Author(s)

Elena López Lunar, Elena Rodríguez Del Río, Sonia Fraile Gil, Beatriz Fidalgo Hermida, David García Martínez, Eduardo Tejedor Tejada, Pablo González Carrera, José Diéguez Gómez, José Manuel Carrascosa Bernáldez

Why was it done?

To raise awareness and inform the professionals of a monographic mental health center about the impact of pharmacontamination on ecosystems and human health in order to:
– Analyze the need for training in pharmacontamination in our professionals.
– Generate a cultural change and the adoption of more sustainable practices in medication consumption.
– Take specific future measures that help to optimize high pollution potential drugs in our center.
– Establish improvement actions in waste management.

What was done?

An educational questionnaire on pharmacontamination was intended for the professionals of the center. Permission was requested to the Hospital Management for its distribution, working in conjunction the Pharmacy Service and the Environmental Management Committee, which includes a hospital pharmacist.

How was it done?

– Tool used: Google Drive forms.
– Dissemination method: intrahospital email.
– Intended for the professionals of the center.
– Duration: ~10-15 minutes
– Easy to understand, entertaining.
– Exclusively didactic function. Invites reflection.
– No prior knowledge is required.
– Possibility of adaptation in future versions for different professional profiles.
– Organized blocks: concepts, information and awareness; striking examples; possible solutions and prevention; impact and satisfaction of the questionnaire; suggestions.

What has been achieved?

Test diffusion time = 7 days; sample = 54
Gender: Female 39 (72.2%); Male 15 (27.8%)
Age: 20-65 years
Average score obtained from the test 17.5/21; average value 19/21

– Survey scores after taking the test
>98% believe that the presence of pharmaceuticals in the environment is a matter of high or very high relevance, potentially negatively affecting ecosystems and human health.
>97% believe that greater education is necessary in a high-very high degree.
≈90.7% would like to expand their training on pharmaceutical contamination at the center. 18.5% of them would also like to research on their own.
>96% would recommend this test (average score 4.4/5 points).
7 comments and suggestions, all of them positive.

What next?

– Potential to be replicated in other hospitals or target populations.
– High engagement, understanding, and interest in learning about pharmaceutical contamination.
– Educational questionnaires seem to be a rapid, useful, viable, effective, and highly accepted awareness tool in pharmaceutical contamination.

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)

DEBROISE Madeleine, Dr GUELLEC Corrine, CHAMPEAUX Murielle, Dr PETIT Paul-Remi, Dr ROCHE Manon

Why was it done?

An innovative awareness-raising tool was developed to reduce glove misuse, strengthen hand hygiene practices, and promote the eco-design of healthcare procedures. The audit and feedback (A&F) strategy, known for improving practices, was at the core of this work (1). This initiative is part of the pharmacy project, implemented across the Territorial Hospital Group.

What was done?

Misuse of both sterile and non-sterile gloves has been widely described in the literature (2) . At the same time, the 2024 French Society for Hospital Hygiene guidelines emphasize that glove use is not recommended for intramuscular, subcutaneous or intradermic injections (3). In this context, the awareness tool was designed to limit misuse and promote good practices.

How was it done?

In addition to the audits carried out (before and after), a multidisciplinary team developed an escape game to make awareness training interactive and to enhance teamwork. Based on guidelines and field feedback, the game includes three modules addressing the appropriateness of glove use, sterile versus non-sterile glove use, compliance with standard precautions, the carbon footprint of different glove types, and waste management. Each session lasts 25 minutes and can take place directly in clinical units.

What has been achieved?

A total of 294 self-assessment questionnaires and 72 observation-based audit grids were collected. Since its launch, 48 workshops have gathered 210 participants, of whom 141 completed a satisfaction questionnaire. For 84% of them, this was their first participation in such an activity. More than 70% reported updated knowledge on hand hygiene and glove use, while 81% considered that environmental aspects could influence their practices. The word “playful” was mentioned in 69 out of 110 comments highlighting the game’s strengths.

What next?

The tool will continue to be rolled out across the region, including in training institutes, with the objective of achieving a 10% reduction in glove consumption at the territorial level.

