Clinical rotations are an important part of respiratory therapy education because they help students move from classroom learning to real patient care.
During clinical rotations, students practice assessment skills, apply treatment techniques, communicate with healthcare teams, and learn how to make safe decisions under supervision. These experiences help aspiring respiratory therapists build confidence while developing the habits needed for professional practice.
This article explains the essential clinical skills respiratory therapy students should focus on during rotations and why each one matters in patient care.
Why Clinical Skills Matter
Clinical skills matter because they help respiratory therapy students connect classroom knowledge with real patient care. A student may understand respiratory anatomy, medications, oxygen therapy, and mechanical ventilation in theory, but clinical rotations show how those concepts apply at the bedside. Patients do not always present exactly like textbook examples, so students must learn how to assess breath sounds, work of breathing, vital signs, oxygenation, and overall appearance together.
Strong clinical skills also improve patient safety. Respiratory therapy students must know how to recognize signs of respiratory distress, deliver treatments correctly, follow infection control procedures, document care accurately, and communicate important findings to the healthcare team.
These skills help students become more confident, but they also teach responsibility and good judgment. Over time, clinical practice helps students develop the ability to think critically, respond appropriately, and understand how each decision affects the patient’s condition.
Required Clinical Skills for Respiratory Therapy Students
Respiratory therapy students are expected to develop a wide range of clinical skills before entering professional practice. These skills include patient assessment, medication delivery, infection control, charting, physical examination, ventilator management, and the ability to recognize signs of respiratory distress.
Clinical rotations are where these skills become more than textbook concepts. Students learn how to apply them with real patients, under the guidance of instructors, preceptors, respiratory therapists, nurses, physicians, and other members of the healthcare team.
1. Master Medication Recommendation and Delivery
Medication delivery is one of the most common responsibilities performed by respiratory therapists. Respiratory therapy students must learn how to recommend, prepare, administer, and evaluate respiratory medications safely. This includes understanding why a medication is ordered, how it works, how it should be delivered, and how the patient should respond.
Common respiratory medications include bronchodilators, mucolytics, corticosteroids, anticholinergics, and other aerosolized agents. Students should understand basic pharmacology, including drug indications, contraindications, side effects, onset of action, duration of action, and expected therapeutic effects. For example, a bronchodilator may be indicated for bronchospasm, but the student must still assess whether the patient is wheezing, experiencing increased airway resistance, or showing signs of improved airflow after treatment.
Students must also become comfortable with different medication delivery devices. These include small-volume nebulizers, metered-dose inhalers, dry powder inhalers, vibrating mesh nebulizers, and other aerosol delivery systems. Each device has specific steps that affect medication deposition. Poor technique can reduce the amount of drug reaching the lower airways, which can make treatment less effective.
Medication delivery also requires patient education. Respiratory therapy students should be able to explain the purpose of the medication, demonstrate proper technique, observe the patient using the device, and correct mistakes. They should also monitor for adverse reactions such as tachycardia, tremors, nervousness, throat irritation, or paradoxical bronchospasm. Mastering this skill helps ensure that patients receive the right medication, through the right device, at the right time, with an appropriate assessment before and after treatment.
2. Understand Infection Control Guidelines and Standards
Infection control is essential in respiratory care because respiratory therapists work directly with the airway, breathing devices, secretions, aerosol-generating procedures, and patients with infectious respiratory diseases. Students must learn how to protect patients, healthcare workers, visitors, and themselves by following proper infection prevention practices.
One of the first skills students must develop is correct hand hygiene. This includes knowing when to wash with soap and water, when to use alcohol-based hand sanitizer, and how to perform hand hygiene before and after patient contact. Students should also understand standard precautions, transmission-based precautions, and the importance of following facility policies for isolation rooms.
Respiratory therapy students must become familiar with the correct use of personal protective equipment (PPE). This may include gloves, masks, gowns, eye protection, face shields, respirators, or powered air-purifying respirators, depending on the patient and clinical situation. Students should know how to don and doff PPE properly because contamination often occurs during removal.
Infection control also applies to equipment handling. Respiratory therapy students must learn how to clean, disinfect, sterilize, store, and dispose of respiratory care equipment according to policy. This includes items such as nebulizers, ventilator circuits, suction equipment, humidification devices, oxygen delivery systems, and airway clearance devices.
