University of Mississippi School of Pharmacy, Jackson, MS 39216, USA.
Am J Pharm Educ. 2011 Oct 10;75(8):156. doi: 10.5688/ajpe758156.
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.
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.
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.
Use of a simulation stethoscope in a physical-assessment learning experience increased pharmacy students' knowledge in performing pulmonary and cardiovascular assessment techniques.
评估在药剂学博士（PharmD）课程第三年的以问题为基础的学习（PBL）模式中实施的物理评估学习体验的效果。
参加 PBL 课程的学生在参与学习体验前后完成了测量知识和信心的调查问卷。在 12 个 PBL 小组的每个小组中，使用模拟听诊器进行 1 小时的课程，以教授学生异常肺部和心血管声音。
参加 PBL 课程的 92 名学生完成了体验前和体验后的调查问卷。学生在知识问题上的得分从基线时的 40.4%±11.4%显著增加到了 62.5%±13.7%和 63.1%±11.6%，分别对应两套体验后的问题。在衡量信心的问题上，学生在学习体验后，以 5 分制的李克特量表，中位数得分为 3 或 4 分。
在物理评估学习体验中使用模拟听诊器提高了药学学生进行肺部和心血管评估技术的知识。
