title: Physical assessment experience in a problem-based learning course.
abstract: 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.
  
  
  METHODS
  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.
  
  
  RESULTS
  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.
  
  
  CONCLUSIONS
  Use of a simulation stethoscope in a physical-assessment learning experience increased pharmacy students' knowledge in performing pulmonary and cardiovascular assessment techniques.
authors.affiliation: University of Mississippi School of Pharmacy, Jackson, MS 39216, USA. jsherman@umc.edu
authors.forename: Justin J
authors.initials: JJ
authors.lastname: Sherman
authors.forename: Daniel M
authors.initials: DM
authors.lastname: Riche
authors.forename: Kayla R
authors.initials: KR
authors.lastname: Stover
mesh_terms: D002983:Clinical Competence / Q000592:standards*; D004514:Education, Pharmacy, Graduate / Q000379:methods / Q000592:standards*; D004521:Educational Measurement / Q000379:methods / Q000592:standards*; D006801:Humans; D010808:Physical Examination / Q000379:methods / Q000592:standards*; D018794:Problem-Based Learning / Q000379:methods / Q000592:standards*; D013339:Students, Pharmacy
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