Author(s)

Dr Sian Williams & Mr Connor Thompson-Poole

Why was it done?

Podcasting has been shown to enhance engagement and reflection among healthcare students by connecting taught content to real-world practice. The MUGHUB podcast, established by the Medicines Use Group (MUG) at the University of Brighton, was designed to increase student pharmacists’ access to current issues in medicines use and promote awareness of diverse career pathways. Following initial positive feedback, MUGHUB has now been embedded within each year of the new Master of Pharmacy (MPharm) programme to support an integrated and spiral learning curriculum focused on professional identity and experiential learning.

What was done?

The updated MUGHUB initiative aligns podcast and video content with the Clinical and Professional Skills (CAPS) modules delivered across all four years of the MPharm. Each year features a curated mix of episode formats—Meet the Team, Peer2Peer, and Bitesize Learning—to reinforce professional themes and competencies relevant to students’ stage of development. Episodes include topics such as Introduction to placements, Sustainability in pharmacy, and Transitioning to practice, featuring pharmacists, academics, and students.

How was it done?

Academic and clinical staff collaborated with student partners through a university digital learning initiative to co-create content. Topics were mapped to module learning outcomes and professional standards to ensure curricular alignment. Episodes were recorded in the university’s sound and TV studio, edited using Adobe Audition, and disseminated monthly via the virtual learning environment and Spotify. Structured integration points within the CAPS modules and placement preparation sessions were established to encourage active student reflection and discussion.

What has been achieved?

Over 30 episodes have been produced with close to 2500 plays amassing over 200 hours of listening. With each episode linked to learning themes across the MPharm, students report using the series to reinforce understanding of professional roles, placement preparation, and communication skills. The initiative has enhanced digital literacy, self-directed learning, and engagement with the wider pharmacy community.

What next?

Future plans include expanding student-led content creation and integrating reflective podcast-based assignments to further embed digital and professional competencies within the MPharm curriculum.

Author(s)

Dr Stewart Glaspole
Dr Joao Inacio Silva

Why was it done?

Developing professional competence and reflective capability is fundamental to preparing pharmacy graduates for contemporary clinical practice. In line with the General Pharmaceutical Council (GPhC) Standards for the Initial Education and Training of Pharmacists (IETP), the University of Brighton introduced a structured Global Skills Framework (GSF) and an innovative reflective portfolio tool to ensure all MPharm students develop, evidence, and reflect upon the requirements of modern pharmacists, including those relevant to independent prescribing.

What was done?

A Global Skills Framework was implemented across all four years of the MPharm programme, defining 16 core skills mapped to GPhC learning outcomes. The framework is supported by a reflective portfolio built on the Edublogs platform, which students maintain throughout the course. Students submit reflective entries linked to experiences in both academic and experiential settings, mapping each to specific skill outcomes and maintaining a live evidence repository to identify gaps.
Mandatory annual entries include: a numeracy action plan, an interprofessional education experience, and a placement reflection. Assessment occurs via a viva voce examination, where academic staff review the portfolio and discuss selected reflections with students to assess skill development and professional insight.

How was it done?

An evidence review was conducted, examining established skills frameworks in pharmacy education and the wider healthcare arena. This evidence base was thematically analysed and organised into 16 skill categories and mapped to the IETP. Each skill was given a descriptor and a spiralled set of learning outcomes and applied to each year of undergraduate teaching. Tutors review each student’s progress through structured one-to-one portfolio tutorials. Evidence, reflective writing, and viva feedback are monitored annually to inform individual and programme-level development.

What has been achieved?

The initiative has improved students’ ability to articulate their learning, identify personal strengths and development needs, and link university and placement experiences. Staff report enhanced visibility of student progression across the programme and stronger alignment of reflection with GPhC outcomes. Students have expressed increased ownership of their professional development and appreciation for the structure the GSF provides.

What next?

Future work will explore utilising other digital platforms to enhance the student and academic experience. Longitudinal evaluation of how portfolio engagement predicts prescribing readiness at graduation and beyond.

