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Journal articles on the topic 'Physical assessment skills'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Morrell, Sherry, Jody Ralph, Natalie Giannotti, Debbie Dayus, Susan Dennison, and Judy Bornais. "Physical assessment skills in nursing curricula." JBI Database of Systematic Reviews and Implementation Reports 17, no. 6 (June 2019): 1086–91. http://dx.doi.org/10.11124/jbisrir-2017-003981.

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2

Touger-Decker, Riva. "Physical Assessment Skills for Dietetics Practice." Topics in Clinical Nutrition 21, no. 3 (July 2006): 190–98. http://dx.doi.org/10.1097/00008486-200607000-00006.

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3

Robinson, Marylou V. "Pilot for Learning Interprofessional Physical Assessment Skills." Journal for Nurse Practitioners 10, no. 9 (October 2014): e45-e49. http://dx.doi.org/10.1016/j.nurpra.2014.07.038.

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Chen, Jun, Xiaozan Wang, Zhanjia Zhang, and Weiyun Chen. "Assessing Elementary School Students’ Manipulative Skill Competency in China." International Journal of Environmental Research and Public Health 18, no. 6 (March 18, 2021): 3150. http://dx.doi.org/10.3390/ijerph18063150.

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This study aimed to test the validity and reliability of the Physical Education (PE) Metric Assessment Rubrics for assessing 4th-grade students’ manipulative skill competency and examine how well they demonstrated manipulative skill competency. Participants were 4th-grade students at six elementary schools in China. A total of 535 4th-grade students were assessed their soccer skills and 819 4th-grade students were assessed their basketball skills using the PE-Metric Assessment Rubrics. The results found that the soccer and basketball skill assessments had a high degree of internal consistency. And the results showed that the soccer and basketball skill assessment rubrics had a good factor structure. The students’ mean score in soccer and basketball skills assessment was lower than the Overall Competent Level. Further, the t-test indicated that soccer and basketball skill assessments had a significant difference in the mean score of Overall Competent Level between the boys and the girls. The PE-Metric Assessment Rubrics were valid and reliable assessment tools for assessing the manipulative skill competency in soccer and basketball skills among 4th-grade students in China. This study suggested that Chinese elementary school students need to improve basic manipulative skill competency in soccer and basketball skills.

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Leong, Christine, Christopher Louizos, Grace Frankel, Sheila Ng, Harris Iacovides, Jamie Falk, Drena Dunford, et al. "A Physical Assessment Skills Module on Vital Signs." American Journal of Pharmaceutical Education 78, no. 7 (September 15, 2014): 137. http://dx.doi.org/10.5688/ajpe787137.

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6

Kausar, Shaista, Muhammad Hussain, and Muhammad Afzal. "Physical Assessment Skills Performing Hurdles Among Nursing Students." Vol.3, No.2 3, no. 2 (April 22, 2020): 44–65. http://dx.doi.org/10.32441/aajms.3.2.5.

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Khoran, Mohammad, Fatemeh Alhani, and Ebrahim Hajizadeh. "Nurses Self- Assessment in Pediatric Physical Examination skills." Journal of Pediatric Nursing 3, no. 2 (December 10, 2016): 1–9. http://dx.doi.org/10.21859/jpen-03021.

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8

Rushforth, Helen, John Warner, David Burge, and Edward Alan Glasper. "Nursing physical assessment skills: implications for UK practice." British Journal of Nursing 7, no. 16 (September 10, 1998): 965–70. http://dx.doi.org/10.12968/bjon.1998.7.16.5611.

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9

Aldridge-Bent, Sharon. "Advanced physical assessment skills: implementation of a module." British Journal of Community Nursing 16, no. 2 (February 2011): 84–88. http://dx.doi.org/10.12968/bjcn.2011.16.2.84.

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10

Rosch, Dieter, Roy Hodgson, Lars Peterson, Toni Graf-Baumann, Astrid Junge, Jiri Chomiak, and Jiri Dvorak. "Assessment and Evaluation of Football Performance." American Journal of Sports Medicine 28, no. 5_suppl (September 2000): 29–39. http://dx.doi.org/10.1177/28.suppl_5.s-29.

