Author(s)

Claire May, Connor Thompson-Poole, Sam Ingram, Mairead O’Malley, Fahmida Ali, Michael Hopling

Why was it done?

The initiative aligned with NHS policy priorities to expand the prescribing workforce in primary care. Drawing on Health Education England’s research into ‘prescriber readiness,’ it introduced targeted learning interventions to bridge the gap between academic preparation and clinical practice. The focus was on equipping students with the skills and confidence to contribute meaningfully to prescribing decisions, while embedding practical, patient-focused learning that supports prescribing competence and helps reduce the perceived burden on placement providers.

What was done?

University of Brighton and University Hospitals Sussex NHS Foundation Trust co-developed a two-week pilot hospital placement to integrate student pharmacists into clinical teams. Embedded within a four-week experiential block, the placement aimed to meet prescribing-related outcomes at the required proficiency level outlined in the professional regulator’s Initial Education and Training (IET) Standards for Pharmacists, with a focus on patient-centred care and prescribing competence.

How was it done?

A two-pronged approach prepared students for placement through two weeks of simulation-based workshops focused on prescribing and clinical communication skills. This was complemented by hospital placements guided by a structured logbook, which included tasks such as patient histories, discharge planning, and clinical observations. Activities aligned with Supervised Learning Events (SLEs), including the Medicines Related Consultation Framework (MRCF), enabling students to demonstrate prescribing competencies in practice. The logbook also supported reflection, peer discussion, and multi-source feedback. Together, simulation and placement formed a cohesive framework for meeting IET standards and fostering prescribing readiness. Stakeholder engagement focused on risk-assessing activities and aligning them with Entrustable Professional Activities to ensure relevance and safety.

What has been achieved?

Module evaluation and assessment outcomes showed increased student confidence in clinical communication, medicines optimisation, and prescribing decisions. Students gained clearer insight into their role within multidisciplinary teams, while supervisors reported greater engagement and contributions to patient care. These insights informed the evolution of the experiential learning strategy and shaped future prescribing-focused educational interventions.

What next?

This initiative exemplifies good practice by bridging academic theory with clinical application. Its co-creation model, alignment with national standards, and emphasis on simulation-based learning make it highly transferable. Future developments will explore we can embed student pharmacists more into the clinical teams to support the workforce transformation across healthcare systems.

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.

Pdf

Author(s)

Delphine BODEN, Laura RODRIGO, Rachel MAHE, Olivier SELLAL, Maxime PARE, François RONDEAU

Why was it done?

The main objective was to test the activation of our Pharmacy-Sterilization-Operational-Unit (PS-OU), established in December 2022, and to work on its interaction with the others OU of the different hospital services. The second aim was to continue the training of pharmaceutical teams on exceptional health situations (EHS).

What was done?

In March 2024, our hospital pharmacy (HP) took part in an inter-departmental exercise based on the scenario of managing a massive influx of polytrauma victims at our hospital. The quick engagement of mobile medical units and sterilization department, dependent on the HP, is indeed a key element in the optimal care of victims, whether in hospital or pre-hospital.

How was it done?

Two interns and one pharmacy technician, with an analysis framework, were in attendance as observers through the exercise. During the PS-OU activation, various points were observed: global crisis management, task assignment and communication between the members, data centralization and communication with the others OU, efficiency and speed of response to problems… A feedback questionnaire was then sent to the 9 main players (PS-OU members, on-call pharmacist…). Intra-HP and inter-departmental feedback were provided immediately, then a posteriori.

What has been achieved?

For 3 hours, our HP had activated its OU to provide the best possible response to this exercise. The observation of this exercise pointed out the rapid activation and efficiency of the PS-OU (by the on-call pharmacist, on the order of the head of department), so a great intern and extern communication. Areas for improvement were raised, such as the optimization of available tools. 89% of players answered the feedback questionnaire. The communication was considered operational and the PS-OU essential by all the respondents. They also feel that this type of exercise is needed (75%) and helps prepare them for EHS (88%).

What next?

Aims of this exercise were achieved. Preparing, hosting and then analyzing this kind of exercise, although seemingly time-consuming, enables us to validate and, where required, consolidate the intended organization for EHS. These results also strengthen our determination to pursue our annual exercise program. Shortly, an exercise with the supply members of our PS-OU will be organized, in order to train the less experienced members as well.

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)

Elisa Vitale, Quentin Perrier, Arnaud Tanty, Claire Chapuis, Armance Grevy, Agathe Landoas, Dorothée Lombardo, Prudence Gibert, Lénaik Doyen, Benoit Allenet, Pierrick Bedouch, Sébastien Chanoine

Why was it done?

