A multi-institutional study using simulation to teach cardiopulmonary physical examination and diagnosis skills to physician assistant students.
OBJECTIVE
Research demonstrates limitations in the ability of health care trainees/practitioners, including physician assistants (PAs), to identify important cardiopulmonary examination findings and diagnose corresponding conditions. Studies also show that simulation-based training leads to improved performance and that these skills can transfer to real patients. This study evaluated the effectiveness of a newly developed curriculum incorporating simulation with deliberate practice for teaching cardiopulmonary physical examination/bedside diagnosis skills in the PA population.


METHODS
This multi-institutional study used a pretest/posttest design. Participants, PA students from 4 different programs, received a standardized curriculum including instructor-led activities interspersed among small-group/independent self-study time. Didactic sessions and independent study featured practice with the "Harvey" simulator and use of specially developed computer-based multimedia tutorials. Preintervention: participants completed demographic questionnaires, rated self-confidence, and underwent baseline evaluation of knowledge and cardiopulmonary physical examination skills. Students logged self-study time using various learning resources. Postintervention: students again rated self-confidence and underwent repeat cognitive/performance testing using equivalent written/simulator-based assessments.


RESULTS
Physician assistant students (N = 56) demonstrated significant gains in knowledge, cardiac examination technique, recognition of total cardiac findings, identification of key auscultatory findings (extra heart sounds, systolic/diastolic murmurs), and the ability to make correct diagnoses. Learner self-confidence also improved significantly.


CONCLUSIONS
This study demonstrated the effectiveness of a simulation-based curriculum for teaching essential physical examination/bedside diagnosis skills to PA students. Its results reinforce those of similar/previous research, which suggest that simulation-based training is most effective under certain educational conditions. Future research will include subgroup analyses/correlation of other variables to explore best features/uses of simulation technology for training PAs.
Nina Multak, MPAS, PA-C, is an associate clinical professor at the Drexel University Physician Assistant Program, Philadelphia, Pennsylvania. Karen Newell, MMSc, PA-C, is an assistant professor at the Emory University Physician Assistant Program, Atlanta, Georgia. Sherrie Spear, MHS, PA-C, is an assistant professor at the Duke University Physician Assistant Program, Durham, North Carolina. Ross J. Scalese, MD, is an associate professor of Medicine and director of Educational Technology Development at the Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, Miami, Florida. S. Barry Issenberg, MD, is the associate dean for Research in Medical Education, professor of Medicine, and director of the Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, Miami, Florida.
Nina
N
Multak
Karen
K
Newell
Sherrie
S
Spear
Ross J
RJ
Scalese
S Barry
SB
Issenberg
D002983:Clinical Competence; D003479:Curriculum; D003937:Diagnosis, Differential; D007722:Health Knowledge, Attitudes, Practice; D006331:Heart Diseases / Q000175:diagnosis*; D006801:Humans; D008171:Lung Diseases / Q000175:diagnosis*; D008348:Manikins; D010808:Physical Examination / Q000379:methods*; D010823:Physician Assistants / Q000193:education*