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The most important variables for measuring performance in team sports such as football are physical condition and technical and tactical performance. However, because of the complexity of the game of football it is difficult to ascertain the relative importance of each of these variables. The aim of the present study was to develop a standardized test battery to evaluate physical performance in football players. The F-MARC test battery was designed to closely relate to the football player's normal activity and comprised a functional, structured training session of approximately 2.5 hours. It included a “quality rating” of the warm-up procedure, tests of flexibility, football skills, power, speed, and endurance. The players finished with a cool-down. A total of 588 football players underwent the F-MARC test battery. Mean values for performance on each test are presented for groups of differing age and skill levels. The test battery proved to be a feasible instrument to assess both physical performance and football skills. This study supports the proposal by Balsom (1994) that analysis of an individual player's physical profile, in relation to mean values for a similar age group and skill level, might be of assistance to the coach in objectively evaluating the effects of a specific training program. It may also be of use to the physician and physical therapist responsible for monitoring progress during rehabilitation after football injuries.

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Aparicio-Herguedas, José Luis, Jairo Rodríguez-Medina, Juan Carlos González-Hernández, and Antonio Fraile-Aranda. "Teaching Skills Assessment in Initial Teacher Training in Physical Education." Sustainability 12, no. 22 (November 19, 2020): 9668. http://dx.doi.org/10.3390/su12229668.

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This paper assessed the impact of two teacher training degrees in Physical Education, one focusing on primary school teaching and the other one concerning secondary school teaching. Data from students of both degrees were statistically compared and contrasted taking into account four training scopes from the Questionnaire of Perception of Teaching Skills in Physical Education. A three-stage analysis was carried out: (i) a descriptive stage, (ii) an invariance analysis, and (iii) a comparison of latent means across the degrees. The results show significant statistical differences between the two degrees regarding the training impact on developing skills for physical and motor development basics, contents for learning, and physical activity promoting health; however, no statistically significant differences were found regarding the learning and teaching processes in Physical Education. Moreover, in both degrees, the training proved to be insufficient for developing the skill in inclusive education.

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Burton, Allen W., and Richard W. Rodgerson. "New Perspectives on the Assessment of Movement Skills and Motor Abilities." Adapted Physical Activity Quarterly 18, no. 4 (October 2001): 347–65. http://dx.doi.org/10.1123/apaq.18.4.347.

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The practice of adapted physical education should be consistent with a theoretical model of motor behavior. We believe that the dominant view of movement skills, motor abilities, and general motor ability, as expressed in the current literature, often is not congruent with assessment instruments currently used in adapted physical education. The purpose of this paper is to review the dominant conceptualization of skills, abilities, and general motor ability; present four problems with the dominant view related to assessment in adapted physical education; and then offer a new perspective based on a four-level taxonomy. The levels of the proposed taxonomy are movement skills, movement skill sets, movement skill foundations, and general motor ability.

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Dugan, Mary. "Improving Physical Assessment Observational Skills in the Community Setting: An Experiential Exercise." Creative Nursing 22, no. 1 (2016): 24–28. http://dx.doi.org/10.1891/1078-4535.22.1.24.

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To become skilled providers, nurse practitioner students are required to expand observational skills and develop acumen in differential diagnosis. Good observational skills are essential for developing differential diagnoses, which are narrowed through diagnostic reasoning to reach an accurate final diagnosis. Teaching observational skills and differential diagnosis methods to nurse practitioner students can be challenging for nurse educators. The goal of an experiential assessment exercise (EAE) was to breathe life into an online course and have fun while learning to gather data about the health status and risk factors of people in the community environment.

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14

Mitoma, Rika, and Toyoaki Yamauchi. "Effect of a physical assessment educational program on clinical practice." Journal of Nursing Education and Practice 8, no. 8 (April 4, 2018): 96. http://dx.doi.org/10.5430/jnep.v8n8p96.