Students should also understand how infection prevention relates to ventilator care, aerosol therapy, suctioning, specimen collection, and patient transport. Following infection control standards reduces the risk of healthcare-associated infections and helps protect vulnerable patients, especially those who are immunocompromised, critically ill, intubated, or recovering from surgery.
3. Master Medical Charting and Documentation
Accurate charting is a major clinical responsibility for respiratory therapists. Documentation provides a written record of patient assessment, care provided, patient response, communication with the healthcare team, and changes in condition. Respiratory therapy students must learn to document clearly, objectively, and in a timely manner in the patient’s medical record.
Good documentation should include relevant assessment findings, such as breath sounds, respiratory rate, oxygen saturation, work of breathing, cough effectiveness, secretion characteristics, mental status, and vital signs. It should also include treatments given, medication dose, delivery device, oxygen settings, ventilator settings, airway clearance therapy, suctioning results, and how the patient responded.
Respiratory therapy students should avoid vague statements. Instead of writing that a patient “looks better,” they should document measurable or observable findings, such as improved oxygen saturation, decreased accessory muscle use, reduced respiratory rate, or improved breath sounds after therapy. Objective charting helps other clinicians understand what changed and why it matters.
Students must also learn the legal and professional importance of documentation. If care is not documented, it may be difficult to prove that it was performed. Incomplete or inaccurate charting can create confusion, delay care, or weaken communication between providers. Students should also avoid documenting care before it is performed, copying previous notes without reassessment, or including personal opinions in the chart.
Medical documentation is also part of clinical reasoning. When students chart properly, they learn to connect assessment findings with interventions and outcomes. This helps them become more organized, more accountable, and more effective members of the healthcare team.
4. Learn About Sternum Abnormalities
The sternum, or breastbone, is an important structure of the chest wall. It connects with the ribs through the costal cartilages and helps protect the heart, lungs, and major blood vessels. Because it contributes to the shape and stability of the thoracic cage, abnormalities of the sternum can affect breathing mechanics and chest expansion.
Respiratory therapy students should become familiar with common sternum abnormalities, including pectus excavatum and pectus carinatum. Pectus excavatum is often described as a sunken chest, while pectus carinatum is often described as a protruding chest. These conditions vary in severity. Some patients may have minimal symptoms, while others may experience reduced exercise tolerance, shortness of breath, altered chest wall movement, or cardiopulmonary limitations.
Students should understand that chest wall deformities can influence ventilation by restricting lung expansion or changing the mechanics of breathing. In some patients, the abnormal chest shape may reduce lung volumes or contribute to inefficient ventilation. In others, the clinical impact may be mild and mainly noticeable during exertion.
During clinical rotations, students should practice identifying structural abnormalities during inspection. They should observe chest shape, symmetry, posture, breathing pattern, and the way the chest moves during inspiration and expiration. They should also connect these findings with the patient’s history, oxygenation, breath sounds, and overall respiratory status.
Understanding sternum abnormalities helps students avoid focusing only on machines and numbers. It reminds them that respiratory care begins with careful observation of the patient.
5. Identify Key Signs and Symptoms
Respiratory therapy students must learn to identify the signs and symptoms of respiratory disease, distress, and failure. These findings often provide the first indication that a patient’s condition is worsening. Early recognition allows the respiratory therapist to intervene quickly and communicate concerns to the healthcare team.
Important signs and symptoms include dyspnea, tachypnea, bradypnea, cyanosis, wheezing, crackles, decreased breath sounds, accessory muscle use, nasal flaring, retractions, altered mental status, diaphoresis, agitation, fatigue, and changes in oxygen saturation. Students should also recognize signs of respiratory distress or failure, including severe work of breathing, poor chest rise, inability to speak in full sentences, declining oxygenation, rising carbon dioxide levels, and decreased level of consciousness.
Students should learn that one finding rarely tells the whole story. A patient with mild wheezing may not be in severe distress, while a quiet chest in a patient with asthma may indicate dangerously poor airflow. A normal oxygen saturation does not always mean ventilation is adequate, especially in patients receiving supplemental oxygen. For this reason, students must learn to combine physical assessment, patient history, vital signs, pulse oximetry, blood gases, imaging, and clinical context.
Clinical rotations help students develop pattern recognition. They begin to understand what stable breathing looks like, what early distress looks like, and what impending failure may look like. This skill improves with repetition, feedback, and careful attention to patient response.
