Integration of Physical Assessment Within a Pathophysiology Course for Pharmacy

Albano, Christian B.; Brown, William M.

doi:10.5688/ajpe76114

Cited by 15 publications

(21 citation statements)

References 11 publications

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“…The institutional setting may offer more opportunities for PA with better access to PA instruments, support from other health care providers, and peer encouragement. Furthermore, as schools of pharmacy begin to incorporate PA into their curriculum, new graduates of these programs may feel more comfortable utilizing these skills having some background through formal PA education [2][3][4].…”

Section: Discussionmentioning

confidence: 99%

“…Although pharmacy curriculums in North America have not traditionally included training in the area of PA, many Canadian and US schools of pharmacy have now incorporated PA into their curriculum [1][2][3][4]. The Canadian Pharmacist's Association (CPhA) Blue Print for Pharmacy: The Vision for Pharmacy acknowledges that future pharmacist education needs to emphasize foundational skills including PA [5].…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of the Impact of a Physical Assessment Course on the Practice of Institutional Pharmacists

2014

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Abstract:We aimed to assess the impact of a professional development course on clinical pharmacists' level of confidence using physical assessment (PA) and whether it resulted in changes to their clinical practice. Workshop participants were asked to complete a pre-workshop survey, as well as three post-workshop surveys, to assess the pharmacists' level of confidence in PA. Pharmacists were also asked about their integration of PA skills and use of Additional Prescribing Authority (APA). Pharmacists' confidence in performing PA, discussing PA findings, and using PA to manage drug therapy were significantly higher at all time-points post workshop. Pharmacists with APA also indicated increased confidence with prescribing. Professional development in physical assessment may provide opportunities for pharmacists to integrate new knowledge and skills within their practice. Future research should examine if such educational opportunities will support sustainable practice change.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation of the Impact of a Physical Assessment Course on the Practice of Institutional Pharmacists

2014

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“…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.…”

Section: Introductionmentioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Bidwal

Lopes

et al. 2014

American Journal of Pharmaceutical Education

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Objective. To describe the implementation of a 1-day accelerated physical examination course for a doctor of pharmacy program and to evaluate pharmacy students' knowledge, attitudes, and confidence in performing physical examination. Design. Using a f lipped teaching approach, course coordinators collaborated with a physician faculty member to design and develop the objectives of the course. Knowledge, attitude, and confidence survey questions were administered before and after the practical laboratory. Assessment. Following the practical laboratory, knowledge improved by 8.3% (p,0.0001). Students' perceived ability and confidence to perform a physical examination significantly improved (p,0.0001). A majority of students responded that reviewing the training video (81.3%) and reading material (67.4%) prior to the practical laboratory was helpful in learning the physical examination.Conclusion. An accelerated physical examination course using a f lipped teaching approach was successful in improving students' knowledge of, attitudes about, and confidence in using physical examination skills in pharmacy practice.

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“…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.…”

Section: Introductionmentioning

confidence: 99%

A Physical Assessment Skills Module on Vital Signs

Leong

Louizos

Frankel

et al. 2014

American Journal of Pharmaceutical Education

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Objectives. To implement and evaluate a physical assessment module for pharmacy students. Design. A physical assessment module focusing on vital signs was incorporated into the curriculum for third-year pharmacy students. This module consisted of an online component, a practical skills workshop, and a clinical practice site. Assessment. The mean score on the in-class quiz, which evaluated students' knowledge of physical assessment after completion of the online module, was 94%. During the practical skills laboratory, 48% of student-measured systolic blood pressure (BP) readings and 60% of student-measured diastolic BP readings were within 5 mmHg of the machine reading. In the assessment of blood pressure technique, areas of difficulty included detection of Korotkoff sounds; steady deflation of cuff; and hand-eye coordination. Conclusion. Students more frequently underestimated systolic BP than the diastolic BP when compared to the automated machine readings. Findings from this study will be used to improve existing modules and evaluation methods on the physical assessment of vital signs.

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Integration of Physical Assessment Within a Pathophysiology Course for Pharmacy

Cited by 15 publications

References 11 publications

Evaluation of the Impact of a Physical Assessment Course on the Practice of Institutional Pharmacists

Evaluation of the Impact of a Physical Assessment Course on the Practice of Institutional Pharmacists

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

A Physical Assessment Skills Module on Vital Signs

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