Introduction: For over half a century, mystery shopping has been used to evaluate service experience through the lens of the consumer in health care settings. It has shown benefits in evaluating competence and improving performance for pharmacy staff when feedback and coaching follow the mystery shop. For research to evaluate mystery shopping’s suitability for education in the context of WIL, students were required to visit a pharmacy and roleplay as a person seeking treatment advice for a minor ailment and to observe pharmacy staff communication and service during the interaction. Compared to non-participants, student participants showed a stronger sense of professional identity, improved empathy and potential for improved performance in oral exams.
This project outlines the development of a new mystery shopping student activity (MYSSA) in the WIL program for an undergraduate pharmacy program at The University of Sydney.
Method: MYSSA involved students working in pairs to select locations, design patient scenarios, role play or observe the interaction and record a video log. An exclusion zone and rotating 2week cycle were included to avoid visit frequency congestion. Students commenced in week 4 after delivery of communication and clinical topics. Students wrote individual reflections for submission for marking and feedback by tutors. A short debrief activity was included in their final tutorial in week 13.
Results: A total of 536 mystery shopping visits were conducted by 270 paired enrolled students. Students enjoyed planning visits and exposure to different pharmacies with 38% of student survey responders including MYSSA in “the best aspects” of the unit. Students found the Vlog helpful for reflection writing and simple scenarios improved interactions and understanding. MYSSA built student knowledge and confidence.
Conclusion: Lessons learned will inform next steps for MYSSA including visit reduction, prompt feedback for submissions and use of AI in case design.

Introduction: Simulation-based learning (SBL) enhances critical thinking, communication, and interprofessional skills, but can be inherently stressful for the learner. Cognitive Load Theory (CLT) suggests optimizing mental load to facilitate learning, focusing on intrinsic load (IL), extraneous load (EL), and germane load (GL). This study aimed to compare self-perceived cognitive load between students who received pre-briefing and worked-out modeling (WOM) before a simulation and those who did not.
Methods: Final-year pharmacy (N=12) and physician assistant (N=41) students were randomized into control (7 teams) and intervention (7 teams) groups. The control group received a 30-minute orientation and proceeded to a pediatric escape room. The intervention group received the same orientation plus pre-briefing and completed five pediatric cases (WOM). Post-event, students completed the Cognitive Load Assessment Scales in Simulation (CLAS-Sim) and rated their pediatrics knowledge. An independent t-test assessed differences in CLAS-Sim scores.
Results: The intervention group reported significantly higher IL (5.83 vs. 6.58; p=0.036), better GL (5.49 vs. 6.95; p=0.002), and lower EL (5.03 vs. 4.04; p=0.031). They also had higher average scores on pediatrics knowledge (4.0 vs. 3.5).
Conclusions: Pre-briefing and WOM before simulations can improve GL and reduce EL.

Introduction: Tutorials offer opportunities for pharmacy students to apply acquired knowledge, through case-based learning. Due to time constraints, it can be challenging for tutors to assess assumed knowledge. Therefore, formative assessments are necessary to gauge this assumed knowledge. In 2023, the University of Sydney Bachelor of Pharmacy program transitioned from pre-tutorial short-answer question worksheets to quizzes across all third-year tutorials. This study focuses on the quiz bank development, implementation and evaluation processes.
Methods: The third-year curriculum contains seven clinical units of study with each unit delivering five tutorials across five weeks. Quizzes, consisting of six multiple choice questions, were administered during the first 15 minutes of each tutorial. A question bank for each tutorial was designed using a rigorous process whereby a pharmacist developed the quiz questions by aligning tutorial content with key relevant pharmacy resources. These questions were reviewed and validated by a pharmacy academic and unit coordinator. Focus groups were conducted to explore students’ views of quizzes and its impact on learning. Transcripts were transcribed verbatim and underwent inductive thematic analysis.
Results: 1200 quiz questions were developed. 286 students enrolled in 2023, and 301 students enrolled in 2024 completed the quizzes. For each tutorial, the 40-item question bank was integrated into the Canvas learning management system, so that each student received a random six-item quiz for each tutorial, with a five-minute time limit. Three focus groups were conducted with a total of 13 students. Preliminary analyses suggest that students generally regarded quizzes as a valuable tool to gauge their understanding of their learning, however, would appreciate more detailed feedback on how to improve.
Conclusions: Since iterative education design is imperative to ensure learner-centred teaching and contemporary to practice, incorporating feedback from students to develop more detailed and automated feedback is necessary when considering improvements to quiz delivery.