6. Understand the Impact of Spinal Abnormalities on the Respiratory System
The spine and thoracic cage are closely connected to breathing mechanics. When the spine is abnormally curved or rigid, the chest wall may not expand normally. This can reduce lung volumes, increase the work of breathing, and contribute to restrictive ventilatory defects.
Respiratory therapy students should understand how spinal abnormalities such as scoliosis, kyphosis, and kyphoscoliosis can affect the respiratory system. Scoliosis is a lateral curvature of the spine, while kyphosis is an excessive forward rounding of the upper back. When these conditions are severe, they can limit thoracic expansion and reduce the ability of the lungs to inflate fully.
Patients with significant spinal deformities may have reduced vital capacity, decreased chest wall compliance, impaired cough, atelectasis, secretion retention, or chronic hypoventilation. Some patients may require noninvasive ventilation, airway clearance support, oxygen therapy, or careful monitoring during respiratory illness.
Students should learn to assess posture, chest shape, breathing pattern, and the patient’s ability to take a deep breath or cough effectively. They should also understand how spinal abnormalities can influence decisions about oxygen therapy, airway clearance, positioning, and adjusting ventilatory support settings.
This skill is especially important in patients with neuromuscular disease, advanced skeletal deformity, or chronic restrictive lung disorders. By understanding the relationship between spinal structure and respiratory function, students can provide more thoughtful and individualized care.
7. Perfect the Art of Chest Palpation and Inspection
Inspection and palpation are basic physical assessment skills that provide valuable information before any equipment is used. Respiratory therapy students should learn to observe the patient carefully from the moment they enter the room. The patient’s posture, breathing pattern, facial expression, skin color, chest movement, and ability to speak can all reveal important information.
Inspection includes looking for chest symmetry, deformities, retractions, accessory muscle use, nasal flaring, cyanosis, clubbing, scars, trauma, and abnormal respiratory patterns. Students should observe whether both sides of the chest rise evenly and whether breathing appears relaxed or labored. They should also note body position. A patient sitting upright and leaning forward may be trying to reduce the work of breathing.
Palpation allows the therapist to assess chest wall movement, tenderness, crepitus, tactile fremitus, and symmetry of expansion. Crepitus may feel like crackling under the skin and can occur when air is present in the subcutaneous tissue. Reduced chest expansion on one side may suggest pneumothorax, atelectasis, pleural effusion, pain, or another condition affecting ventilation.
Students should perform palpation respectfully and explain what they are doing before touching the patient. They should also consider patient comfort, pain, surgical sites, chest tubes, dressings, and infection control requirements.
Mastering inspection and palpation helps students build strong assessment habits. These skills encourage them to evaluate the whole patient instead of relying only on monitors, ventilators, or laboratory values.
8. Interpret the Different Percussion Notes
Percussion is a physical examination technique used to evaluate the density of underlying structures by tapping on the chest wall. Although it is not performed as often as auscultation in some clinical settings, respiratory therapy students should still understand its purpose and how to interpret common findings.
Normal lung tissue usually produces a resonant percussion note because the lungs are filled with air. Dullness may occur when air is replaced by fluid, blood, consolidation, or tissue. This can be associated with conditions such as pneumonia, atelectasis, pleural effusion, or tumors. Hyperresonance may occur when there is too much air in the thoracic cavity, such as with emphysema or pneumothorax. Tympany is a hollow, drum-like sound that may be heard over air-filled spaces.
Students should understand that percussion is only one part of the assessment. A dull percussion note becomes more meaningful when paired with decreased breath sounds, fever, productive cough, abnormal chest imaging, or increased work of breathing. Hyperresonance becomes more concerning when paired with sudden shortness of breath, unilateral decreased breath sounds, chest pain, or tracheal deviation.
Learning percussion helps students improve their understanding of thoracic anatomy and pathophysiology. It also reinforces the concept that different disease processes change the physical characteristics of the chest. While technology is important, bedside assessment remains a valuable part of respiratory care.
9. Master the Art of Using a Stethoscope
The stethoscope is one of the most important assessment tools used by respiratory therapists. Respiratory therapy students must learn how to use it correctly, where to listen, what normal breath sounds sound like, and how to identify abnormal findings.
Auscultation should be performed in a systematic pattern, comparing side to side from the upper lung fields to the lower lung fields. Students should listen to anterior, posterior, and lateral areas when possible. They should ask the patient to breathe slightly deeper than normal through the mouth, while also watching for dizziness or fatigue during the exam.
