Author(s)

O’Boyle, N; Currie, P; O’Hare, R; McCrory, R; Leonard, N; Kirk, S.

Why was it done?

Undergraduate curricula across a number of healthcare professions have increased their focus on interprofessional education. The aim of the study was to assess the impact of an interprofessional education programme on student self-reported interprofessional collaboration as well as how the interprofessional education programme supported their clinical skills development.

What was done?

We developed a full-day interprofessional education programme focused on medical admissions, incorporating role exchange to improve history taking and prescribing skills in medical student and pharmacy student groups.

How was it done?

In the first session, interprofessional pairs of medical and pharmacy students completed four simulation-based case scenarios. Followed by a second session of collaborative working with real patients on the hospital wards. A post programme questionnaire was completed by participants. Descriptive statistics were used to evaluate the student overall experience and skill development, and thematic analysis was used to evaluate student free text comments.

What has been achieved?

The questionnaire response rate was 88% (n=22) for medicine and 91% (n=31) for pharmacy. The mean score for the overall student impression of the programme was 4.75 out of 5. 94% (n=50) of students reported that the simulation activities improved their confidence in completing the in-situ activities with real patients. 96% (n=51) of respondents reported that they will be able to use the skills and knowledge gained within the programme in their future career as a registered healthcare professional.

Thematic analysis of the benefits of the programme identified five themes: interprofessional collaboration, professional identity, social and academic congruence, development of a holistic practitioner and simulation to prepare for clinical practice. Student suggestions for future development identified four themes: improved organisation, increased academic alignment, expanded opportunities for interprofessional education and developing more authentic clinical experiences.

What next?

There is evidence that simulation will be a core component in undergraduate interprofessional education efforts to address learning needs across both disciplines as it provides the opportunity to create scenarios with collaborative learning outcomes in a controlled environment. This study has highlighted how simulation can further be utilised to develop rapport and understanding within interprofessional student cohorts before in-situ experiential learning.

Author(s)

J. MORISOT(1), C. CHASTANG-CHUNG(1), C. GELLIS(1), R. LARNAUDIE(1)
(1) Pharmacie à Usage Intérieur, Centre Hospitalier Dubois, 1 boulevard du Dr Verlhac, 19100 Brive-la-Gaillarde, France.

Why was it done?

Serious Advert Events (SAE) related to medication account for 32,9 % of SAEs associated with healthcare in France, 51,2 % of which are considered preventable. Nurses are the last line of defence before treatments are administered to patients. Therefore, Educational Training Programs (ETPs) for healthcare workers are vital to improve patient safety and global quality of care.

What was done?

The main objective was to create and implement training workshops for nurses led by a hospital pharmacist. The secondary objectives were to measure short-term impact on knowledge and global satisfaction.

How was it done?

The creation of the PTDs took place in three stages. First, we conducted a survey of nurses to select 3 subjects which would become the main themes for our ETP. Then we imagined and constructed the workshops (one for each theme), in the form of pedagogical games. Finally, we organized and led the training sessions. We also created pre- and post-training questionnaires to measure short-term knowledge evolution and global satisfaction.

What has been achieved?

Three workshops have been built up according to the survey’s results : one on high-risk medicines (HRM), one on blood-derived medicines (BDM) and one on medical gases (MG). We developped the HRM workshop based on the “PUIzzle” tool, an educational question-answer game designed by l’Hôpital d’Instruction des Armées de Bégin. The BDM workshop was a crossword puzzle with “clue cards” to guess each word of interest. The MG workshop was an interactive presentation with WOOCLAP quizzes and demonstrations. Those last two ones were homemade. In the end, twenty identical PTDs were held in 2024, training 200 nurses from all wards (out of 600). All sessions were led by the same pharmacist. Short-term knowledge significantly improved (gaining an average 2,9 points out of 20 from pre- to post-training) and global satisfaction was high.

What next?

Following this success, the PDTs returned in 2025, training 115 additional nurses. We wish to renew the PTDs in 2026 by adding new themes. To do so whilst optimizing time and resources, we are currently discussing with other neighbouring hospitals to share ETPs. And why not creating a local “mobile ETP team” that could train nurses all across the area ?

