multimedia flipped teaching approach enhanced students' knowledge, attitudes, and confidence during the hands-on practical laboratory.…”

“…To address this challenge, some colleges and schools pharmacy have enhanced their curriculum to teach physical examination as part of their physical assessment training. [3][4][5][6][7][8][9] Studies have found that pharmacist-led instruction and the use of simulation stethoscopes are effective in teaching physical examination skills to pharmacy students. 5,6 To date, no study has explored instructional strategies to implement an accelerated course in physical examination.…”

“…3 Currently, most pharmacy education literature describes efforts to redesign existing physical assessment instruction for pharmacy students but only one study describes how to implement a physical examination course within a PharmD program. [4][5][6][7][8][9] Longe described the implementation of a 3 credit-hour physical assessment course that met 5 hours per week. 8 To date, no study has described the implementation of an accelerated physical examination course with the use of multimedia and the flipped teaching method or evaluated the effectiveness of such a course for pharmacy students.…”

A Physical Assessment Skills Module on Vital Signs

“…The ADC SemiAutomatic Blood Pressure Monitor has an accuracy of 63 mmHg for blood pressure. 15 Students also obtained a heart rate, respiratory rate, and tympanic temperature reading on their classmate.…”

“…8,9 However, few reports have described strategies for implementing a physical assessment program in pharmacy education. [10][11][12][13][14][15] More specifically, many of the previous studies used surveys to assess student satisfaction with the implementation of a new program rather than to assess the impact of the program on student learning. Others have described the way in which a physical assessment course is integrated within an existing course.…”