A hands-on approach: Developing a longitudinal physical assessment curriculum for pharmacy students

Abstract

Objective

To develop and implement a longitudinal pharmacy student physical assessment curriculum within an accelerated pharmacy school curriculum.

Methods

A team consisting of a primary care pharmacist and two patient care lab (PCL) course directors identified relevant pharmacist physical assessment skills and aligned the teaching of these skills with concurrent pharmacotherapeutic modules. Formative and summative assessments identified competency related to identified skills.

Results

In the first academic year, students successfully completed physical assessment workshops in vitals collection, performing cardiovascular, respiratory, and endocrine physical assessments. In the second academic year, students successfully completed workshops in performing advanced cardiovascular, respiratory, pain and inflammation, neurology and behavioral health, immunological and gastrointestinal disorders, special populations, and critical care, toxicology, and substance abuse. Students successfully completed summative assessments at prespecified intervals.

Conclusion

Faculty successfully developed and implemented a longitudinal physical assessment curriculum within an accelerated pharmacy school curriculum which incorporated intentional alignment with concurrent pharmacotherapeutic courses.