Author(s)

García-Peláez, M.; Sosa-Pons, A.; Seguí Solanes, C.; Borras Trias, L.; Planas Giner, A.; Fernández-Navarro, A.; Rodríguez Rubio, M.; Rudi Sola, N.

Why was it done?

The increasing pace of technological innovation and the introduction of new drugs require rapid adaptation. In our service, defined roles and strong teamwork ensure quality care. Understanding the scope and relevance of colleagues’ work fosters engagement, collaboration, and a sense of belonging within the team. The course aimed to strengthen these elements while improving professional knowledge

What was done?

A continuous training course was implemented in the Pharmacy Department, aimed at pharmacy technicians and dispensing assistants. The program provided updates on pharmacotherapy, new technologies, and recently implemented workflows, delivered by both pharmacists and pharmacy technicians/ assistants from the same service

How was it done?

The first edition took place from February to June 2025, consisting of five 20-minute monthly sessions, each repeated twice to maximize participation. Topics were presented by staff members directly involved in their implementation. Surveys were conducted among participants and trainers to assess satisfaction, perceived knowledge improvement, and interest in future editions. Additionally, a needs assessment survey identified subjects of greatest interest for upcoming sessions.

What has been achieved?

High attendance rates and positive feedback were obtained. Most participants reported increased understanding of new pharmacotherapy, technologies, and workflows, as well as greater appreciation of colleagues’ roles. The initiative improved internal communication and team cohesion.

What next?

Based on participant feedback, the second edition is scheduled from September 2025 to May 2026, expanding to eight sessions and incorporating topics requested by pharmacy technicians and dispensing assistants.

Author(s)

Cartaillac-Julien C.(1), Danjean S.(1), Demazière V.(1)

Why was it done?

As part of the 2026 HAS certification, the “Medication Safety” group launched short training sessions for nurses on high-risk medications. Designed by a pharmacy resident and validated by a nurse, these sessions were implemented despite limited resources and 12-hour shifts.

What was done?

To strengthen medication safety by maintaining a consistent level of knowledge among nurses through regular, unit-based sessions.

How was it done?

These 20-minute “flash” trainings, integrated into continuing education, are conducted by a pharmacy resident directly within care units to optimize staff time. An anonymous 12-question MCQ is completed before and after each session to measure impact. The interactive slideshow format promotes discussion, and participants receive a pocket summary of key points. Satisfaction questionnaires assess the program’s quality in line with QUALIOPI standards. The first module focused on anticoagulants, high-risk drugs frequently involved in “Never Events.” Developed from official and nursing references and reviewed by a frontline nurse, it covers indications, side effects, contraindications, interactions, interprofessional communication, and patient counseling.

What has been achieved?

Seventeen sessions were delivered across eight departments, involving 45 nurses. Small-group formats required several sessions per unit. Knowledge improved, with mean scores rising from 14.2/20 to 16.3/20 (+14.8%). The least-known topics were bleeding signs, indications, and management of missed doses.
Nurses valued the practical content and on-site format, which saved time. Opinions on duration were mixed—some found 20 minutes too short, others saw it as the only feasible format. Unit managers praised the pharmacy team’s adaptability. Participants requested new topics such as antibiotics, antidotes, insulins, potassium, and adverse drug effects, as well as stronger physician involvement.

What next?

These successful short trainings foster collaboration between nurses and pharmacists, standardize practices, and improve medication safety. The initiative will continue with additional modules and expanded participation from other professionals, contributing to a shared culture of safe medication use.

Author(s)

Connor Thompson-Poole
Sam Ingram

Why was it done?

The University of Brighton introduced an Experiential Learning Strategy in 2023 to enhance pharmacy education through progressive, practice-based learning. The strategy aimed to allow students to apply their knowledge through the Master of Pharmacy (MPharm) degree and strengthen their clinical preparedness and professional identity. This initiative is in response to the General Pharmaceutical Council’s (GPhC) Initial Education and Training of Pharmacist (IETP) standards of 2021, which emphasise real-world competence and interprofessional collaboration.

What was done?

