The shift in pharmacy practice to a more advanced role has necessitated the restructuring of programs and course material that include opportunities for students to develop knowledge, skills and attitudes in topics such as communication, physical assessment and clinical decision-making (Frankel, Louizos, & Austin, 2014). This shift has provided increased opportunities for the inclusion of innovative educational technologies allowing students to practice clinical skills in a safe environment._x000D_ This poster will describe the evolution of a physical assessment course for students enrolled in an entry-to-practice Doctor of Pharmacy (PharmD) program with an emphasis on the use of simulation in the laboratory component. Observation and course evaluation data suggested that the original delivery methods of lecture followed by practice of assessment in the lab be reworked to better reflect the needs of students in a pharmacy program._x000D_ Conference participants will see examples of techniques used in the course and will be encouraged to share their experiences with the use of simulation._x000D_ Emerging evidence supports the use of simulation in pharmacy education and may include techniques such as role play, case study examples and use of human patient simulators (Skoy, Eukel, & Frenzel, 2013; Vyas, Bray, & Wilson, 2013). Opportunities for students to engage with the course material through the use of case examples and simulation were initiated in every lab. Student feedback was elicited through weekly and course evaluations. Including simulation as part of a physical assessment course may increase student engagement and support a positive impact on future clinical practice.