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Objective: This study aimed to investigate the effect of an educational program on physical assessment skills for registered nurses focusing on respiratory and cardiovascular systems.Methods: Design: Survey research using a self-administered questionnaire was used. Methods: The study was conducted in the physical assessment education program and the clinical settings. The study involved 104 registered nurses who completed a self-administered questionnaire, distributed immediately and 2 months after the physical assessment education program. The data were analyzed using the Wilcoxon signed-rank test.Results: The usage frequencies of 19 physical assessment skills increased after the educational program. The most frequently cited barrier to using these skills changed from a lack of knowledge to a lack of confidence and insufficient time. Before the program, the hospital nurses used their physical assessment skills more frequently than the home-visit nurses, but the reverse became true afterward. Nurses who recognized that they needed physical assessment skills that were learned through education showed a tendency to use these skills in nursing practice.Conclusions: These results suggest that the educational program on physical assessment skills affected the use of these skills in clinical practice for this study cohort for this study cohort.

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Taggart, Patricia. "Assessment of Motor Skills." Physical Therapy 66, no. 7 (July 1, 1986): 1148–51. http://dx.doi.org/10.1093/ptj/66.7.1148.

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Vayer, Joshua S., John H. Hagmann, and Craig H. Llewellyn. "Refining Prehospital Physical Assessment Skills: A New Teaching Technique." Annals of Emergency Medicine 23, no. 4 (April 1994): 786–90. http://dx.doi.org/10.1016/s0196-0644(94)70315-9.

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17

Jones, Ann. "Role expansion of renal nurses: utilizing physical assessment skills." Journal of Renal Nursing 2, no. 5 (September 2010): 226–30. http://dx.doi.org/10.12968/jorn.2010.2.5.78483.

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Richardson, Andy. "Enhancing physical assessment skills in the preregistration nursing curriculum." British Journal of Cardiac Nursing 15, no. 2 (January 2, 2020): 1–3. http://dx.doi.org/10.12968/bjca.2020.0013.

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19

Shi, Guang, Guan-Fei He, Li-Li Zhang, Mary R. Morrow, and Yang Zhao. "Barriers to Physical Assessment: Registered Nurses in Mainland China." Nursing Science Quarterly 33, no. 1 (December 3, 2019): 65–72. http://dx.doi.org/10.1177/0894318419881809.

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The authors focus on discussing the barriers in the use of physical assessment skills by RNs (Registered Nurses) in mainland China. This study was a multicenter, cross-sectional survey conducted in 6 cities with 1,115 RNs in mainland China. The results indicated that 15.36% of the skills were used regularly, where general and skin condition assessment skills are used most frequently. Lack of training and a unified documentation form were the top two barriers RNs faced. In conclusion, RNs are not performing assessment skills with required proficiency in mainland China and still need managerial attention in continuing education.

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20

Suomi, Rory, and Joanne Suomi. "Effectiveness of a Training Program with Physical Education Students and Experienced Physical Education Teachers in Scoring the Test of Gross Motor Development." Perceptual and Motor Skills 84, no. 3 (June 1997): 771–78. http://dx.doi.org/10.2466/pms.1997.84.3.771.

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Recently there has been an increase in the need for instruction and assessment of motor skills of students with disabilities for the regular physical education teacher; however, research has indicated that training of physical educators in assessment of motor skills for students with disabilities is often inadequate. Models of teaching preparation such as the infusion approach stress the need to integrate teaching and assessment techniques applicable to students with and without disabilities. In this study, the effectiveness of assessment training on the accuracy of scoring the Test of Gross Motor Development was investigated. Two students (one special education, one nonspecial education) were filmed and evaluated by three experts in the field of adapted physical education. The expert raters' scores were then compared to scores obtained by 26 physical education students and 26 experienced physical education teachers. Results of the study indicate that the instruction received in an assessment course enables undergraduate physical education students to assess accurately the motor skill performance of students with and without disabilities.

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Persson, Erika, Christina Haines, and Mia Lang. "Parent assessment of medical student skills in ambulatory pediatrics." Canadian Medical Education Journal 4, no. 2 (September 30, 2013): e18-e27. http://dx.doi.org/10.36834/cmej.36608.

