Does Training with a Simulation Stethoscope Facilitate the Acquisition of Cardiopulmonary Knowledge and Confidence in Doctor of Physical Therapy Students

Purpose: The purpose of this study was to determine whether or not training with a computerized stethoscope could impact Doctor of Physical Therapy (DPT) student cardiopulmonary assessment knowledge and confidence. Methods: Eighty-seven (87) DPT students in years 2 (DPT2s, n=39) and 3 (DPT3s, n=48) participated after previously completing a cardiopulmonary course. All subjects took a baseline test and confidence survey for cardiopulmonary skills. Two weeks later, DPT2s attended a 1-hour lab session with simulation stethoscopes and did a post-test and survey. Test scores and confidence data were compared within DPT2s, and for DPT2s vs DPT3s. Results: After training, DPT2 test scores increased significantly (p=0.005, effect size r=0.32). DPT2s also reported significant increases in confidence, with moderate effect sizes, in the following areas: respiratory physical assessment (p=0.001, r=0.37); assessing PT effectiveness for respiratory disease (p = 0.002, r=0.35); cardiovascular physical assessment (p=0.006, r=0.31); and assessing PT effectiveness for cardiovascular disease (p=0.004, r=0.32). The item “assessing PT effectiveness for most disease states” improved but did not reach statistical significance (p=0.058). DPT2s and DPT3s scored similarly in the pre-test (p=0.511), but DPT2s post-test scores were significantly better than DPT3 pre-test scores (p=0.001, r=0.33). Baseline DPT2 and DPT3 confidence scores were not significantly different, but overall DPT2 confidence post scores were significantly higher than the DPT3 baseline. Conclusions: A one-hour lab session utilizing simulated stethoscopes resulted in increased cardiorespiratory assessment knowledge and confidence. Simulated stethoscopes may be a useful didactic supplement to a cardiorespiratory curriculum.