Author(s)

S. ADEVA ANTONA, E. ZHAN ZHOU, J.J. MARTINEZ SIMON, S. RISCO MARTÍNEZ, O. GUERRA GOMEZ, S. LOPEZ LOPEZ.

Why was it done?

A multidisciplinary initiative between Hospital Pharmacy and Onco-haematology nursing team was carried out to review and standardise recommendations provided to patients and caregivers regarding precautions with urine and faeces wastes after oral/intravenous chemotherapy.
A pharmacokinetic-based model was developed to determine the length of time during which such precautions should be maintained and all patient information leaflets were subsequently updated. Additionally, a general recommendations leaflet was created to be delivered to the patient at treatment initiation.

What was done?

Antineoplastic drug residues have been detected inside patients’ homes, especially on toilet and bathroom surfaces¹. Due to the scarce literature available, the information provided to patients on excreta handling precautions after chemotherapy varied considerably, leading to unsafe handling of excreta, with the risk of exposure to cohabitants and caregivers.
The project aimed to review the literature, establish evidence-based precaution periods grounded in pharmacokinetic principles, and standardise patient information across the hospital to improve safety and ensure consistency.

How was it done?

A structured literature review was performed to collect data on drug half-lives, renal and biliary excretion rates, metabolite activity, and their excretion and half-lives. Based on these data, a model was designed to estimate the period during which excreta might contain significant cytotoxic substances, defined as 4 to 5 half-lives(90% excreted). A 48-hour precaution period was set as standard, extended up to 7 days for drugs with longer half-lives or active metabolites, as no evidence supported longer periods.
140 drugs were reviewed, including 73 oral agents. Recommendations were established for the management of urine in 29 drugs and for faeces in 36.

What has been achieved?

Patient information leaflets were updated to include a section on excreta handling precautions, specifying the duration and safety measures. A general leaflet was also introduced at treatment initiation. This standardisation improved the consistency of information provided by healthcare professionals and enhanced safety for patient and caregiver.

What next?

This initiative provides a pragmatic, evidence-based framework adaptable to other hospitals to harmonise recommendations and improve safety. Future steps include formal auditing of adherence and exploring publication to support broader implementation. The methodology could be extended to other hazardous drugs and newly introduced anticancer agents into clinical use.

Author(s)

S. EL BOURY, B. CHAVENT, C. DUSSART, L. DERAIN

Why was it done?

Recognising medical devices is a key skill for hospital pharmacy professionals to ensure correct management and optimal patient safety. However, traditional training sessions were often theoretical and failed to stimulate engagement or long-term retention. This initiative was therefore developed to promote active learning, improve device recognition, and strengthen team collaboration in a fun and motivating way.

What was done?

A playful educational activity called “Medical device hunt” was created within the hospital pharmacy department. Inspired by an Easter egg hunt, this initiative encouraged staff to explore, identify, and learn about medical devices through an interactive and engaging game.

How was it done?

Over three days, sixteen medical devices (e.g. vascular stent, guedel airway, cardiac pacemaker) were hidden within a defined area of the pharmacy, each carrying a letter to form a mystery word. Participation was open to all pharmacy staff, including technicians, pharmacists, residents, students, and logistics agents, either individually or in teams. The top hunters were rewarded. A debriefing session, open to both participants and non-participants, presented informative cards on each device’s function and clinical use were, followed by a satisfaction questionnaire.

What has been achieved?

A total of 13 staff members participated, mainly pharmacy technicians (76.9%), with a success rate of 69.2%. All participants discovered at least one device and reported learning new information about its use. Satisfaction was high, with 92,3% declaring themselves “very satisfied.” Engagement extended beyond the game itself, as seven non-participants joined the debriefing session; among them, 85.7% were “very satisfied” and 71.4% reported having learned through the informative cards. The initiative strengthened awareness and knowledge of medical devices while fostering teamwork, communication and curiosity across the department.

What next?

The Medical Device Hunt demonstrated the benefits of gamified learning in a hospital pharmacy setting. Future editions will feature improved communication and longer participation time. The concept could also be adapted to other educational topics such as medication errors or risk management, further supporting a culture of continuous learning and safety within the department.

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.