Students must learn to identify normal breath sounds, including vesicular, bronchovesicular, and bronchial sounds. They must also learn to detect abnormal sounds, such as crackles, wheezes, stridor, pleural friction rubs, diminished breath sounds, and rhonchi. Each sound can suggest different clinical problems. Wheezes may indicate narrowed airways, crackles may indicate fluid or alveolar reopening, and stridor may indicate upper airway obstruction.
Students should also understand the importance of listening before and after therapy. For example, breath sounds may improve after bronchodilator therapy, airway clearance, suctioning, or repositioning. In other cases, there may be little change, which can help the therapist reassess the plan of care.
Proper mastery of stethoscope use takes practice. Students should listen to as many patients as possible, ask preceptors for feedback, and compare what they hear with the patient’s diagnosis, imaging, oxygen needs, and response to treatment.
Balancing acoustic performance, durability, and affordability, this stethoscope is our top recommendation for a wide range of healthcare professionals.
10. Understand Diverse Respiratory Patterns
The rhythm, depth, and rate of breathing can provide important information about a patient’s condition. Respiratory therapy students must learn how to recognize various respiratory patterns and understand what they may indicate.
Common breathing patterns include tachypnea, bradypnea, apnea, hyperpnea, hypopnea, Kussmaul respirations, Biot’s respirations, and Cheyne-Stokes respirations. Tachypnea refers to an abnormally fast respiratory rate, while bradypnea refers to an abnormally slow respiratory rate. Cheyne-Stokes respirations involve a cyclic pattern of gradually increasing and decreasing tidal volume followed by periods of apnea.
Students should understand that abnormal respiratory patterns may be caused by many conditions. These include hypoxemia, hypercapnia, metabolic acidosis, central nervous system disorders, heart failure, drug overdose, sepsis, pain, anxiety, fever, and impending respiratory failure. The breathing pattern should always be interpreted with the full clinical picture.
Respiratory pattern recognition also helps students monitor trends. A patient whose respiratory rate increases from 18 to 28 breaths per minute may be developing distress even if the oxygen saturation has not changed significantly. A patient who becomes slower, more irregular, or less responsive may be tiring and may require immediate evaluation.
Students should practice counting respiratory rate accurately, observing chest movement, and noting whether the breathing pattern is regular or irregular. This simple skill can provide early warning signs before more advanced monitoring detects a problem.
11. Recognize the Implications of a Patient’s Blood Pressure
Blood pressure is often associated with the cardiovascular system, but it also has important implications in respiratory care. Respiratory therapy students should understand how blood pressure relates to oxygen delivery, perfusion, shock, medication effects, and overall patient stability.
High blood pressure may be associated with pain, anxiety, hypoxemia, increased sympathetic activity, or underlying cardiovascular disease. Low blood pressure may suggest poor perfusion, sepsis, hemorrhage, dehydration, medication effects, or shock. Both high and low blood pressure can affect the patient’s ability to tolerate respiratory treatments, oxygen therapy, noninvasive ventilation, or mechanical ventilation.
Students should understand that oxygenation is not only about oxygen entering the lungs. Oxygen must also be transported by the blood and delivered to tissues through adequate circulation. A patient may have an acceptable oxygen saturation but still have poor tissue oxygen delivery if cardiac output or blood pressure is severely reduced.
Blood pressure is also important when assessing patients receiving bronchodilators, sedatives, vasopressors, diuretics, or other medications. Some treatments may influence heart rate, blood pressure, or overall hemodynamic stability.
Respiratory therapy students should learn to correlate blood pressure with respiratory rate, pulse rate, oxygen saturation, mental status, skin signs, urine output, and blood gas results. This helps them recognize when a respiratory problem may be part of a larger cardiopulmonary or systemic issue.
12. Evaluate a Patient’s Work of Breathing
Work of breathing refers to the effort required to move air into and out of the lungs. Evaluating work of breathing is one of the most important skills respiratory therapy students can develop because increased effort may indicate respiratory distress, fatigue, or impending respiratory failure.
Students should observe for signs such as accessory muscle use, nasal flaring, intercostal retractions, suprasternal retractions, supraclavicular retractions, abdominal breathing, tripod positioning, pursed-lip breathing, grunting, and paradoxical chest movement. The use of accessory muscles is especially important because it suggests that normal breathing muscles may not be meeting the patient’s ventilatory demand.
