Physical Assessment Educational Interventions in Pharmacy Education: A Scoping Review

Abstract

Objective

To identify and describe published studies evaluating the impact of physical assessment (PA) training beyond vital signs in pharmacy education, and to summarize the types of PA techniques covered, instructional methods used, and reported outcomes on learners’ knowledge, confidence, and skills.

Methods

A scoping review was conducted using MEDLINE and Embase (Ovid), with the latest search completed on November 7, 2024. Studies published between January 1, 2014, and November 2024 were included if they reported on PA training beyond vital signs for student pharmacists or practicing pharmacists. Full-text screening and data extraction were performed independently by 2 reviewers. Data were synthesized descriptively to summarize PA techniques instructed, teaching methods used, learner outcomes, and implementation challenges.

Results

Thirteen studies were included, most from the United States, involving student pharmacists (n = 9) or practicing pharmacists (n = 4). Study designs were quantitative, using post or pre/postintervention surveys. All 6 pre/post studies reported significant improvements in learners’ knowledge, skills, and confidence, whereas postintervention-only studies reported high self-rated outcomes following training. Cardiovascular and pulmonary assessments were the most frequently covered, often using lectures, mannequins, and peer role-play as instructional methods.

Conclusion

PA training beyond vital signs appears feasible in pharmacy education and continuing professional development and is associated with improvements in learners’ knowledge, skills, and confidence. However, variability in training approaches and evaluation methods limits conclusions about overall educational value and durability. These findings support more coordinated curricula and clearer guidance for study designs to inform future implementation.