EAHP represents over 30,000 hospital pharmacists across 37 member countries. EAHP represents and develops the hospital pharmacy profession within Europe in order to ensure the continuous improvement of care and outcomes for patients in the hospital setting. This is achieved through science, research, education, practice, as well as sharing best-practice and responsibility with other healthcare professional
The EAHP Board, elected for three-year terms, oversees the association’s activities. Comprising directors responsible for core functions, it meets regularly to implement strategic goals. Supported by EAHP staff, the Board controls finances, coordinates congress organization, and ensures compliance with statutes and codes of conduct.
The EAHP staff supports the Board in executing EAHP’s mission. The Staff assists in financial management, events organisations, policy activities and all EAHP projects. The EAHP staff works closely with EAHP’s members and ensures the effective communication all relevant stakeholders.
The first member countries were Belgium, Britain, Denmark, France, the Federal Republic, Germany, Italy and The Netherlands in 1972. EAHP has now 36 EAHP members and 2 Associate Members. EAHP is open to countries members of the Council of Europe and since 2022 to organisations representing the interests of hospital pharmacists from outside the Council of Europe (Associate Membership)
EAHP’s structure is also composed by different standing committes: EAHP Scientific Committee, EAHP Education Executive Committee and the EAHP CTF Steering Committee.
At EAHP, we are committed to transparency in our governance, ethical standards, and funding practices. This section provides open access to our foundational documents, including the EAHP Statutes, Code of Conduct, and Funding Sources. By sharing these resources, we aim to uphold accountability and foster trust with our members, partners, and the public.
Keep up with all EAHP’s events and webinars. Contact the team at info@eahp.eu should you have any questions about upcoming events or activities.
Here you can find all upcoming events organised by EAHP and by all its members and associate members. Do not hesitate to contact the events team at events@eahp.eu should you have any questions about the organisation of these events.
Hospital pharmacists conduct a critical role in the care of patients in hospitals. Learn more about what they do here and in all the pages under Hospital Pharmacy practice and Policy.
Self-Assessment
SILCC
Closed SIGs
EAHP brings together experts from many areas of hospital pharmacy practice providing and highlighting good local sustainable practices as that can be up-scaled and shared with other countries. The EAHP Working Group on Sustainability has the aim of reducing the environmental burden of the hospital pharmacy services.
The European Association of Hospital Pharmacists (EAHP), and its 36 member country platforms are creating a Common Training Framework for the hospital pharmacy education in Europe. The goal of this project is to allow the free movement of hospital pharmacists within the European Union.
The European Association of Hospital Pharmacists (EAHP) and the European Society of Clinical Pharmacy (ESCP) have collaboratively developed the Oath to Society. The Oath to Society is all encompassing and acts as a contract for excellence in providing compassionate patient care, working as part of the healthcare team and advancing the pharmacy profession, and showcasing how clinical and hospital pharmacists work every day
A day created to highlight the importance and to celebrate the work done by hospital pharmacies. This day celebrates all hospital pharmacy teams.
The Early Career Network aims to empower early-career pharmacists by sharing opportunities, insights, and success stories from across 25 member countries.
Together, we’re building a stronger, more connected hospital pharmacy community: one story, one country, one pharmacist at a time.
Catch up with EAHP’s press releases
Find all EAHP relevant publication like the EAHP Surveys, annual reports and the history books.
The European Journal of Hospital Pharmacy (EJHP) is the only official journal of the European Association of Hospital Pharmacists (EAHP) and is committed to advancing the science, practice and profession of hospital pharmacy. As the premier communication platform for hospital pharmacists worldwide, EJHP is a major source for continuing education as well as updates on advances in the practice and standard of pharmaceutical care for patients.
When EAHP and Hospital pharmacists appear in the news.
EAHP publishes a monthly EU monitor with updates about the latest EAHP initiatives and information relevant for the hospital pharmacy profession.
The Sponsor Channel is designed to maximise visibility and engagement, allowing sponsors to connect with the hospital pharmacy community and partners in a dynamic and interactive environment. From product demonstrations to networking sessions, the Sponsor Channel offers a range of opportunities for sponsors to showcase their offerings and generate leads in the new EAHP Website.
Education and Research
Mengato D, Cancanelli L, Colicchio A, Crivellaro G, Lombardi N, Torni F
Clinical pharmacy in Italy is not officially institutionalized yet and education about it across Italian residency programs is heterogeneous, with limited opportunities for structured, practice-oriented learning. To address this gap, the contest was introduced in 2023 to foster harmonization and enhance residents’ practical competencies. The main goal was to engage future clinical pharmacists in a stimulating, competitive environment that reflects real-life decision-making, encourages collaboration, and supports the development of a shared professional identity.