Work of breathing should be assessed along with respiratory rate, breath sounds, oxygen saturation, mental status, skin color, blood pressure, pulse rate, and blood gas results. A patient with increased work of breathing may initially compensate, but compensation can fail if the patient becomes fatigued. A decreasing respiratory rate in a tired patient is not always improvement. It may be a sign of worsening ventilation.
Students must learn how to respond when work of breathing increases. Interventions may include repositioning, coaching breathing techniques, administering bronchodilators, applying supplemental oxygen, assisting with airway clearance, notifying the provider, initiating noninvasive ventilation, or preparing for mechanical ventilation when indicated.
By assessing a patient’s work of breathing, students learn to identify respiratory problems early and evaluate whether treatments are helping. This skill is central to safe respiratory care.
13. Understand the Importance of a Patient’s Pulse Rate
The pulse rate, or heart rate, provides valuable information about cardiopulmonary status. Respiratory therapy students should understand that changes in pulse rate may reflect oxygenation, ventilation, perfusion, fever, pain, anxiety, medications, arrhythmias, or clinical deterioration.
Tachycardia may occur when the body is trying to compensate for hypoxemia, fever, pain, dehydration, anxiety, or shock. It may also occur after certain respiratory medications, especially beta-agonist bronchodilators. Bradycardia may occur with medication effects, conduction abnormalities, severe hypoxemia, increased intracranial pressure, or late deterioration in some patients.
Students should know that pulse rate must be interpreted with the full patient assessment. A heart rate of 120 may be expected during exertion, fever, or anxiety, but it may be concerning in a resting patient with low oxygen saturation and increased work of breathing. A falling heart rate in a severely hypoxic patient may be an emergency rather than an improvement.
The relationship between pulse rate and hypoxia is especially important. When oxygen delivery is impaired, the body may increase heart rate to circulate oxygen more quickly. However, this compensatory response has limits and may increase cardiac workload.
Respiratory therapy students should monitor pulse rate before, during, and after treatments. They should also report significant changes, especially when paired with chest pain, shortness of breath, altered mental status, hypotension, arrhythmias, or worsening oxygenation.
14. Grasp the Importance of a Patient’s Body Temperature
Body temperature can influence respiratory status and help identify underlying disease. Respiratory therapy students should understand how fever, hypothermia, infection, inflammation, and metabolic demand affect breathing.
Fever commonly increases respiratory rate because the body’s metabolic demand rises. When oxygen consumption and carbon dioxide production increase, the patient may breathe faster to meet those demands. Fever can also be associated with respiratory infections, pneumonia, sepsis, aspiration, and other inflammatory conditions.
Temperature changes can also affect patient assessment. A patient with fever, productive cough, crackles, increased oxygen need, and abnormal imaging may have pneumonia. A postoperative patient with fever and shallow breathing may be at risk for atelectasis. A patient with hypothermia may have a depressed respiratory drive, altered mental status, and reduced ability to compensate.
Students should learn to connect temperature with respiratory rate, sputum production, breath sounds, white blood cell count, oxygen needs, imaging results, and overall clinical appearance. Temperature is not a respiratory measurement by itself, but it often helps explain why a patient’s respiratory status is changing.
Students should also understand the importance of infection control when fever is present. Depending on the clinical situation, fever may require isolation precautions, sputum collection, communication with the healthcare team, or closer monitoring. Recognizing the respiratory significance of body temperature helps students develop more complete assessment skills.
15. Become Proficient in Operating a Mechanical Ventilator
Mechanical ventilators are used to support patients who cannot maintain adequate ventilation or oxygenation on their own. Respiratory therapy students must develop a strong understanding of ventilator operation, patient assessment, safety checks, troubleshooting, and communication with the healthcare team.
Students should learn common ventilator modes, including volume-controlled, pressure-controlled, pressure support, synchronized intermittent mandatory ventilation, assist-control ventilation, and spontaneous breathing modes. They should understand key ventilator settings such as tidal volume, respiratory rate, fraction of inspired oxygen, positive end-expiratory pressure, inspiratory pressure, pressure support, inspiratory time, flow, sensitivity, and inspiratory-to-expiratory ratio.