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Background: Partnership with parents is a vital part of pediatric medical education, yet few studies have examined parent attitudes towards learners in pediatric settings. Methods: Questionnaires were used to determine parent and student assessment of professional and clinical skills (primary outcome) and parent attitudes towards 3rd year medical students (secondary outcome) at the University of Alberta. Chi Square, Kendall’s Tau and Kappa coefficients were calculated to compare parent and student responses in 8 areas: communication, respect, knowledge, listening, history taking, physical examination, supervision, and overall satisfaction. Results: Overall satisfaction with medical student involvement by parents was high: 56.7% of all parents ranked the encounter as ‘excellent’. Areas of lesser satisfaction included physician supervision of students. Compared to the parent assessment, students tended to underrate many of their skills, including communication, history taking and physical exam. There was no relationship between parent demographics and their attitude to rating any of the students’ skills. Conclusions: Parents were satisfied with medical student involvement in the care of their children. Areas identified for improvement included increased supervision of students in both history taking and physical examination. This is one of the largest studies examining parent attitudes towards pediatric students. The results may enhance undergraduate curriculum development and teaching in pediatric ambulatory clinics and strengthen the ongoing partnership between the community and teaching clinics.

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Williams, Nicki. "Consulting in the Clinical Skills Assessment." InnovAiT: Education and inspiration for general practice 12, no. 1 (November 28, 2018): 13–17. http://dx.doi.org/10.1177/1755738018804277.

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The aim of the Clinical Skills Assessment (CSA) is to test a doctor’s ability to gather information, apply learned understanding of disease processes, and offer appropriate person-centred care. Effective integration of these skills is a key element in the exam, and not commonly tested in other disciplines. The CSA is a type of Objective Structured Clinical Examination (OSCE). Most medical OSCEs have stations each relating to one skill set, such as ‘communication’ or ‘physical examination’. Although that may be more relevant in secondary care, where patients arrive already partly sifted, the primary care doctor is faced daily with undifferentiated, often multiple, problems experienced by patients who vary as much as their symptoms. The GP’s task is complex, and best considered as an integration of skill sets. The CSA is an exit exam, testing for evidence of competence of independent practice as a family doctor; hence, we use the entire consultation as our unit of testing. In this article I set out to demystify consulting in the CSA. Throughout, I offer practical tips; these are marked *. I end with a list of suggestions to better prepare candidates for what we all hope will be a good experience.

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23

Coombs, Maureen A., and Sue E. Moorse. "Physical assessment skills: a developing dimension of clinical nursing practice." Intensive and Critical Care Nursing 18, no. 4 (August 2002): 200–210. http://dx.doi.org/10.1016/s0964339702000447.

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Geist, Rebecca, Ruth Ann Bridges, Valerie Kiper, Deborah Sikes, Patricia Allen, and Melinda Mitchell Jones. "Evaluating Physical Assessment Skills in an Online RN-BSN Program." Journal of Professional Nursing 35, no. 5 (September 2019): 365–68. http://dx.doi.org/10.1016/j.profnurs.2019.03.003.

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Eliason, Anne H., William McKinley, and Carolyn W. Graham. "Poster 121 Musculoskeletal Physical Exam Skills Assessment in Physiatry Residents." PM&R 8, no. 9 (September 2016): S201. http://dx.doi.org/10.1016/j.pmrj.2016.07.163.

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26

Li, J. T. "Assessment of basic physical examination skills of internal medicine residents." Academic Medicine 69, no. 4 (April 1994): 296–9. http://dx.doi.org/10.1097/00001888-199404000-00013.

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Mangione, Salvatore, William P. Burdick, and Steven J. Peitzman. "Physical Diagnosis Skills of Physicians in Training: A Focused Assessment." Academic Emergency Medicine 2, no. 7 (July 1995): 622–29. http://dx.doi.org/10.1111/j.1553-2712.1995.tb03601.x.

