Physical Assessment Experience in a Problem-Based Learning Course

Sherman, James M.; Riche, Daniel M.; Stover, Kayla R.

doi:10.5688/ajpe758156

Cited by 8 publications

(9 citation statements)

References 26 publications

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“…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.…”

Section: Discussionmentioning

confidence: 99%

“…[4][5][6]14 The preexperience survey consisted of 5 demographic, 7 attitude, and 25 confidence questions. The postexperience survey questions consisted of the same presurvey attitude and confidence questions and 11 additional attitude questions.…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…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%

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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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Section: Discussionmentioning

confidence: 99%

Section: Evaluation and Assessmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…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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Physical assessment educational programs for pharmacists and pharmacy students: A systematic review

Barry

Turgeon

Ellis

2020

J Am Coll Clin Pharm

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Introduction The scope of pharmacy practice has evolved to include physical assessment (PA) as part of the management of drug therapy. Objective To describe programs developed to teach pharmacists/pharmacy students PA and identify factors associated with improved knowledge, skill, confidence, and utilization. Methods A librarian‐assisted search was performed of MEDLINE, Embase, and Cumulative Index to Nursing and Allied Health Literature using the terms “pharmacist,” “student,” and “physical examination,” supplemented with manual reference searches. Studies published exclusively as abstracts were excluded. No language restrictions were applied. Extracted data included design, location, participants, methods of instruction, PA skills taught, assessment, utilization, and follow‐up. Results The search yielded 635 unique citations, which were independently reviewed by two authors. Twenty‐eight articles were reviewed in full and 16 were included. Most studies were conducted in the United States or Canada. Thirteen studies enrolled pharmacy students (mainly second or third year), which focused on comprehensive PA skills or blood pressure measurement. Length of instruction ranged from a single session to a full‐year course. Generally, any type of instruction improved knowledge and confidence with PA. Students preferred pharmacist instructors to other clinicians, and live subjects to simulators/manikins. Three studies evaluated courses for practicing pharmacists, which included comprehensive PA instruction and consisted of 2‐30 contact hours. Participants' confidence with performing PA improved from precourse to postcourse surveys. One study showed improved confidence with performing PA 6 months after the course, while another study showed no improvement in confidence but increased PA use at 6 months postcourse. Utilization of PA after 6 months ranged from 49% to 66%. Conclusions A variety of programs have been developed to teach PA skills to pharmacists/pharmacy students. Limited data suggest that sessions which included pharmacist instructors and live subjects to practice PA skills were preferred. Courses for practicing pharmacists improved confidence with performing PA, but persistent confidence and utilization at 6 months were variable.

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Physical Assessment Experience in a Problem-Based Learning Course

Cited by 8 publications

References 26 publications

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

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

A Physical Assessment Skills Module on Vital Signs

Physical assessment educational programs for pharmacists and pharmacy students: A systematic review

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