A structured experiential framework was implemented, utilising our ‘Teach > Simulate > Do’ model combining lectures, simulated clinical experiences, and real-world placements. Each year of study now includes both simulated practice activities, such as virtual clinical experiences and prescribing simulations, and direct placements across community, hospital, primary care, and specialist sectors.
A central Pharmacy Placement Operational Advisory Group (PPOAG) was established to co-create and quality assure placement provision in partnership with providers and national teams. Placement activities were supported by structured logbooks, learning agreements, and supervisor training resources to standardise expectations and feedback.

How was it done?

Over two years, the programme has expanded to over 120 multisector placement providers, offering students a total of 60 days of placement activity across the four-year MPharm degree. This expansion has opened access to previously inaccessible learning environments for undergraduate pharmacy students, including general practice, ambulance services, mental health trusts, and prison pharmacy. Simulated learning activities have been aligned with placement learning outcomes to ensure coherence between taught and experiential learning.

What has been achieved?

Student pharmacists reported improved clinical confidence and understanding of team-based care, and many students have gained part-time employment as a result of their placement experiences. Providers noted greater consistency and preparedness of students, and improved communication channels with the university. Placement networks across the region expanded significantly, increasing placement capacity and diversity.

What next?

Future work will focus on using both quantitative data, including placement capacity and completion rates, and qualitative data, such as student reflections and provider feedback, to continue to inform iterative development and quality enhancement of the programme. Continued collaboration with NHS and community partners will ensure sustainable and high-quality experiential learning for future cohorts.

Author(s)

P. Mocquot, P. Robin, M. Chevais, S. Aktouf, F. Getreau, M. Getreau, M. Roche, B. Dessane

Why was it done?

As part of the continuing education of hospital pharmacy technicians (HPT), our team has worked to develop an educational tool on Good Manufacturing Practice (GMP) and changes related to the new version released in 2023.

What was done?

We wanted to create a fun training course on the regulations governing our practice of pharmaceutical technology for the various professionals working in this field.

How was it done?

A working group (WG) was set up to develop an educational tool. Four meetings defined the topics to be covered and the desired format for the training. Three criteria were selected for the creation of the training program: 1) simple rules of the game during 1 hour; 2) different paces during the game to maintain attention and variation in learning modes; 3) competition between two teams of 10 players to stimulate competitiveness and participation.

What has been achieved?

A multidisciplinary WG was set up with three HPTs, two interns and three pharmacists. It took inspiration from a famous French television game show to create the BPP Quiz®. The first round approached on definitions and general concepts, to reassure learners and encourage them to participate. The second round challenged on the theme of dressing and training to be classified into the categories “GMP” or “not GMP”. In the third round, each team had to answer four questions on the control of preparations or the production and maintenance environment. For the fourth round, learners had to cite an example on the technical and regulatory feasibility of preparations, the preparation file and subcontracting. At the end of the four rounds, the best team reached the final round and answered questions in order on topics that had already been covered.

What next?

Thanks to its multidisciplinary approach, the WG drew on the expertise of all the professions requiring mastery of the GMP for the design of this game. The training course covers all the concepts deemed essential by the WG, as well as the new topics addressed by the 2023 version of the GMP. The fun format chosen, with changes of pace and humorous tone, ensures learning through play. This training course will now be tested on the target audience.

Author(s)

Edurne Fernandez de Gamarra-Martinez; Begoña Tortajada-Goitia; Monike de Miguel-Cascon; María Alfonsín-Lara; Hilario Martínez-Barros; Carles Quiñones-Ribas; Covadonga Pérez Menéndez-Conde; Eva Negro-Vega

Why was it done?

A generation is defined as a group of people who, having been born around the same time and received similar education and cultural and social influences, adopt a similar attitude. According to the Spanish Society of Hospital Pharmacy (SEFH) membership database, four generations currently coexist in Spanish Hospital Pharmacy Departments (HPD): Baby Boomers (8%), Generation X (32%), Millennials (52%), and Generation Z (8%). This generational diversity can result in different professional approaches, shaped by varied worldviews and experiences.
To explore this topic, we first conducted a survey to assess intergenerational relationships among hospital pharmacists and their impact on learning and professional development. Within this context, the SEFH published a report and launched the SEFHFUTURE project to address generational coexistence in the workplace.
The project was presented during the 2024 SEFH National Congress. The first initiative was the ‘Intergenerational Dialogues’ conference: a pilot session designed to raise awareness among hospital pharmacists about the value of generational diversity in the professional environment.