In France, during their 5th year of study, pharmacy students complete a six-month full-time equivalent internship in a hospital setting. At our hospital, most students spend six months in a care unit to perform pharmaceutical care and promote quality use of medicines. These missions are carried out in collaboration with all healthcare professionals, either under the direct supervision of a pharmacy resident, senior pharmacist, or independently. While tasks assigned to pharmacy students in the care unit with direct pharmaceutical supervision were well known, other students reported difficulties in understanding what was expected of them, as well as a lack of confidence when integrating an established interprofessional team.

What was done?

The aim was to create and evaluate a specific training session for all pharmacy students joining a care unit for the first time.

How was it done?

Four hospital pharmacists collaborated to define the learning objectives and select the appropriate teaching tools. A pre- and post-training self-assessment questionnaire consisting of seven questions was created to evaluate students’ self-efficacy regarding the learning objectives and their satisfaction with the training.

What has been achieved?

A four-hour training session, divided into five sequences, was created. The objectives were: 1) Highlighting the challenges of joining an interprofessional team, 2) identifying the tasks and learning opportunities for pharmacy students, 3) simulating a medication reconciliation, 4) managing pharmaceutical issues through problem-solving exercises.
Regarding the evaluation, students reported that they: a) were more enthusiastic about the idea of working in a care unit after the training course (85% vs. 74%, p=0.001); b) had a clear understanding of their mission (84% vs. 53%, p<0.001); c) felt more confident in performing a medication reconciliation (93% vs. 35%, p<0.001); d) were more aware of the pharmaceutical resources available to them (95% vs. 27%, p<0.001); e) had a better understanding of how hospital pharmacy is organized (58% vs. 19%, p<0.001). Additionally, 99% found the training useful, and 94% felt that the training methods aligned with the training objectives.

What next?

Assess the long-term impact of the training and its effectiveness in ensuring that pharmacy students perform pharmaceutical care successfully and confidently

Pdf

Author(s)

Franco Perna, Maria Elisabetta Uda, Maxime Annereau, Hail Aboudagga , André Rieutord, My Lan Vo

Why was it done?

The process of pharmaceutical validation of chemotherapy involves several steps, and the hospital pharmacist must rely on multiple therapy protocols. In addition, pharmacists who have just finished university do not have the appropriate training for pharmaceutical validation. Thus, we decided to develop a tool to support the validation of chemotherapy, in which pharmacists can learn therapy protocols.

What was done?

The hospital pharmacy has developed a pedagogical tool to support pharmaceutical validation in the context of rhabdomyosarcoma (RMS).

How was it done?

We initially carried out a systematic review, following the PRISMA 2020 Statement, to find if there were any educational methods or tools exist to facilitate pharmaceutical validation in paediatric oncology.
Then, we contacted several pharmacists, currently employed in French hospitals and abroad, to understand how they train new pharmacists and resident students about chemotherapies validation. After this first stage, we focused our research on the content of our future educational tool. We created an easy-to-fill questionnaire to obtain information and meet from clinical pharmacists inside our department to understand which information was needed for the tool and what could be the most suitable format for them.

What has been achieved?

Regarding the systematic review, only two studies were identified, in which tools for pharmacists were developed, but none of these concerned the pharmaceutical validation of paediatric chemotherapy. The hospital centres contacted did not develop pedagogical tools, but some of them support the training with standard operating procedures (SOPs).
The questionnaire, in which 15 pharmacists (27% students) were interviewed, revealed that most preferred a tool in pdf (48%) and paper format (22%), containing information on pathophysiology (48%) and epidemiology (22%) of rhabdomyosarcoma, on chemotherapy protocols (32%) and dosage regimens (19%). For this reason, a pedagogical tool has been developed in pdf format and in the form of a paper booklet with the required information.

What next?

This tool could be the first presented regarding the validation of paediatric chemotherapy.
The future prospect would be to develop other tools to support pharmaceutical validation so that we can invest more and more and provide more and more quality training to new hospital pharmacists.

Pdf

Author(s)

Maria Agerboe Sondrup, Anette Sand Østergaard

Why was it done?

Training of operators has previously been performed, however there was no consistent programme for continuing training in the department to secure optimal training of operators. Equally the effectivity and durability of the training was not evaluated. The aim was to establish a thorough system for continuing training focusing on ongoing confirmation of proper training as well as adaptation and optimization throughout.

What was done?

A programme for continuing training of operators was designed and implemented in a clean room production department by GMP-responsible operators and academics.

How was it done?

A template was designed for the programme. One module takes up to 3 months.
The template is the following:
Observation:
– Trainers observe operators in a clean room
– Current technique is observed and if necessary corrected
Training material:
– Developing educational material based on SOPs
– Short videos, PowerPoint presentations etc.
Individual training:
– Operators answer handed out multiple choice questionnaire (MCQ) by themselves
Group training:
– The correct answers to the MCQ are presented by the trainers at a plenary session
– All answers are discussed
Observation:
– Trainers observe operators in a clean room
– Current technique is observed and if necessary corrected
Evaluation:
– Trainers evaluate the training in terms of improvement from the first to the second observation
– Trainers write a report that is presented to the operators

What has been achieved?

