RT Journal Article
SR Electronic
T1 Physical Assessment Experience in a Problem-Based Learning Course
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 156
DO 10.5688/ajpe758156
VO 75
IS 8
A1 Sherman, Justin J.
A1 Riche, Daniel M.
A1 Stover, Kayla R.
YR 2011
UL http://www.ajpe.org/content/75/8/156.abstract
AB Objective. To evaluate the impact of a physical-assessment learning experience implemented in the problem-based learning (PBL) format of the third year of a doctor of pharmacy (PharmD) program.Design. Students enrolled in a PBL course completed survey instruments to measure knowledge and confidence before and after participating in the learning experience. A simulation stethoscope was used to teach students abnormal pulmonary and cardiovascular sounds in 1-hour sessions for each of 12 PBL groups.Assessment. The 92 students enrolled in the PBL course completed pre- and post-experience survey instruments. Students’ scores on knowledge questions increased significantly (p < 0.0001) from 40.4% ± 11.4% at baseline to 62.5% ± 13.7% and 63.1 ± 11.6%, respectively, on the 2 sets of post-experience questions. Students scored a median of 3 or 4 on a 5-point Likert scale after a learning experience on questions measuring confidence.Conclusion. Use of a simulation stethoscope in a physical-assessment learning experience increased pharmacy students’ knowledge in performing pulmonary and cardiovascular assessment techniques.