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Anderson, Marjorie C., D. Lynn Skillen, and Cheryl L. Knight. "Continuing Care Nurses' Perceptions of Need for Physical Assessment Skills." Journal of Gerontological Nursing 27, no. 7 (July 1, 2001): 23–29. http://dx.doi.org/10.3928/0098-9134-20010701-09.

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Edmunds, Linda, Susan Ward, and Rhian Barnes. "The use of advanced physical assessment skills by cardiac nurses." British Journal of Nursing 19, no. 5 (March 12, 2010): 282–87. http://dx.doi.org/10.12968/bjon.2010.19.5.47058.

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Rechtik, Zdeněk. "Assesment of Gross Motor Skills as a Part of Child’s Physical Readiness for Compulsory School Attenadance." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 127. http://dx.doi.org/10.11114/jets.v6i11a.3809.

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Children in the Czech Republic before the beginning of compulsory school attendance undergo assessment evaluating so called school readiness. The part of this evaluation is assessment of children’s biological, mental, social and emotional readiness for the demands of school education. The assessment of gross motor skills is an important part of this evaluation. But motor skills are also connected not only with academic achievement but also with physical activity in future lifestyle. Therefore is the aim of the research analysis of gross motor skills in pre-school children. The research group consisted of 232 children (102 boys, 130 girls) from kindergartens and nursery schools at the age 5,9 ± 1,63 years. For the assessment of gross motor skills was used TGMD-2 test battery. The results show strong relationship between locomotor and manipulative skills in children at pre-school age. The results indicate strong positive correlation r = 0,76 on the significance level p < 0,05 between locomotor and manipulative skills. From the results is obvious that teachers in kindergartens should focus on the development of locomotor skills, which are strongly connected with manipulative skills. That means pre-school teachers should focus on basic skills and then develop them which could result in highly motor-skilled children with interest in physical games and activities. The data was obtained within the project GF_PdF_006_2018. According to preference of parents’ sedentary lifestyle the physical activity of Czech children at younger school age is lowering. Possibilities for improvement we see in the aimed development of gross motor skills in Czech kindergartens and nursery schools.

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Button, Jeanne H., Brian M. Bruel, and Gerard E. Francisco. "Assessment of Musculoskeletal Examination Skills." American Journal of Physical Medicine & Rehabilitation 86, no. 11 (November 2007): 926–34. http://dx.doi.org/10.1097/phm.0b013e318152027b.

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Kinyon, Kathryn, Shannon D’Alton, Kristen Poston, and Sarah Navarrete. "Improving Physical Assessment and Clinical Judgment Skills without Increasing Content in a Prelicensure Nursing Health Assessment Course." Nursing Reports 11, no. 3 (August 2, 2021): 600–607. http://dx.doi.org/10.3390/nursrep11030057.

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One hundred twenty-six assessment skills are taught in prelicensure nursing health assessment courses, yet 30 skills are used on a routine basis in practice. New nurses struggle to apply their acquired knowledge in clinical settings. Method: A literature review was completed. Based on the results, a first semester health assessment course in a southeastern accelerated baccalaureate nursing program was redesigned. Lectures and skills labs were adjusted to focus on the most critical assessment skills. To foster critical thinking and clinical judgement, a health assessment post conference was added where students completed concept maps, system specific case studies, nursing priority setting, and patient teaching plans. Results: Outcome surveys were completed by second semester faculty. Prior to course adjustments, 33 percent of students did not meet the benchmark. Following course changes, all students met or exceeded the benchmark. Conclusion: Focusing on critical assessment skills will increase student nurses’ ability to deliver safe patient care.

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Jaffe, Ashlee, Melissa Klein, Mary McMahon, and David Pruitt. "Quality Improvement Curriculum for Physical Medicine and Rehabilitation Residents: A Needs Assessment." American Journal of Medical Quality 32, no. 5 (September 21, 2016): 541–46. http://dx.doi.org/10.1177/1062860616670977.

