Physical assessment experience in a problem-based learning course.

Area of Science:

• Pharmacy Education
• Medical Simulation
• Problem-Based Learning

Background:

• Traditional pharmacy curricula often lack comprehensive physical assessment training.
• Problem-based learning (PBL) offers a framework for integrating practical skills into theoretical knowledge.
• Developing proficiency in physical assessment is crucial for pharmacists' clinical roles.

Purpose of the Study:

• To assess the effectiveness of a novel physical assessment learning module for third-year Doctor of Pharmacy (PharmD) students.
• To evaluate the impact of a simulation stethoscope on student knowledge and confidence in pulmonary and cardiovascular assessments.
• To determine the utility of integrating simulation-based physical assessment into a PBL curriculum.

Main Methods:

• A cohort of 92 PharmD students participated in the study.
• Knowledge and confidence were measured using pre- and post-experience surveys.
• Students engaged in 1-hour training sessions utilizing a simulation stethoscope to learn abnormal cardiopulmonary sounds across 12 PBL groups.

Main Results:

• Significant improvement in knowledge scores was observed, increasing from 40.4% at baseline to over 62% post-intervention (p < 0.0001).
• Students reported increased confidence, achieving a median score of 3 or 4 on a 5-point Likert scale.
• The simulation stethoscope effectively facilitated learning of abnormal pulmonary and cardiovascular sounds.

Conclusions:

• Integrating a simulation stethoscope into a PBL physical assessment module significantly enhances pharmacy students' knowledge.
• The learning experience improved students' confidence in performing cardiopulmonary assessments.
• Simulation-based training is a valuable tool for developing essential physical assessment skills in pharmacy education.