Physical assessment training enables pharmacists to optimize medications ... Students provided feedback on the Online Module and Skills Workshop. Figure 3 ...
Implementation and Student Perspectives of a Physical Assessment Skills Module on Vital Signs for Pharmacy Students Christine Leong PharmD1, Christopher Louizos BScPharm1, Grace Frankel PharmD1, Sheila Ng BScPharm1, Drena Dunford BScPharm1, Kelly Brink BScPharm1, Nancy Kleiman BSP, MBA1, Neal Davies PhD1 1Faculty of Pharmacy, Apotex Centre, University of Manitoba, 750 McDermot Avenue, Winnipeg, MB, R3E 0T5
Background
Results
• The application of skills in physical assessment is increasingly recognized as an important part of providing pharmaceutical care.1-4
Figure 4 – Student-rated knowledge of physical assessment skills before and after module (1 being least,10 being most) (n=36)
Figure 1 – Equipment and room set-up
• Physical assessment training enables pharmacists to optimize medications more effectively, promote better communication among healthcare practitioners, and improve overall understanding of patient care.4,5 • Few pharmacy schools in Canada provide formal training in this area.4
• The objective of this study was to describe the implementation and student perspectives of a Physical Assessment Skills Module on Vital Signs for Pharmacy students. Before Mean 4.2 Median 4 Mode 5
Methods • Forty-eight third-year pharmacy students during the 2013-14 academic year were enrolled in the program. • The module consisted of three components developed by a practicing clinical pharmacist and Assistant Professor from the Faculty of Pharmacy (Table 1). • Students provided feedback on the Online Module and Skills Workshop.
Figure 2 – Student response to relevance of program as a healthcare provider and plan to use Information in future practice (n=40)
Table 3 – Areas students would like to learn In more detail with respect to physical assessment skills (n=40) Organ System Cardiovascular Musculoskeletal Skin Respiratory Neurology HEENT Abdominal Peripheral Vascular
Table 1 – Components of the Physical Assessment Module Component 1. Online Content (Time: 60 minutes)
Description • Three online lectures: • Introduction to Physical Assessment • Blood Pressure • Other Vital Signs • Five-question quiz post-lecture (online) • Recommended videos
2. Skills Workshop (Time: 3.5 hours)
• Vital sign measurement on a classmate • Final evaluation of (blood pressure, pulse rate, respiratory blood pressure rate, tympanic temperature) technique
3. Experiential Practice Site (Periodontal Clinic) (Time: 1 hour)
• Vital sign measurement on a patient • Review patient chart and medications • Work collaboratively with Periodontal Clinic team (Faculty of Dentistry)
Evaluation • In-class quiz • 30 multiple choice • 5 short-answer
1. Discuss the importance of developing skills in physical assessment
4. Apply physical assessment skills on selected patients for the purpose of evaluating and monitoring drug therapy response in a clinical setting
35
Learning AFPC Performance CCAPP Level Outcome Level Standard Connections 1.2, 1.8 Competent 27.5
2. Demonstrate how to measure the Connections following vital signs: Blood pressure, Pulse rate, Respiratory rate, Temperature 3. Explain and interpret findings obtained from a physical assessment of vitals
Figure 3 – Student response to confidence, comfort, and knowledge about performing a physical assessment of vitals on a patient after completing the module (n=40)
Connections
1.2, 1.8
1.2, 1.8
Functional
Functional
27.5
27.5
20
1.2, 1.8
Functional
27.5
AFPC = Association of Faculties of Pharmacy of Canada ; CCAPP = Canadian Council for Accreditation of Pharmacy Programs
13
15 10
0
4 0 0 0 Strongly Disagree
6
• Designing a physical assessment course is a relatively new and important area of interest to pharmacy educators. • This module provided students with the opportunity to develop and demonstrate their skill, confidence, comfort, and knowledge in the performance and interpretation of findings of relevant physical assessments. • The incorporation of a physical assessment module into the pharmacy curricula aligns with the educational outcomes and accreditation standards set out by AFPC and CCAPP, respectively.1,2
26 23
25
5 Extensions
28
30 Frequency
Module Objectives
Frequency 20 14 14 13 10 9 7 5
Conclusions and Implications
• Participation
Table 2 – Module Objectives, Educational Outcomes and Accreditation Standards1,2
After 8.7 9 9
7 7
• Future developments of the physical assessment course will include expanding skills in physical assessment by system.
4
References
1 1 0 Disagree
Neutral
Agree
Strongly Agree
I feel confident in performing a physical assessment of vitals on a patient I feel comfortable with conducting a physical assessment of vitals on a patient I feel knowledgeable about skills in physical assessment
1.
2.
3. 4. 5.
Association of Faculties of Pharmacy of Canada. Educational outcomes for first professional degree programs in pharmacy (Entry-to-Practice Pharmacy Programs) in Canada. Vancouver (BC): Association of Faculties of Pharmacy of Canada; 2010. Available: http://www.afpc.info/ downloads/1/AFPC_Education_Outcomes_AGM_June_2010.pdf. (accessed August 1, 2013). The Canadian Council for Accreditation of Pharmacy Programs. Accreditation Standards for the First Professional Degree in Pharmacy Programs. Effective January 2013. Available: http://www.ccapp-accredit.ca/site/pdfs/university/CCAPP_accred_standards_degree_2012.pdf. (accessed November 13, 2013). Da Camara C, et al. Survey of physical assessment course offerings in American colleges of pharmacy. Am J Pharm Educ. 1996;60(4):343-47. Barry AR, et al. An evaluation of teaching physical examination to pharmacists. CPJ 2012;145(4):174-180. Simpson SH. Should Pharmacists Perform Physical Assessments? CJHP 2007;60:271-2.
