Sharpton Rachel A, Yu Frank S, Shoair Osama A
3900 University Blvd, Ben and Maytee Fisch College of Pharmacy, University of Texas at Tyler, Tyler, TX 75799, United States.
Curr Pharm Teach Learn. 2019 Feb;11(2):192-197. doi: 10.1016/j.cptl.2018.11.012. Epub 2018 Nov 24.
Spirometry is often technically challenging for patients. Previous studies have demonstrated the potential benefits of spirometry in the community pharmacy setting. This study compared pharmacy students' perceptions and attitudes toward performing spirometry, as well as implementing spirometry in clinics and community pharmacies through experiencing spirometry first-hand versus completing paper-based active learning exercises.
First-year (N = 102) and second-year (N = 70) pharmacy students were provided with the same pre-class materials to learn about the spirometry process. During class, first-year (P1) students performed spirometry tests, while second-year (P2) students completed paper-based active learning exercises about spirometry without performing the test. A survey was provided to each group at the end of the class to: (1) compare students' perception of the difficulty of performing spirometry, and (2) identify patient, clinic, and pharmacy barriers to implementing spirometry testing.
P1 students perceived performing spirometry as significantly more difficult compared to P2 students. Both P1 and P2 students perceived correct posture and breathing technique, and patient discomfort as the most difficult parts of performing spirometry. Significantly more P1 students (91.1%) perceived spirometry as a "helpful and noninvasive tool to screen for pulmonary diseases" than P2 students (54.1%).
Students who experienced spirometry perceived it to be more difficult than those who completed paper-based active learning exercises. Incorporating spirometry into a pharmacy curriculum could be an opportunity to increase students' insight of the difficulty of performing spirometry and their appreciation for the clinical services pharmacists can provide.
肺活量测定对患者而言在技术上往往具有挑战性。先前的研究已证明在社区药房环境中进行肺活量测定的潜在益处。本研究比较了药学专业学生对进行肺活量测定的认知和态度，以及通过亲身经历肺活量测定与完成纸质主动学习练习，在诊所和社区药房实施肺活量测定的情况。
为一年级（N = 102）和二年级（N = 70）药学专业学生提供相同的课前材料以学习肺活量测定过程。课堂上，一年级（P1）学生进行肺活量测定测试，而二年级（P2）学生完成关于肺活量测定的纸质主动学习练习但不进行测试。课程结束时向每组发放一份调查问卷，以：（1）比较学生对进行肺活量测定难度的认知，以及（2）确定实施肺活量测定测试的患者、诊所和药房方面的障碍。
与P2学生相比，P1学生认为进行肺活量测定明显更困难。P1和P2学生都认为正确的姿势和呼吸技巧以及患者的不适是进行肺活量测定最困难的部分。认为肺活量测定是“筛查肺部疾病的有用且非侵入性工具”的P1学生（91.1%）明显多于P2学生（54.1%）。
亲身经历肺活量测定的学生认为其比完成纸质主动学习练习的学生更难。将肺活量测定纳入药学课程可能是一个契机，可增加学生对进行肺活量测定难度的认识以及他们对药剂师所能提供临床服务的理解。