A national Clinical Pharmacy Contest was designed and implemented by the Italian Society of Clinical Pharmacy and Therapeutics (SIFaCT) to promote standardized, competency-based education among Italian residents. The initiative uses a gamified, case-based learning model to develop clinical reasoning, teamwork, and problem-solving skills in real-world therapeutic contexts.
Residents from Hospital Pharmacy and Clinical Pharmacology and Toxicology schools across Italy competed in teams of four. The contest included three phases. Preliminary phase: submission of a medication review based on a simulated clinical case; Quarter-finals: online Jeopardy-style quiz; Semi-finals and final: structured quizzes and guided clinical case discussions, evaluated by expert panels during the SIFaCT National Congress. Organizational challenges such as ensuring fair participation and developing standardized evaluation tools were addressed by establishing a dedicated multidisciplinary committee.
Across three editions, 30 teams (120 residents) participated, with 48 finalists attending live sessions. A pilot survey from 40 respondents showed high satisfaction (mean 4.4/5), strong perceived usefulness (4.4/5) and complementarity (4.3/5) with university education. 91% would recommend the contest to colleagues, and 85% rated its usefulness in deepening clinical knowledge as 4 or 5/5. Participants reported improved clinical reasoning, teamwork, and awareness of the pharmacist’s clinical role.
The contest represents an innovative and scalable educational model that supports harmonization of clinical pharmacy training and inter-university collaboration. It could be adopted across Europe to strengthen clinical competencies, foster professional identity, and promote patient-centered care.
Education and Research
FERNANDEZ LOPEZ, ELISA GEORGINA; SANTOS FAGUNDO, ANDREA; ESQUIVEL NEGRIN, JORGE; PEÑA HERNANDEZ, JOSEPHINE; GONZALEZ CRESPO, ALVARO; MAGDALENA PEREZ, AMARA; MARTIN CONDE, JOSE ANTONIO; DIAZ RUIZ, MARIA PILAR
Training in hospital pharmacy involves numerous critical technical processes (e.g. sterile preparations, parenteral nutrition, cytotoxic drugs, automated dispensing). These procedures demand high precision and adherence to protocols. Variability in training methods may lead to errors and reduced efficiency. To standardize training and provide residents and professionals with an accessible reference, a structured video library was developed.
A comprehensive training video library covering key technical processes in hospital pharmacy was designed and implemented in a tertiary hospital. The goal was to improve resident education, ensure adherence to protocols, and provide a rapid consultation tool for daily practice.
Training videos were produced for the following areas: sterile preparations (intravitreal injections, intrathecal, collyria, subcutaneous and intravenous re-dispensing, analgesia pumps), parenteral nutrition (adult and neonatal), cytotoxics (IV, SC, chemoembolization particles, elastomeric devices, intrathecal), laminar flow cabinet operation, pharmacy software tutorials, automated dispensing systems (Athos, carousels, outpatient robot), and logistics management (orders, forecasts). Each video followed a technical and regulatory script. Content was validated by professionals and residents through a pilot phase. The final materials were integrated into the hospital’s internal platform, with controlled access. Impact was assessed via satisfaction surveys and monitoring of procedural execution.
After one year, 85% of users reported improved learning and knowledge retention, while 100% of residents stated increased confidence in performing procedures. The tool has contributed to training standardization, greater adherence to protocols, and facilitated quick access to updated resources.
Future steps include producing additional videos, updating existing content according to regulatory/technological changes, and expanding the model to other hospital pharmacy departments. While it does not replace supervised practical training, this tool complements it and has strong potential for replication in other hospitals to improve quality and safety in pharmaceutical care.
Education and Research
P. BROUARD
C. JUTARD
C. COUSIN
E. COGET
The Oncology Pharmacy Unit within the hospital pharmacy is experiencing a steady increase in activity. Medical teams are increasingly calling on pharmacy interns for technical and clinical questions.
To enhance the training of pharmacy interns and improve responsiveness to medical inquiries, an artificial intelligence (AI) driven pharmaceutical chatbot pre-configured using a dedicated prompt. It was developed to deliver accurate, context-specific answers on clinical pharmacy, pharmaceutical technology, and organizational aspects of the oncology unit. This study aims to assess the relevance and quality of its responses to evaluate its potential as a support tool in intern training.
A total of 123 anonymized documents, including procedures, educational materials, and internal resources from the oncology unit of the hospital pharmacy, were integrated into a dedicated chatbot developed with ChatGPT-5. Forty questions reflecting eight key thematic areas of residents’ activities—clinical and technological validation, outpatient dispensing, controlled atmosphere areas, medical staff inquiries, software use, routine practice, and on-call situations—were submitted to the AI. Four experts pharmacists independently assessed each response using a standardized evaluation form with four levels of agreement (“Agree,” “Somewhat agree,” “Somewhat disagree,” “Disagree”).
