Introduction: Continuing pharmacy education (CPE) plays an essential role in educating health care providers on how to optimize person-centered care for patients by incorporating concepts of diversity, equity, and inclusion (DEI) into practice. Despite the importance of DEI concepts in person-centered care, little is known about the DEI initiatives promoted and implemented by providers of CPE.
Methods: This study was a repeated cross-sectional evaluation of DEI initiatives reported by continuing pharmacy education providers from 2021 to 2023. Surveys were electronically administered to accredited pharmacy continuing education providers at two separate time points from 2021 to 2023. Survey items assessed providers' current efforts and best practices for incorporating DEI into organizational culture and educational programming. Frequencies and percentages were calculated for categorical responses, and a general interpretivist approach was used to code open-ended response items and describe categories of responses.
Results: Overall, 50 and 33 responses were received in 2021 and 2023, resulting in response rates of 18% and 12%, respectively. In both survey periods, the most common step to advance DEI was to engage pharmacists and/ or pharmacy technicians in DEI discussions (n = 21 (42%) in 2021 and n = 16 (48%) in 2023). Qualitative analysis described the following themes and categories: DEI Best Practices (CE programming DEI strategies; organizational DEI strategies), DEI Goals (mission statement and DEI strategic plan; developing CE; continuing pharmacy education committee and task force; faculty development and guidance), and Accrediting Body Support (sharing best practices and training; technical support).
Conclusions: Although CPE providers described current efforts and best practices related to DEI in CPE, organizations involved in CPE accreditation can continue to explore ways to support DEI initiatives. As a result of this work, ACPE staff updated guidance to providers on approaches to incorporating DEI into organizational culture and CPE activities.

Introduction: Post-graduate pharmacy residency training is necessary to develop the foundational competence needed for direct patient care, and should include specific training related to teaching in the education and clinical environments. A state-wide resident teaching certificate program (TCP) was established in 2011 to enhance teaching skills in the didactic and clinical practice settings. Starting in 2022 – 2023, training on inclusive teaching and precepting was added to the established curriculum. The aim of this study was to evaluate the impact of incorporating inclusive teaching training on participant’s self-rated confidence to implement inclusive teaching strategies in the didactic and clinical environments.
Methods: Content delivery and training on being an inclusive teacher was incorporated into the TCP. Participants were asked to evaluate their confidence to incorporate inclusive teaching strategies in the didactic and clinical settings via survey using a 10-point Likert scale (1- least confident and 10 most confident). The survey is administered at the beginning and end of the program to evaluate the effectiveness of the program.
Results: A total of 51 residents completed the pre and post survey in 2023-2024. Overall resident confidence in implementing inclusive teaching strategies in didactic classroom teaching improved from a mean of 6.2 to 8.4 (p=<0.001), in facilitating in the classroom setting from a mean of 6.1 to 8.2 (p<0.001) and in teaching in the clinical environment from a mean of 6.6 to 8.8 (p<0.001). Results from the 2024 – 2025 academic year will be added and presented.
Conclusion: This study demonstrated the incorporation of training inclusive teaching was well-received and resulted in improved teaching confidence in the didactic and clinical settings. Developing skills related to inclusive teaching in postgraduate trainees has the potential to have a positive impact in creating inclusive learning environments and reducing known healthcare disparities.