What was done?

We organized a meeting titled Intergenerational Dialogues. Four groups of ten hospital pharmacists—each representing one of the current working generations—came together to share their perspectives in an open, respectful, and collaborative setting.

How was it done?

We applied the listening circle methodology, forming one circle per generation, and carried out a collective debrief to share the identified aspects. We structured the dialogue around four strategic themes: Knowledge Transfer, Professional Expectations, Workplace Well-being and People Management.

What has been achieved?

Despite generational differences, participants from all groups expressed shared concerns around both professional and personal matters, emphasizing well-being and workplace climate as key areas for development within HPD. Setting aside stereotypes, the experience provided by a generation can be complemented by the innovation contributed by others.
The session identified intergenerational differences that must be managed to prevent generational gaps and transform the challenge into opportunities.

What next?

This initiative lays the groundwork for developing targeted strategies to address current and future challenges of generational diversity within HPD. Moving forward, we aim to design and implement actions that promote synergy among professionals, support both personal and career development, and enhance collaboration, coexistence, and performance across all generations of hospital pharmacists.

Author(s)

L. DE AGUSTIN SIERRA, P. FLOX BENITEZ, B. MONTERO PASTOR, A. SUCH DIAZ, P. TEJEDOR PRADO, E.A. ALVARO ALONSO, E. IZQUIERDO GARCIA, N. FONT TARRES, M. SANCHEZ LORENZO, I. ESCOBAR RODRIGUEZ.

Why was it done?

Medication dispensing errors were detected more frequently in our Pharmacy Department. This errors were related with procedures among pharmacy technicians (PT).
Formation programs bettween PT are implemented in our Pharmacy Department in other critical areas such as compounding or cytotoxic drugs but not dispensing.
It its known that a lack of knowledge of established work procedures among pharmacy technicians (PT) can contribute to a potential increase in medication dispensing errors. On the other hand, medication dispensing errors are preventable incidents in the process of distributing and administering drugs that can cause avoidable harm to patients.

What was done?

Implementation of a procedure manual to define operative procedures carried out by PT that need improvement in the safe dispensing medications and establish appropriate measures for safer and efficient work.

How was it done?

Observational, prospective, descriptive study conducted by pre and post survey (1-5) during July and september 2025 among PT.  The total number of surveys was 28 (15 pre and 13 post).
A structured questionnaire was developed with closed question (pre and post) about: (1) medication distribution and dispensing, (2) knowledge of stablished operative procedures, (3) clinical pharmacy services and medicine information, (4) personal abillities and skilss and (5) necesity for training and information.
Surveys included 11 questions using Google Forms Likert scale of 1-5, being 5 maximum score.
Post-survey was conducted after three-months period training for PT.

What has been achieved?

In pre-survey, medication distribution and dispensing received the lowest score (3 on five-point scale). The rest of responses showed a satisfaction degree (4) also for necesity for training and information.
After manual implementation, post-survey questionnaire shows that manual enhanced work procedures and medication distribution, dispensing (3 pre Vs 4 post), self-confidence and autonomy in established procedures. (4 on five-point scale). Moreover, overall satisfaction about was satisfied (4).

What next?

The implementation of a procedure manual has enhanced generally satisfied between PT. Although our survey shown this enhances, we are conscious about importance and necessity of reglated formation in Pharmacy Department in order to safe dispensing medications and safer and efficient work. For that reason, reglated formation has been scheduled among PT.

Pdf

Author(s)

Cristina González Pérez, María de la Paz Pacheco Ramos, María de la Torre Ortiz, Virginia Puebla García, Jesús Airam Domínguez Cháfer, Alba de Diego Peña, Nuria Fernández Piñeiro, José Julio Gómez Castillo, María Fernández-Vázquez Crespo, María Teresa Benítez Giménez

Why was it done?