Among the 160 responses received, a strong inter-rater consistency was observed, with 90% of evaluations showing concordance among at least three assessors and full unanimity in 20% of cases. Overall, 79% of chatbot responses were rated favorably (41% “Agree,” 38% “Somewhat agree”). The highest satisfaction rates were found in clinical pharmacy (95%), controlled atmosphere areas (95%), and software (90%). In contrast, lower agreement occurred in pharmaceutical technology (65% favorable, 30% disagreement) and particularly in on-call situations, where 55% of responses were considered unsatisfactory.
These findings confirm the educational potential of this tool, with most answers deemed relevant. Nonetheless, discrepancies underline its limitations regarding specific technical data, including occasional hallucinatory, incorrect, or incomplete responses that lack adequate reference to institutional procedures. Given its potential, we are working to improve this chatbot by refining the prompt, updating the database, and testing other non-hallucinatory AI models.
Education and Research
Dr Sian Williams, Dr Ella Graham-Rowe, Dr Sarah Chapman and Prof John Weinman
Non-adherence contributes significantly to preventable harm and waste across health systems. Although pharmacy professionals are well placed to intervene, evidence suggests that current approaches are limited in effectiveness. The aim of this initiative was to provide multi-sector professionals with a shared framework and tools to support adherence, improving patient care and consistency across services.
A training programme was developed to improve pharmacy professionals’ confidence and capability in identifying and addressing medication non-adherence. The training was delivered to qualified pharmacists, foundation pharmacists, and pharmacy technicians across NHS Sussex, with a focus on practical skills and evidence-based behavioural change strategies.
The training, developed in collaboration between the University of Brighton and the Centre for Adherence Research and Education at King’s College London, consisted of three components. First, participants completed an online module introducing the causes, types, and consequences of non-adherence. This was followed by a four-hour interactive face-to-face workshop, where attendees were trained in the COM-B (Capability, Opportunity, Motivation – Behaviour) model, the ‘Making Medicines Work for You’ screener, and five practical adherence support strategies based on evidence-based behaviour change techniques. A follow-up online session four weeks later allowed participants to reflect on applying the screener in practice and to share experiences. Cross-sector representation enabled peer learning and discussion of implementation in diverse settings.
The initial training reached 26 pharmacy professionals who completed pre- and post-surveys on confidence and practice in identifying and supporting adherence. Analysis showed improved perceived skills and access to tools. A follow-up session revealed early successes alongside barriers, including time pressures in busy settings and challenges embedding the tool into systems that support routine practice.
This initiative provides an evidence-based model for embedding adherence support into pharmacy practice. It is transferable across integrated care systems and healthcare settings. Future plans include ongoing evaluation and extending training to other clinical teams and policy decision-makers.
Education and Research
Ella Graham-Rowe, Sian Williams, Sarah Chapman and John Weinman
Non-adherence to prescribed medicines remains a global problem, associated with poor health outcomes and increased healthcare costs. Despite pharmacists’ central role in addressing adherence, undergraduate education often lacks practical, evidence-based training. This initiative aimed to equip students early in their professional development with the skills and confidence to identify and support patients with adherence challenges.
A structured programme on medication adherence was developed and embedded into the second year of the Master of Pharmacy (MPharm) degree at the University of Brighton. The training introduced students to an adherence screening tool, key behavioural frameworks, and practical support strategies, with opportunities to practise in simulated scenarios and while on placement.
Academic staff were first trained by the Centre for Adherence Research and Education (King’s College London) to deliver their structured programme. The training was then delivered to undergraduates over three two-hour face-to-face workshops. Workshop one explored types and causes of non-adherence using the COM-B (Capability, Opportunity, Motivation – Behaviour) model. Workshop two introduced five evidence-based behaviour change strategies. Workshop three allowed students to apply these skills using the ‘Making Medicines Work for You’ screener in simulated consultations. Learning materials and scenarios were co-developed with practising pharmacits to reflect authentic pharmacy practice.
All second-year students completed the training in the 2024–2025 academic year and were assessed in end of year OSCEs. Feedback highlighted notable improvements in students’ consultation and communication skills, along with greater empathetic engagement with patients. Learners described the tools and exercises as engaging and supportive, boosting their confidence in supporting patient adherence.
This initiative demonstrates that evidence-based adherence training can be effectively integrated into the undergraduate pharmacy curriculum. The approach is transferable to other institutions and may improve medicines optimisation in future clinical practice. In 2025–2026, these students will apply their learning during practice placements across multiple sectors. Further evaluation will explore impact on student performance during placements.