A systematic and relatively simple training programme has been implemented. This streamlines the training of operators, thereby making it easier for the trainers to introduce new subjects and ensures that all new operators are trained the same as the experienced operators. The programme also makes the training system recognizable for the operators, which gives a higher compliance.

What next?

The program has only been implemented on processes related to production in clean room, but the training method can easily be applied to subjects outside of the clean room or in other healthcare settings. To involve the operators in the process, the second observation could be delegated to other operators and not just the trainers.

Pdf

Author(s)

Anthony Serracino Inglott, Maria Mamo, Amar Abbas, Luana Mifsud Buhagiar

Why was it done?

Regulatory science is not some detached activity performed in secluded offices but is applied by pharmacists as an integral part of their daily work, whether thought of as regulatory intelligence or not. This initiative endeavored to offer educational intervention, for streamlining a patient-centric culture and addressing gaps, while waning concerns regarding potential conflicts arising from regulator-stakeholder interactions.

What was done?

The Malta Medicines Authority (MMA), through the MMA Academy for Patient Centred Excellence and Innovation in Regulatory Sciences, implemented a course intended for collaborative synergy with professionals in patient care settings. Strengthening regulatory intelligence may provide substantial return on investment for the ultimate benefit of patients.

How was it done?

In April 2023, the MMA Academy completed registration as a Further and Higher Educational Institution. An accredited 3-day course, leading to an Award in Basic Regulatory Sciences (Malta/European Qualifications Framework Level 4), was launched across stakeholders. Twenty-four experts were engaged to deliver sessions on legislation, ethics, quality, information sources, digitalization, pharmacovigilance, good practices, risk, and avoiding victims of the system. Registrations were initially slow, owing possibly to the holiday season, increasing to maximal venue capacity following reminder mails and media posts. The course was delivered in September and feedback collected through a Likert scale evaluation exercise.

What has been achieved?

Thirty participants (8 from public, 22 from private entities) completed the course successfully. All respondents to the course evaluation exercise (n=24) expressed satisfaction with course content and willingness to attend further courses. Promisingly, 92% of same respondents found the information presented relevant to their practice, anticipating performance improvement. Feedback included recommendations for future initiatives, particularly on regulatory oversight of aesthetic medicine services and integration of artificial intelligence in hospital pharmacy practices. A continuous educational needs exchange is encouraged for course development tailored to respective patient care settings.

What next?

Interest was expressed by the Health Department (Ministry for Health, Malta) to support eligible candidates for participation, auguring well for enhanced prospective engagement by clinical pharmacists and colleagues in the state hospitals. This may also serve as example to other competent authorities. Going forward, the MMA Academy intends to invest in online provision to reach a wider audience through a virtual environment.

Author(s)

Mathieu Fournel, Herve Trout , Jean Eudes Fontan , Marie Cabagnols

Why was it done?

At night, our Pharmacy residents are alone to lead the patient interview, which can be stressful and complex. They currently receive a theoretical course as training, which is insufficient and lead us to reinforce their training by organizing this simulation program.

What was done?

In our hospital, treatments for accidental exposition to blood or other body fluids (AEB) are prescribed by the emergency unit doctors and are delivered by our pharmacy residents who also give associated advices. In order to improve the quality of this procedure and train our pharmacy residents, we created and tested simulation case-scenarios of pharmaceutical interview of AEB’s victims with role-playing game.

How was it done?

We based our training program on the French Health Authority guidelines. Scenarios are based on our real-life experiences and potential clinically relevant situations.

What has been achieved?

First, we evaluated pharmacy residents’ theoretical knowledge and their self-confidence about AEB interview with anonymous questionnaires.
We created five different scenarios and tested them during six role-playing game sessions in two weeks with six pharmacy residents.
Every session lasted approximatively one hour, each resident played one scenario as a resident and one as a patient. Sessions started with briefing and ended with a detailed debriefing. All our scenarios are efficient, and debriefings were interactive and interesting. Evaluation of the sessions by pharmacy residents showed great satisfaction. They evaluated our scenarios as relevant and rated simulation training higher than lecture-based courses. Moreover, informal feedbacks are very positive.

What next?

Our next step is to film a simulated pharmaceutical interview of AEB’s patient for new pharmacy resident as an example before their first interview. Simulation will be part of the training of every new pharmacy resident in our hospital. Furthermore, we would like to extend simulation training to other types of patient’s pharmaceutical interviews.