Pdf

Author(s)

M. SIEGWART, A. BENDJAMA, D. KAROUBY, T. MARTIN, L. CITTADINI, MG. MARTINS, P. COLIAT

Why was it done?

Two automated preparation robots were implemented at ICANS in a context of increased activity in oncology, the need to maintain quality assurance in the preparation process and to reduce pharmacy technician’s exposure to cytotoxic agents. Preliminary professional training is crucial to understand this new technology, master the equipment and interfaces, and adapt to the new circuit and procedures.

What was done?

This work was the development of an educational virtual tour of an automated production unit, enriched by feedback, accessible to any professional interested in implementing an automated preparation robot.

How was it done?

The project was developed in collaboration with the Grand Est regional oncology network (NEON). Scripts were written based on a plan, detailing texts and scenarios to create short videos, each addressing a different theme with a voice-over narration. A professional team from NEON shot the film and edited according to the scripts. Location scouting and filming were completed over 3 days, with voice-over recording and editing done afterward.

What has been achieved?

Six scripts were produced. The first introduces the centre, while 4 others detail the management of an automated unit, including the organization and operation of storage areas, decontamination SAS, personal SAS, and the cleanroom (functional parameters, particulate class, airflow schema, dressing and hygiene rules, microbiological controls, cleaning, and the composition of the “breakage kit”). The robots are covered in a dedicated script that discusses the context of automation, their operation, the software used, possible interfaces, preparation procedures, and cleaning. The final script reviews the entire circuit, linking each area and stage of production: pharmaceutical validation, automated production management, material and vial preparation, manufacturing, and pharmaceutical release.

What next?

The virtual tour presents the circuit and the role of each involved personnel, highlighting precautions and subtleties compared to a non-automated circuit according to the most recent french guidelines. Although the practices shown may not be applicable to all centres due to differences in production area layouts, structures, staffing, and equipment, these videos aim to clarify the functioning of an automated unit while adhering to the guidelines. This online training can promote the standardization of practices, helping professionals from other centres install production automation systems. It encourages innovation and supports pharmacists during this critical transition.

Pdf

Author(s)

Lamesta Chiara
Del Pizzo Mariagiovanna
Della Costanza Chiara

Why was it done?

“SIFOgram” is an information graphic project created by the Young Area of the Italian Society of Hospital
Pharmacy (SIFO) to promote scientific divulgation not only directed to students and pharmacists but also to
a broader audience.

What was done?

We inspected the development and popularity of this educational project. SIFOgram aims to create a smart and direct interaction that impact on patient perceptions, adherence, and responsibilities of hospital pharmacists in mitigating potential risks.

How was it done?

A graphic program was used for the creation of content published on official network pages. The references
for the subjects covered include certified bibliographies for scientific topics and digital graphics for
illustrations. The tool is applied to main topics related to contemporary health professions education
curricula, which include integrated educational designs, approvals of new drugs and supplementary
applications, new target therapies, drug dosing, and events organized by our society.

What has been achieved?

Since 1st March 2023 to 30th September 2024, we gathered +91% accounts with 12.000 reactions. Most of these interactions are for uploading of stories (67,2%) and post (28, 1%) and reels (4,5%). Of this total 3% -located across the different regions of Italy-was from general community; 2% from other European countries and outside Europe, including Africa. The age group that interacted were 25-34 ( 52,5%), -35-44 years old ( 27,4%) , 45-54 years old (9%), 55-64 years old (5%), +65 years old (2,3%). Most liked contents were : antimicrobial stewardship (average 900 views), international and national guidelines (average 650 views), management oxygen (1738 views) , conferences (average 1700 views) where healthcare professionals present their practices as leaders in their respective specialties. We invited our followers, via email, to complete a qualitative questionnaire made up of close-ended questions. 6 broad themes (each containing sub-themes) were identified: Content/clarity, Design/Layout, Audience, Graphics/Images, Interaction on social platforms (live box, chat) and References. The feedback received indicated a positive agreement.

What next?

Through this infographic project, we can gain a deeper successful use of social media in healthcare for public health awareness and improvement communication in the present and in the future.