Author(s)

Irene Márquez-Gómez, Vicente Escudero-Vilaplana, Fernando Bustelo Paz, José Luis Revuelta Herrero, Roberto Collado-Borrell, Laura Maldonado Yagüe, Alberto Ruiz López-Alvarado, Ana Herranz Alonso, Juana Benedí González, María Sanjurjo Sáez

Why was it done?

Patient experience has been recognised as a critical determinant of healthcare quality, directly influencing adherence, safety, and clinical outcomes. In clinical trials, where investigational drugs and complex protocols often create uncertainty and stress, patients face unique challenges. Enhancing their experience is critical to ensure safety, and engagement throughout the trial. This project aimed to mitigate these vulnerabilities and to foster a more humanised and supportive care environment.

What was done?

A patient-centred model was developed to incorporate patient experience into the pharmaceutical care of clinical trial patients. The initiative sought to redesign care processes within the Pharmacy Department to better address patients’ expectations, needs, and vulnerabilities.

How was it done?

The project followed four phases: (1) Current workflows were mapped to detect bottlenecks in pharmaceutical care (2) Semi-structured interviews with trial participants explored their perceptions, concerns, and unmet needs; thematic analysis was applied to identify key insights. (3) The SAFARI observational method was used to document real-world interactions and organisational dynamics in the drug dispensation area. (4) A Patient Journey Map was created to visualise the care pathway and highlight critical touchpoints requiring improvement.

What has been achieved?

Analysis revealed several unmet needs: insufficient practical information on trial medication, limited visibility of pharmacy as a clinical resource, logistical barriers such as poor signage and physical distance from clinics, and confusion about dispensing procedures. Patients valued close monitoring by the research team but expressed interest in receiving additional pharmaceutical support. Overall, the hospital pharmacy was perceived primarily as a logistical space rather than a clinical partner, underscoring the need to reposition its role within clinical trial care.

What next?

Two key strategies have been defined. First, the establishment of a dedicated pharmaceutical care consultation for trial participants, focusing on critical milestones (pre-screening, treatment initiation, therapy changes), providing structured explanations, written reference materials, and systematic review of interactions and adverse effects. Second, the functional planning of a new Clinical Trials Unit, with improved physical spaces, closer proximity to the research team, and simplified patient circuits. These interventions aim to transform the pharmacy service into a patient-centre ed and supportive environment, and future evaluation will measure their impact on safety, adherence, and patient-reported outcomes.

Author(s)

Mengato D, Camuffo L, Todino F, Binanti ME, Sartori S, Benini F, Venturini F

Why was it done?

Medication errors in paediatrics often arise from incorrect handling or administration by caregivers. Strengthening their knowledge is essential to improve safety and adherence. The initiative aimed to raise awareness and assess caregivers’ understanding of safe medication use, storage, and the role of compounded (‘galenic’) medicines. It also intended to reinforce the visibility of clinical pharmacists as accessible medication experts for families.

What was done?

On 17 September 2025, during the World Health Organization’s World Patient Safety Day themed ‘Safe care for every newborn and every child’, the clinical pharmacy team of the Azienda Ospedale–Università Padova organised an awareness event within the Paediatric Department. The initiative included a pharmacist managed information desk, an interactive quiz for parents and caregivers, educational materials on safe medication practices, and gadgets for children to foster engagement. Pharmacists were available throughout the day to answer questions and provide individual counselling on paediatric medicines.

How was it done?

A voluntary anonymous quiz with 10 knowledge-based and 2 awareness questions was administered to parents visiting the department. Participants received a score (1–10) and tailored feedback: scores ≥8 indicated excellent knowledge, 5–7 good knowledge with room for improvement, and <5 the need for closer pharmacist or physician guidance. The event required coordination with paediatric staff and logistical support for educational materials and space allocation.

What has been achieved?

Thirty-two parents completed the quiz: 68.8% achieved ≥8 points (‘super-pharma-parents’), 28.1% scored 5–7, and 3.1% scored <5. Knowledge was strong regarding shaking suspensions (100%), completing antibiotic courses (96.9%), and proper disposal of expired drugs (96.9%). Gaps emerged in measuring tools (9.4% incorrect) and preparation environment (6.2% unsuitable). Awareness of galenic medicines was limited (18.7% misdefinition). The initiative was well received, stimulating high engagement and requests for future educational sessions.

What next?

The experience improved caregiver awareness and strengthened collaboration between families and clinical pharmacists. This initiative, which is embedded with the Clinical Pharmacy Ambulatory, represents a reproducible model to enhance paediatric medication safety. Future steps include integrating similar educational events into routine hospital activities and developing digital tools to extend pharmacist-led counselling to the community.

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Author(s)

Caroline Hache, Stéphane Honoré, Guillaume Hache

Why was it done?

The development of clinical pharmacy allows pharmacists to take patient-centered roles and responsibilities. However, patient-centered care requires a specific set of skills and training, such as patient-focused communication and conducting structured interviews. Thus, improvement of pharmacist-patient communication may lead to better clinical outcomes.

What was done?

We developed a workshop involving patients within the training programme of residents in hospital pharmacy. The workshop focused on communication skills needed to improve the quality and effectiveness of a pharmaceutical interview.

How was it done?

The workshop was developed jointly by two senior clinical pharmacists and a lecturer in education and communication science. The learning process integrated: working on participants’ perception of pharmacists-patient communication, didactic learning, training activities and evaluation. The assessment of the learning effect was performed by self-, peers-, and patient-scored charts. Patients’ feedback during the training activities and assessments was highlighted as the cornerstone of the learning process.

What has been achieved?

First, we built a competency chart on communication skills needed to perform a structured pharmaceutical interview. This tool has been validated by the patients and well accepted by the learners. It was used to assess the learning effect of the workshop, and may serve as a guide for the continuous development of junior practitioners. Secondly, the workshop has actually been implemented, with both the learners and patients expressing a high general acceptance and satisfaction. Finally, preliminary results show a learning effect assessed by both peers and patients.

What next?

The involvement of patients needs to be further expanded to the training programmes of undergraduate students, residents and clinical pharmacists. A future action planned is to develop a model with the French Society of Clinical Pharmacy (SFPC) for a national systematic training module: “Improving pharmaceutical interviews’ performance through effective communication”, involving patients.