Education and Research
Dr Sian Williams & Mr Connor Thompson-Poole
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.
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.
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.
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.
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.
Education and Research
Clarisse Laurent, Carole Metz, Clara Debaisieux, Romain Lestel, José Carreira, Muriel Maison, Valérie Friser, Nathalie Miranda, Mélanie Hinterlang, Carole Fouteau, Sylvain Choquet, Lamia Hassani, Nabih Azar, Marie Antignac, Fanny Charbonnier Beaupel.
Chimeric Antigen Receptor-T cells (CAR-T), an innovative therapeutic option, have shown remarkable clinical efficacy. However, their pathway from production to infusion requires new multidisciplinary expertise. The Mario CAR-T Project was designed to train both paramedical and non-medical hospital staff in this process.
The project took place over two days in January 2024. The program lasted 3 hours and included 6 20-minute workshops. To measure knowledge acquisition, a test was developed and validated with input from multiple disciplines. The test contained 20 questions, each rated with a certainty score from 1 to 5. Professional categories were also recorded (paramedical : nurses, social workers, nursing students, hospital pharmacy technicians and non-medical : call center staff and medical-administrative assistants).
Participants completed the test at three time points: (A) before the course, (B) immediately after the course, and (C) two months after the course. Data were analyzed using PRISM® (GraphPad). Median scores were compared using the Kruskal–Wallis test (alpha = 0.05).
A total of 79 participants were enrolled: 60 answered test A (51.6% paramedical vs. 48.4% non-medical), 54 answered test B (61.1% vs. 38.9%), and 6 answered test C. The median grade of A was lower than that of B (p < 0.0001). Question-by-question analysis showed better results in domains related to collection, reception, storage, and thawing of CAR-T cells (median of A : 8.5 versus B : 11.25 ; p < 0.05). Across all professional categories, scores improved between time A and B for social workers (median of A : 8.5 versus B : 11.25 ; p <0.05 ) and nurses (median of A : 13.0 versus B : 14.5 ; p< 0.001).
This study shows that the Mario CAR-T Project enabled the acquisition of new knowledge for staff involved in CAR-T cell care. However, no progress was observed on questions about lymphodepleting chemotherapy or CAR-T administration, indicating the need to adapt training. Due to the low number of follow-up responses, long-term knowledge retention could not be assessed. An annual session is planned to update and maintain staff knowledge.
Education and Research
Dr Fernando Perez
Connor Thompson-Poole
Dr Konnie Basu
Recent changes in UK pharmacy education standards by the General Pharmaceutical Council (GPhC) have emphasised the need for pharmacists to graduate with the confidence and competence to undertake independent prescribing roles. This requires proficiency in physical assessment and diagnostic skills, traditionally outside the scope of undergraduate pharmacy education. To address this gap, the University of Brighton has integrated a structured simulation-based physical assessment training package into the MPharm curriculum, preparing future pharmacists for enhanced clinical responsibility and interprofessional practice.
A series of simulated physical assessment sessions was introduced across all years of the MPharm programme. The training focuses on developing students’ competence and confidence in performing fundamental physical assessment techniques, including cardiovascular, respiratory, gastrointestinal, and neurological examinations, as well as accurate recording and interpretation of vital signs through a spiralled curriculum over the course of four years.
The simulation package was designed collaboratively by clinical academic staff and prescribing pharmacists, supported by colleagues from medicine and nursing to ensure cross-disciplinary alignment. Each session was structured around case-based clinical scenarios, encouraging students to follow a patient’s journey through different healthcare settings.
Sessions were delivered in the university’s clinical simulation suites using simulated patients, high-fidelity manikins, and digital monitoring tools. Each workshop included a short demonstration, guided practice, peer feedback, and reflection activities. Students benefit from this approach as they can individually work through real clinical scenarios, which better prepares them for future independent clinical practice.
Student learning was assessed through Objective Structured Clinical Examinations (OSCEs) and reflective portfolios. Staff feedback and student evaluations were collected to guide ongoing improvement.
Over two academic years, over 400 pharmacy students have participated in the programme. Student feedback indicates a marked increase in self-reported confidence in patient examination, clinical communication, and integration of physical findings into clinical reasoning. Staff observed improved engagement and enhanced preparedness for prescribing training. The initiative has also fostered stronger collaboration across disciplines.
Future plans include developing interprofessional simulation days with medical and nursing students, and exploring digital tools for remote clinical assessment practice. The model demonstrates a scalable and sustainable approach to embedding clinical examination competence within undergraduate pharmacy education.
Education and Research
Connor Thompson-Poole
Sam Ingram
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.
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.
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.
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.
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.
Education and Research
Dr Stewart Glaspole
Dr Joao Inacio Silva
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.
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.
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.
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.
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.