The official hospital pharmacy training program, established in 1999, includes outdated and incomplete content on research. This update aims to ensure essential R&I knowledge, create a reference framework for evaluating research competencies, and promote impactful R&I projects.

What was done?

Design a specific research and innovation (R&I) training program for Internal Resident Pharmacists (IRP) as a cross-disciplinary area that integrates theoretical knowledge and practical skills.

How was it done?

In March 2024, a team of tutors, the R&I head, residents, the Pharmacy Department head, in collaboration with a project manager and the Innovation Unit, reviewed the official program, training plan, and competency evaluations. They selected the most relevant and accessible skills for residency.

What has been achieved?

Competencies (evaluation system)
1. Basic competence: Research Methodology
1a. Knowledge (exam):
1ai. Bibliographic search. Reference managers
1aii. Epidemiology. Evidence-based medicine
1aiii. Clinical research. Good clinical practice
1aiv. Real-life evidence
1av. Introduction to statistics
1b. Skills (direct observation + practical cases):
1bi. Bibliographic management
1bii. Critical reading
1biii. Statistics interpretation
1c. Attitudes (direct observation):
1ci. Proactive research attitude, critical thinking
2. Advanced competence: Project management
2a. Knowledge (exam):
2ai. Innovation project conceptualization
2aii. Research protocol writing
2aiii. Schedule and budget management
2aiv. Patient information sheet and informed consent writing
2av. Research Ethics Committee documentation
2avi. Public/private competitive calls search
2b. Skills (portfolio):
2bi. R&I project management
2c. Attitudes (direct observation):
2ci. Leading innovative projects in multidisciplinary teams
3. Advanced competence: Data processing and dissemination
3a. Knowledge (exam):
3ai. Data protection. Case Report Form (CRF)
3aii. Scientific writing
3aiii. Scientific communication publication
3b. Skills (portfolio, direct observation):
3bi. CRF design and implementation using REDCap®
3bii. Data management with business Intelligence and statistics software
3biii. Publications, conference communications, research grants, or doctoral thesis
3c. Attitudes (Direct observation):
3ci. Responsibility in data protection
3cii. New technology implementation

What next?

Reorganize content for phased implementation over the four-year residency period, ensuring that the curriculum evolves to incorporate emerging trends in pharmacy practice and R&I methodologies.

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Author(s)

Margot DESCHAMPS, Nejib BORGAAOUI, Jimmy ROSE, Jennifer LE GRAND, Louise NICOLAS

Why was it done?

Digestive cancers represent about 25% of new cancer cases diagnosed in France each year. The medical management of these cancers mainly relies on cytotoxic drugs. Side effects of these medications (fatigue, hair loss, nausea, or digestive issues) can affect negatively patients quality of life. These symptoms can make daily life challenging.

What was done?

As part of a patient therapeutic education program, the goal of our project was to develop an innovative educational tool to help patients better understand these side effects and find ways to manage them.

How was it done?

As part of the implementation of a multidisciplinary therapeutic education program, bringing together oncologists, pharmacists, sophrologists, osteopaths, and nutritionists, designed for patients treated for digestive cancers, the pharmacy is responsible for a workshop focused on the side effects of chemotherapy. The main molecules used to treat digestive cancers were listed, along with their most common side effects. Based on this analysis, playing cards were created, each corresponding to a specific side effect.

What has been achieved?

The developed tool is an educational and interactive board game, consisting of a board, a dice, and 56 cards. These cards are divided into 6 categories: general symptoms, neurology-psychology, heart-lungs, gastroenterology, dermatology, and real-life scenarios. The cards were designed to be understandable and accessible to all patients. The workshop takes place in two parts, with the pharmacist as the main facilitator. In the first part, patients are encouraged to share their personal experiences related to the drawn card. Then, the scenario cards are presented to help patients manage these challenges in their daily lives.

What next?

The decision was made to limit the number of participants to 6, in order to allow everyone to express themselves and exchange freely. The duration of the workshop was theoretically set at 1.5 hours but will need to be adjusted during the first workshops. It will be necessary to implement satisfaction surveys and patient follow-up on various criteria, such as emergency room visits, the number of calls after the session, and the rating of side effects.