Introduction: School culture influences the hidden curriculum. Educators communicate unspoken values, beliefs, practices and norms to students through interactions, modelling, and behaviors that influence learning and academic success. The purpose of this study is to describe the process used by the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences (SSPPS) to intentionally design, implement, and sustain a school culture centred on student success.
Methods: In partnership with an organizational culture consultant, the SSPPS followed the Culture by Design 8-step framework to identify and articulate desirable elements of the school’s culture. A faculty/staff survey was developed that established baseline metrics on these desirable behaviours to benchmark future improvements. Student feedback mechanisms were implemented to assure that the newly designed culture is reflecting positively on student learning and academic success.
Results: Twenty-four culture fundamental behaviours were identified on communication, interpersonal skills, equity, diversity, and inclusion, student-centredness, and approach to work. All fundamentals were directly applicable to faculty-student relationships. Several explicitly focused on how to best support students’ long-term success and assure strong educational reputation. The student-centred fundamental received a score of 4.19 on a 5-point scale. Several student feedback channels were established to assess the impact of the designed culture on student learning and sense of belonging. These included regular meetings with faculty liaisons and the SSPPS Dean, feedback through class leadership, and course surveys. Conclusion: Feedback indicated that SSPPS faculty and staff behaviours were generally consistent with the newly designed culture. To further improve student-centredness and enhance learning experiences, the SSPPS hosts periodic townhalls to address concerns and support development of new initiatives. Multiple events aimed at enhancing connections amongst faculty, staff, and students are held to strengthen belonging. Continued practice of the SSPPS culture fundamentals is expected to lead to more consistent achievement of our desired culture.

Introduction:The Primary Care Pharmacy Education Pathway (PCPEP) assessment strategy includes e-assessments, workplace-based assessments, reflective essays and an e-portfolio. Education providers should monitor inclusive assessment practices to ensure equitable opportunities with no group or individual unintentionally disadvantaged. Inclusive assessment aims to tackle assessment at point of design – looking at all aspects, from the development of marking criteria to method and mode of feedback – to ensure the ways in which we assess do not exclude students.
Method: We measured the extent to which the PCPEP assessment strategy facilitates inclusive assessment. Nine activities which facilitate inclusive assessment were derived from Quality Assurance Agency for Higher Education and University of Manchester guidance. Two researchers independently reviewed the extent to which these activities were considered in the PCPEP assessment strategy. Red-Amber-Green ratings were used.
Results: Performance of the PCPEP assessment strategy in relation to activities which facilitate inclusive assessment:
1) Adopting a range of assessment methods (Green)
2) Engaging student voice in assessment design (Amber)
3) Employing culturally inclusive assessment methods (Amber)
4) Considering religious observances and school holidays when setting deadlines (Green)
5) Considering students' previous educational background and assessment experiences (Green)
6) Considering the needs of students with disabilities or neurodivergence (Amber)
7) Ensuring students have variety in assessment and some individual choice (Amber)
8) Ensuring feedback is timely, constructive and developmental (Amber)
9) Developing students’ assessment literacy and alleviating assessment bias (Green)
Conclusion: The PCPEP assessment strategy facilitates inclusive assessment (Five green and three amber activities) but could be improved. The biggest challenge was making assessments inclusive for learners with disabilities or neurodivergence. We planned to make the following improvements:
1) Reviewing e-learning software to improve accessibility.
2) Developing guidance on using computer assistive technology.
3) Reviewing e-assessment wording to be more accessible to learners who use screen readers.

Introduction: As cultural diversity gains global prominence, healthcare professional educators (HPEs) are expected to exhibit a high level of cultural competence in education. Responding to this necessity requires the establishment of healthcare education that is oriented toward sustainability. This study aimed to investigate HPEs’ perceptions of cultural competence at the Qatar University-Health Cluster (QU-HC).
Methods: A convergent mixed-methods design was applied. The quantitative phase involved 118 HPEs at QU-HC responding to the Multicultural Teaching Competencies Scale (MTCS). The qualitative phase included three Focus Groups (FGs) with 22 HPEs, guided by Campinha-Bacote's (1999) model of cultural competence. Thematic analysis was applied to analyze FGs data. Results: Seventy-one educators responded to MTCS (response rate was 60.2%), and 22 educators attended the FGs. HPEs demonstrated a moderate level of cultural awareness (Total MTCS mean= 57±7.8). The FGs revealed that the HPEs exhibited awareness and responsive teaching, but individual and institutional factors needed improvement.
Conclusions: This study expands upon the existing literature concerning the cultural diversity impacts on the teaching and learning aspects of health profession programs, specifically within the Middle East context. It is recommended that health professional programs intensify the cultural orienta-tion provided to educators, reanalyze the curricular content to serve diverse pa-tients, and explore innovative approaches that embrace cultural diversity and sus-tainability.