Currents in pharmacy teaching & learning · 2026
Expanding physical assessment education in pharmacy curricula: A qualitative study to identify and implement high-value skills for clinical practice.
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Chadi Alexandre, Le Van Julien Quang
Аннотация
BACKGROUND: The expanding scope of pharmacy practice and the growing demand for accessible frontline healthcare underscore the importance of integrating physical assessment (PA) skills into pharmacy curricula. While basic vital signs are commonly taught, the inclusion of more advanced PA skills remains inconsistent, and little is known about how these skills should be prioritized within entry-to-practice programs.
OBJECTIVE: To explore pharmacy educators' and practitioners' perspectives on the prioritization of PA skills in undergraduate pharmacy education and to identify key barriers and facilitators influencing the inclusion of PA in curriculum and practice.
METHODS: A qualitative study was conducted using four semi-structured focus groups involving 22 pharmacists from various practice settings across Quebec. Discussions were audio-recorded, transcribed verbatim, and thematically analyzed.
RESULTS: Participants expressed strong interest in including advanced PA skills in pharmacy curricula, particularly those related to throat and ear examinations and assessment of skin lesions. Four key criteria guided prioritization: frequency, clinical utility, complexity, and acceptability among pharmacists. Skills tied to medication management were ranked highest. Barriers included curricular density, limited exposure to pathological findings, training costs, and regulatory uncertainty. Facilitators included interprofessional collaboration, preceptor training, and leveraging pharmacists with advanced practice experience.
CONCLUSION: Pharmacy professionals support the integration of advanced PA skills into undergraduate education, guided by pragmatic criteria. Implementation should be tailored to frequent, impactful, and feasible assessments. Further research is needed to evaluate the outcomes of PA training on pharmacists' confidence, skill development, and practice integration, and to distinguish core competencies from those suited for advanced practice.
OBJECTIVE: To explore pharmacy educators' and practitioners' perspectives on the prioritization of PA skills in undergraduate pharmacy education and to identify key barriers and facilitators influencing the inclusion of PA in curriculum and practice.
METHODS: A qualitative study was conducted using four semi-structured focus groups involving 22 pharmacists from various practice settings across Quebec. Discussions were audio-recorded, transcribed verbatim, and thematically analyzed.
RESULTS: Participants expressed strong interest in including advanced PA skills in pharmacy curricula, particularly those related to throat and ear examinations and assessment of skin lesions. Four key criteria guided prioritization: frequency, clinical utility, complexity, and acceptability among pharmacists. Skills tied to medication management were ranked highest. Barriers included curricular density, limited exposure to pathological findings, training costs, and regulatory uncertainty. Facilitators included interprofessional collaboration, preceptor training, and leveraging pharmacists with advanced practice experience.
CONCLUSION: Pharmacy professionals support the integration of advanced PA skills into undergraduate education, guided by pragmatic criteria. Implementation should be tailored to frequent, impactful, and feasible assessments. Further research is needed to evaluate the outcomes of PA training on pharmacists' confidence, skill development, and practice integration, and to distinguish core competencies from those suited for advanced practice.