Effect of repeated pulmonary function test training on student self-confidence in a clinical skills laboratory

Abstract

IntroductionA skills laboratory session was created to train students to perform basic pulmonary function test (PFT) assessments. The objective of this study was to evaluate whether pharmacy student confidence changed after conducting a PFT in a laboratory session and if this was enhanced by adding a second session. MethodsA two-week educational activity was designed. For week one, each student completed a PFT with an instructor coaching to assure proper performance. Week two occurred one week later, and in pairs, students again completed an individual PFT, but the paired student served as the coach rather than the instructor. Students completed three surveys, a baseline before training, and after completing the sessions in week 1 and week 2, to assess confidence in PFT procedures on a 10-point scale. Survey results were analyzed using the sign test. A summary of instructor time and supply costs was also estimated. ResultsForty-five students consented to all surveys (78.9 percent inclusion rate). There was a significant increase in confidence for all items between the first and second surveys. Between the second and third surveys, only two items increased significantly. ConclusionsThe educational intervention was successful in improving student self-confidence in performing PFTs. However, limited additional confidence was gained by adding a second week of training, especially in context of resource allocation. These findings informed instructors that a one week PFT training may be sufficient and that resources needed for a second PFT training week may be better invested in another teaching opportunity.