Considerations in training student pharmacists to perform physical assessment

Abstract

Background and purpose: Patient assessment skills are an integral component of pharmacy education. Fostering a realistic learning experience requires simulated interaction with standardized patients (SPs). Cost, student performance, and student preference are important factors to consider when selecting a SP option. The study objective was to compare student peer SPs (SPSPs) and manikins for training student pharmacists to perform physical assessment skills.

Educational activity and setting: First-year student pharmacists were taught five physical assessment techniques and practiced on both a manikin and SPSPs. An examination was administered to assess student knowledge and technique performance. Student preference was assessed via survey. A cost utility analysis compared the costs of a SimMan manikin with SPSPs.

Findings: All enrolled student pharmacists met competency during the final exam. Students strongly agreed or agreed: practicing on a live simulated patient enhanced my ability to perform physical assessment skills (95%); practicing on SimMan enhanced my ability to perform physical assessment skills (88%); I am interested in incorporating physical assessments in my future pharmacy (88%); and I believe future practice will support implementing physical assessments (85%). The cost utility analysis determined a utility of 4.74 with student peer SPs and 4.49 with SimMan.

Summary: Student pharmacists were successfully trained to perform physical assessment techniques utilizing both SPSPs and a manikin. Understanding differences in instructional methods allows educators to determine best practices when teaching physical assessment.

Keywords: Manikins; Physical assessment; Simulation; Standardized patients.