Introduction: To increase diversity, attract qualified applicants, and serve students unable to attend on campus, the University of Colorado School of Pharmacy sought innovative delivery methods for its entry-level PharmD (ELPD) program. Offering a remote learning option emerged as a more inclusive approach, expanding access for qualified candidates while preserving the integrity of the ELPD program, compared to alternatives like a new online degree or satellite campuses.
Methods: Students living greater than 40 miles from campus are eligible for the remote pathway, which is capped at 40% of each class. Admissions follow the standard ELPD process, with a supplemental application. Remote students complete the same curriculum and meet identical program outcomes as on-campus pathway students. They participate in synchronous classes via video conferencing during the first three years of the curriculum and travel to campus for up to 10 days each semester for required in-person activities. Pharmacy practice experiences are primarily completed in Colorado, though some may be completed closer to students’ homes. Remote pathway students are fully integrated into all co-curricular and extra-curricular activities and have equal access to campus resources and support.
Results: Since launching in 2021, approximately 15% of PharmD students have joined the program via the remote pathway. Academic performance, measured by average semester GPA, has been comparable between remote and on-campus students, with similar course evaluations across groups. Faculty development initiatives promote effective teaching strategies in hybrid classrooms, with instructional designers supporting teaching and assessment needs. Faculty and staff workload impacts are being assessed, with ongoing efforts to optimize classroom technology and advance faculty development, ensuring students feel engaged and supported.
Conclusion: The remote pathway offers distance learners the opportunity to earn a PharmD degree with flexible, remote options. Successful implementation required careful planning across curriculum, assessment, oversight, resources, technology, and faculty and staff support.

Introduction: Narrative medicine demonstrated positive impact on empathy in medicine and nursing students. However, this pedagogical approach had not been evaluated in pharmacy education. This study sought to apply and evaluate the narrative medicine approach in extending empathy in undergraduate pharmacy students from the National University of Singapore (NUS).
Methods: Narrative medicine was applied through workshops which used narratives of people with different experiences and perspectives. First-year undergraduate pharmacy students who attended these workshops formed the intervention group (N=31) and the remaining first-year cohort formed the control group (N=112). A sequential explanatory mixed methods approach was adopted in which quantitative methods were first used to measure impact on pharmacy students’ empathy using the Jefferson Scale of Empathy – Health Professions Student (JSE-HPS); and qualitative methods were then used to assess pharmacy students’ emotional responses to narratives, and the perspectives of pharmacy students and faculty on this pedagogical approach.
Results: There was no difference in JSE-HPS scores between intervention and control groups across baseline, pre-intervention, and post-intervention timepoints. Pharmacy students in the intervention group had lower scores in Factor 3 (Standing in People’s Shoes) following the intervention. Five themes, guided by internal and external factors in cognition, emerged from group interviews: 1) incongruence between students’ motivation and faculty’s perception, 2) learning context, 3) academic context, 4) cognitive system, and 5) affective system. Themes 1, 4 and 5 referred to internal factors such as students’ motivation, perceiving learnings, and feelings. Themes 2 and 3 referred to external factors including workshop materials, activities, content, and facilitation.
Conclusion: This is the first study on applying the narrative medicine approach for learning among NUS pharmacy students. Narrative medicine approaches are now being implemented on a larger scale in an inter-professional manner at NUS through a compulsory Common Curriculum for Healthcare Professional Education.

Introduction: This session showcases an innovative approach to pharmacy administration and leadership (PAL) education through the incorporation of novel educational approaches focusing on experiential learning and constructivism. This is exemplified in a Master of Science (MS) in a Health-System Pharmacy Administration Programme and a PAL Short Course Programme. This approach addresses a critical need in the field to cultivate pharmacy leaders at the start of their careers (through training programmes partnered with residency programmes) and throughout their careers (through programmes designed for practising professionals). The design of both these programmes incorporates andragogy and experiential learning paradigms that enhance lifelong learning capabilities and interest in pursuing further education.
Methods: Through an innovative workshop design, education design principles will be demonstrated using the MS program and PAL Short Course as exemplars, emphasising the alignment with various education principles and experiential learning methodologies. These innovative approaches not only maximise learning opportunities for residents and practising professionals but also address the pressing shortage of pharmacy leaders by providing accessible educational pathways.
Results: Since 2005, the pharmacy profession has faced a significant leadership gap, reaffirmed in 2022 when 57.2% of hospitals in the United States reported a shortage of pharmacy leaders. By employing andragogy and constructivism, this session will demonstrate how real-world problem-solving enhances student outcomes and fosters a culture of lifelong learning. The MS programme has been operational since 2010, graduating 180+ students utilising this approach. The PAL Short Course has been completed in Australia and Ethiopia, with 60+ graduates worldwide.
Conclusion: Participants will engage in think-pair-share activities to reflect on how they can integrate various andragogical education principles into their own programmes. This session aims to stimulate discussion on the strengths and weaknesses of this educational approach, informed by feedback from programme faculty, ultimately promoting sustained growth in pharmacy administration and leadership.