TY - JOUR
T1 - A Multi-Institutional study using simulation to teach cardiopulmonary physical examination and diagnosis skills to physician assistant students
AU - Multak, Nina
AU - Newell, Karen
AU - Spear, Sherrie
AU - Scalese, Ross J.
AU - Barry Issenberg, S.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - Purpose Research demonstrates limitations in the ability of health care trainees/practitioners, including physician assistants (PAs), to identify important cardiopulmonary examination findings and diagnose corresponding conditions. Studies also show that simulation-based training leads to improved performance and that these skills can transfer to real patients. This study evaluated the effectiveness of a newly developed curriculum incorporating simulation with deliberate practice for teaching cardiopulmonary physical examination/bedside diagnosis skills in the PA population. Methods This multi-institutional study used a pretest/posttest design. Participants, PA students from 4 different programs, received a standardized curriculum including instructor-led activities interspersed among small-group/independent selfstudy time. Didactic sessions and independent study featured practice with the “Harvey” simulator and use of specially developed computer-based multimedia tutorials. Preintervention: participants completed demographic questionnaires, rated self-confidence, and underwent baseline evaluation of knowledge and cardiopulmonary physical examination skills. Students logged self-study time using various learning resources. Postintervention: students again rated self-confidence and underwent repeat cognitive/performance testing using equivalent written/simulator-based assessments. Results Physician assistant students (N = 56) demonstrated significant gains in knowledge, cardiac examination technique, recognition of total cardiac findings, identification of key auscultatory findings (extra heart sounds, systolic/ diastolic murmurs), and the ability to make correct diagnoses. Learner self-confidence also improved significantly. Conclusions This study demonstrated the effectiveness of a simulation-based curriculum for teaching essential physical examination/bedside diagnosis skills to PA students. Its results reinforce those of similar/previous research, which suggest that simulation-based training is most effective under certain educational conditions. Future research will include subgroup analyses/correlation of other variables to explore best features/uses of simulation technology for training PAs.
AB - Purpose Research demonstrates limitations in the ability of health care trainees/practitioners, including physician assistants (PAs), to identify important cardiopulmonary examination findings and diagnose corresponding conditions. Studies also show that simulation-based training leads to improved performance and that these skills can transfer to real patients. This study evaluated the effectiveness of a newly developed curriculum incorporating simulation with deliberate practice for teaching cardiopulmonary physical examination/bedside diagnosis skills in the PA population. Methods This multi-institutional study used a pretest/posttest design. Participants, PA students from 4 different programs, received a standardized curriculum including instructor-led activities interspersed among small-group/independent selfstudy time. Didactic sessions and independent study featured practice with the “Harvey” simulator and use of specially developed computer-based multimedia tutorials. Preintervention: participants completed demographic questionnaires, rated self-confidence, and underwent baseline evaluation of knowledge and cardiopulmonary physical examination skills. Students logged self-study time using various learning resources. Postintervention: students again rated self-confidence and underwent repeat cognitive/performance testing using equivalent written/simulator-based assessments. Results Physician assistant students (N = 56) demonstrated significant gains in knowledge, cardiac examination technique, recognition of total cardiac findings, identification of key auscultatory findings (extra heart sounds, systolic/ diastolic murmurs), and the ability to make correct diagnoses. Learner self-confidence also improved significantly. Conclusions This study demonstrated the effectiveness of a simulation-based curriculum for teaching essential physical examination/bedside diagnosis skills to PA students. Its results reinforce those of similar/previous research, which suggest that simulation-based training is most effective under certain educational conditions. Future research will include subgroup analyses/correlation of other variables to explore best features/uses of simulation technology for training PAs.
UR - http://www.scopus.com/inward/record.url?scp=84940702133&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84940702133&partnerID=8YFLogxK
U2 - 10.1097/JPA.0000000000000021
DO - 10.1097/JPA.0000000000000021
M3 - Article
C2 - 25933013
AN - SCOPUS:84940702133
VL - 26
SP - 70
EP - 76
JO - Journal of Physician Assistant Education
JF - Journal of Physician Assistant Education
SN - 1941-9430
IS - 2
ER -