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This needs assessment survey of physical medicine and rehabilitation (PM&R) program directors (PDs) from Accreditation Council for Graduate Medical Education–accredited programs aimed to (1) describe current quality improvement (QI) training, (2) characterize PDs’ perceptions of their own and their faculty’s QI knowledge and skill, and (3) determine PDs’ opinions of optimal QI training to inform the development of a future QI curriculum. Descriptive statistics were used for data analysis. Forty-five percent of PDs (35/78) responded. All programs had QI education and required QI project participation; however, the quantity and types of learning experiences varied greatly. PDs assessed their ability as less than proficient to teach QI (67%) and lead a project (57%), and rated 60% of their faculty as having novice or advanced beginner QI skills. PDs reported 31% of graduating residents had less than competent QI skills. Almost all PDs were interested in a standardized QI curriculum.

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Porche, Demetrius J. "Male Infertility: Etiology, History, and Physical Assessment." Journal for Nurse Practitioners 2, no. 4 (April 2006): 226–28. http://dx.doi.org/10.1016/j.nurpra.2006.02.009.

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Reed, Karen Simon. "UTILIZATION OF A SOCIAL MEDIA PLATFORM TO DEVELOP CONTINUING EDUCATION PROGRAMMING FOR PROMOTING NURSING PRACTICE IN CAMBODIA." Belitung Nursing Journal 5, no. 2 (April 14, 2019): 75–82. http://dx.doi.org/10.33546/bnj.714.

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Background: Cambodia’s nursing profession and nursing education system continue to progress 40 years after destruction by the Khmer Rouge. The author, who has a relationship with a hospital in southern Cambodia, was asked to teach physical assessment techniques to improve patient care.Objective: This study aimed to evaluate the impact of culturally congruent physical assessment media on the knowledge-base of Cambodian nurses.Methods: This article describes two years of an on-going project designed by the author who annually recruits US based BSN nursing students to use the ADDIE model to create and record segments on physical assessment which are posted on a private You Tube channel for the limited English- speaking Cambodian nursing staff. Optional post-tests are administered by the Cambodian hospital’s nursing director.Results: Test results reflect knowledge gained on cardiac, pulmonary, and gastrointestinal physical assessment skills with means ranging from 73.55% to 95.71%. Physical assessment skills until recently were not taught in Cambodia's nursing programs. Cambodia's nursing profession is advancing and a corresponding skill set including conducting physical assessments is necessary. As a majority of the project participants did not have prior exposure to the material, a pre-test was not provided and participation in post-testing was optional. The objective was to provide useful professional educational materials at a comfortable language level for the Cambodian nurses using examples which were cultural relevant.Conclusion: The BSN students successfully developed culturally relevant educational products the Cambodian nurses the nurses found useful.

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Colwell, Carolyn B., and Joyce Smith. "Determining the Use of Physical Assessment Skills in the Clinical Setting." Journal of Nursing Education 24, no. 8 (October 1, 1985): 333–39. http://dx.doi.org/10.3928/0148-4834-19851001-07.

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Beran, Matthew C., Hisham Awan, David Rowley, Julie Balch Samora, Michael J. Griesser, and Julie Y. Bishop. "Assessment of Musculoskeletal Physical Examination Skills and Attitudes of Orthopaedic Residents." Journal of Bone and Joint Surgery-American Volume 94, no. 6 (March 2012): e36-1-8. http://dx.doi.org/10.2106/jbjs.k.00518.

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Salimin, Norkhalid, Mohd Izwan Shahril, Julismah Jani, Azali Rahmat, Gunathevan Elumalai, Liza Saad, and Noor Akmaniah Arwae. "Development Assessment Instrument for Basic Skills of Invasion in Physical Education." Advanced Science Letters 23, no. 1 (January 1, 2017): 386–89. http://dx.doi.org/10.1166/asl.2017.7193.

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Meek, Gillianne. "Teaching Physical Assessment Skills to International Nursing Students in New Zealand." International Journal of Nursing Education 7, no. 1 (2015): 230. http://dx.doi.org/10.5958/0974-9357.2015.00047.1.