Ventilator management is not only about entering settings. Students must learn how to assess whether the settings are appropriate for the patient. This includes evaluating chest rise, breath sounds, oxygen saturation, blood gas results, peak pressure, plateau pressure, tidal volume, minute ventilation, patient comfort, synchrony, and the presence of auto-PEEP or air trapping.
Students must also understand alarms and how to respond to them. High-pressure alarms may occur because of coughing, secretions, bronchospasm, biting the tube, decreased lung compliance, kinked tubing, or patient-ventilator asynchrony. Low-pressure alarms may suggest disconnection, cuff leak, circuit leak, or extubation. Students should never silence alarms without assessing the patient and identifying the cause.
Complications of mechanical ventilation may include barotrauma, volutrauma, oxygen toxicity, hemodynamic compromise, airway injury, mucus plugging, atelectasis, and ventilator-associated pneumonia. Students should understand strategies that reduce risk, such as appropriate ventilator settings, oral care, head-of-bed elevation, suctioning when indicated, sedation assessment, spontaneous breathing trials, and early mobility when appropriate.
Proficiency in mechanical ventilation takes time, repetition, and close supervision. Students should use clinical rotations to ask questions, review waveforms, observe experienced therapists, and connect ventilator changes to patient response.
Additional Skills That Help Students Succeed During Clinical Rotations
While technical skills are essential, respiratory therapy students also need professional habits that help them function safely in the clinical environment. These habits influence how well students communicate, learn, prioritize, and adapt to the needs of each patient.
Communicate Clearly With the Healthcare Team
Respiratory therapists work closely with nurses, physicians, advanced practice providers, physical therapists, speech therapists, pharmacists, and other professionals. Students must learn how to communicate clearly and respectfully with each member of the team.
Clear communication includes reporting important assessment findings, asking appropriate questions, clarifying orders, and speaking up when a patient’s condition changes. Students should practice concise reporting, especially when discussing oxygenation, ventilation, breath sounds, work of breathing, response to therapy, and concerns about deterioration.
Students should also learn to communicate with patients and families in a way that is professional and easy to understand. This includes explaining treatments, answering basic questions within their role, and recognizing when to involve the supervising therapist or provider.
Develop Safe Patient Assessment Habits
Strong respiratory care begins with assessment. Students should avoid performing treatments automatically without first evaluating the patient. Before giving therapy, they should consider the patient’s diagnosis, current symptoms, breath sounds, oxygen requirement, vital signs, respiratory pattern, and recent response to treatment.
After therapy, students should reassess the patient to determine whether the intervention was effective. This helps them understand the difference between simply completing a task and providing patient-centered care.
Learn to Prioritize Patient Care
Clinical rotations often require students to manage multiple responsibilities. They may need to administer treatments, assess patients, document care, respond to calls, observe procedures, and prepare equipment. Learning to prioritize is essential.
Students should understand that unstable patients, critical alarms, airway emergencies, severe respiratory distress, and rapid changes in condition require immediate attention. Routine treatments are important, but they must be balanced against urgent clinical needs. This judgment improves as students gain experience and receive feedback from preceptors.
Practice Professionalism and Accountability
Professionalism includes punctuality, preparation, honesty, respect, patient privacy, appropriate appearance, and willingness to learn. Students should arrive prepared, follow facility rules, accept feedback, and work within their scope of practice.
Accountability is also important. Students should ask for help when they are unsure, report mistakes promptly, and never pretend to know something they do not understand. Clinical rotations are designed for learning, but patient safety must always come first.
Final Thoughts
Clinical rotations help respiratory therapy students develop the clinical judgment, technical ability, and professional habits needed for patient care. The skills learned during these experiences include medication delivery, infection control, documentation, physical assessment, vital sign interpretation, work of breathing evaluation, and mechanical ventilator management.
Students also learn how to communicate clearly, prioritize care, and respond to changing patient conditions. The skills acquired during these rotations support safe practice and prepare students to become skilled and compassionate respiratory therapists in a variety of clinical settings.
Written by:
John Landry is a registered respiratory therapist from Memphis, TN, and has a bachelor's degree in kinesiology. He enjoys using evidence-based research to help others breathe easier and live a healthier life.
References
- Sreedharan JK, Gopalakrishnan GK, Jose AM, Albalawi IA, Alkhathami MG, Satheesan KN, Alnasser M, AlEnezi M, Alqahtani AS. Simulation-Based Teaching and Learning in Respiratory Care Education: A Narrative Review. Adv Med Educ Pract. 2024.