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Chen, Liling, Hong Chen, Di Xu, Yan Yang, Huiming Li, and Dong Hua. "Peer assessment platform of clinical skills in undergraduate medical education." Journal of International Medical Research 47, no. 11 (September 18, 2019): 5526–35. http://dx.doi.org/10.1177/0300060519861025.

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Objective The study objective was to enhance clinical skills among undergraduate students majoring in clinical medicine in performing physical examination by establishing a novel platform for peer assessment of clinical skills. Methods A total 126 Year 2012 students majoring in medicine and receiving traditional training were assigned to the control group, and 126 Year 2013 students receiving instruction via the peer assessment platform of clinical skills were allocated to the study group. Scores of the physical examination, paper exam, and peer assessment were compared using a t-test, and we performed linear correlation analysis of the data. Results Scores of the physical examination and peer assessment among Year 2013 students (the study group) were significantly higher than those in the control group. Paper exam scores in the study group were also significantly higher than those in the controls. The three assessment scores did not differ significantly according to sex. Conclusions The peer assessment platform can not only improve medical students’ skills and capabilities in physical examination, it can also enhance their theoretical knowledge of basic clinical principles. We determined that sex was not related to the assessment scores obtained by medical students.

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Piryani, Rano M., P. Ravi Shankar, Trilok P. Thapa, Bal M. Karki, Rishi K. Kafle, Mahesh P. Khakurel, and Shital Bhandary. "Introduction of structured physical examination skills to second year undergraduate medical students." F1000Research 2 (January 16, 2013): 16. http://dx.doi.org/10.12688/f1000research.2-16.v1.

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Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.

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Barbarito, Colleen, Linda Carney, and Aine Lynch. "Refining a Physical Assessment Course." Nurse Educator 22, no. 3 (May 1997): 6. http://dx.doi.org/10.1097/00006223-199705000-00002.

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Peitzman, Steven J. "Clinical Skills Assessment Using Standardized Patients." American Journal of Physical Medicine & Rehabilitation 79, no. 5 (September 2000): 490–93. http://dx.doi.org/10.1097/00002060-200009000-00021.

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Schafer, D. Sue, Rosalie B. Lopopolo, and Kathleen A. Luedtke-Hoffmann. "Administration and Management Skills Needed by Physical Therapist Graduates in 2010: A National Survey." Physical Therapy 87, no. 3 (March 1, 2007): 261–81. http://dx.doi.org/10.2522/ptj.20060003.

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Background and Purpose Administration and management (A&M) skills are essential to physical therapist practice. This study identified which A&M skills will be most critical for future Doctor of Physical Therapy (DPT) graduates to possess upon entry into clinical practice. Subjects and Methods Using a 7-point scale, 435 randomly selected American Physical Therapy Association members (physical therapists) rated 121 A&M skills based on expectation of the level of independence required by a new DPT graduate. Results No differences among respondents based on role, work setting, or experience were found, so the data were combined for factor analyses, producing 16 A&M skill groups. The most independence was expected in skills related to self-management, compliance with rules, ethical behavior, and insurance coding. Skills requiring the most assistance were marketing and strategic planning, financial analysis and budgeting, and environmental assessment. Discussion and Conclusion This study has identified the level of independence for the A&M skills needed by new DPT graduates, provided empirical evidence suggesting which A&M skills should be included in DPT curricula, and suggested a pattern of A&M skill acquisition that applies first to the new therapist and the patient, then to the organization, and finally to the health care environment.

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Thiwanka Wijeratne, Don, Siddhartha Srivastava, Barry Chan, Wilma Hopman, and Benjamin Thomson. "Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education." Canadian Medical Education Journal 9, no. 4 (November 13, 2018): e78-92. http://dx.doi.org/10.36834/cmej.43273.

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Background: Competency Based Medical Education (CBME) designates physical examination competency as an Entrustable Professional Activity (EPA). Considerable concern persists regarding the increased time burden CBME may place on educators. We developed a novel physical examination curriculum that shifted the burden of physical examination case preparation and performance assessment from faculty to residents. Our first objective was to determine if participation led to sustainable improvements in physical examination skills. The second objective was to determine if resident peer assessment was comparable to faculty assessment. Methods: We selected physical exam case topics based on the Objectives of Training in the Specialty of Internal Medicine as prescribed by the Royal College of Physicians and Surgeons of Canada. Internal Medicine residents compiled evidence-based physical exam checklists that faculty reviewed before distribution to all learners. Physical exam practice sessions with whole-group demonstration followed by small-group practice sessions were performed weekly. We evaluated this pilot curriculum with a formative OSCE, during which a resident peer and a faculty member simultaneously observed and assessed examinee performance by .Results: Participation in the novel curriculum practice sessions improved OSCE performance (faculty score mean 78.96 vs. 62.50, p<0.05). Peer assessment overestimated faculty scores (76.2 vs. 65.7, p<0.001), but peer and faculty assessments were highly correlated (R2 = 0.73 (95% CI 0.50-0.87).Conclusion: This novel physical examination curriculum leads to sustainable improvement of physical examination skills. Peer assessment correlated well with the gold standard faculty assessment. This resident-led physical examination curriculum enhanced physical examination skills in a CBME environment, with minimal time commitment from faculty members.

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Ruscin>, J. Mark, and Todd P. Semla. "Assessment of Medication Management Skills in Older Outpatients." Annals of Pharmacotherapy 30, no. 10 (October 1996): 1083–88. http://dx.doi.org/10.1177/106002809603001003.

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OBJECTIVE: To identify risk factors for poor medication management skills in community-dwelling older adults by using a performance-based medication management assessment instrument. DESIGN: A cross-sectional investigation. SETTING: A university outpatient geriatric assessment clinic. PARTICIPANTS: Fifty-nine community-dwelling older adults aged 62–102 years. MEASUREMENTS: Patients were assessed on their ability to perform medication management tasks, including reading prescription labels, interpreting medication instructions, opening safety-capped vials, removing tablets from vials, and differentiating tablet colors. The Mini-Mental State Examination (MMSE) was administered and the Katz index of activities of daily living was obtained during the same clinic visit. RESULTS: Cognitive impairment (MMSE <24) and physical dependency (Katz ≥1) were both found to be risk factors for the inability to perform individual tasks and independent risk factors for poor overall outcome on the medication management assessment, odds ratios (95% confidence interval) 9.39 (7.82 to 10.96) and 7.24 (5.60 to 8.88), respectively. Age, gender, education, or number of prescription medications were not associated with the ability to perform individual tasks or to overall outcome on the medication management assessment. CONCLUSIONS: Cognitive deficits and physical dependency appear to be strong predictors for the inability to perform tasks associated with medication management. Assessment of medication management skills in older adults living in the community may help identify specific problems, aid in planning patient care, and promote independence.

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Rano, Mal Piryani, Shankar P. Ravi, Piryani Suneel, Thapa Trilok Pati, Karki Balmansingh, Khakurel Mahesh Prasad, and Bhandary Shital. "Assessment of structured physical examination skills training using a retro-pre-questionnaire." Journal of Educational Evaluation for Health Professions 10 (December 4, 2012): 13. http://dx.doi.org/10.3352/jeehp.2013.10.13.

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Gardenier, Donald, Troy Spicer, and Jaibun K. Earp. "Should Nurse Practitioner Students be Prompted During Their Physical Assessment Skills Examination?" Journal for Nurse Practitioners 16, no. 2 (February 2020): 98–99. http://dx.doi.org/10.1016/j.nurpra.2019.10.011.

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Pickett, Stephanie. "Options for Teaching Physical Assessment Skills On-Line for Nurse Education Students." Teaching and Learning in Nursing 12, no. 1 (January 2017): 32–34. http://dx.doi.org/10.1016/j.teln.2016.09.001.

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Cohen, D. A., R. Touger-Decker, P. Matheson, L. Byham-Gray, and J. O’Sullivan-Maillet. "Physical Assessment Knowledge and Skills Taught in Dietetic Internships and Coordinated Programs." Journal of the American Dietetic Association 107, no. 8 (August 2007): A23. http://dx.doi.org/10.1016/j.jada.2007.05.315.

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