Introduction: In 2023, the Australian Department of Health and Aged Care requested the Australian Pharmacy Council (APC) develop accreditation standards and a new accreditation system for education programs that credential pharmacists to work as Aged Care On-site Pharmacists and conduct Medication Management Reviews (MMR). Additional consultation resulted in development of a set of accompanying Performance Outcomes to provide training programs a framework to support a systematic approach to credentialing pharmacists that demonstrate their performance for these roles.
Methods: A mixed methods approach, comprising quantitative and qualitative data was used with a two-phase survey of subject matter experts (SMEs) conducted using the Qualtrics platform. Phase 1 aimed at assessing the relevance of 14 Entrustable Professional Activities (EPAs) previously validated for use in a provisionally registered pharmacist training program, to the role of MMR pharmacists utilising a five-point Likert scale. A 70% threshold for ‘agree’ and ‘strongly agree’ was used to qualify an EPA for Phase 2. During Phase 2, EPAs were mapped for their ability to demonstrate APC Performance Outcomes for MMR.
Results: Of the eight SMEs recruited, seven completed both phases of the survey. Three surveys were incomplete in phase 2. Twelve out of the 14 EPAs qualified for Phase 2 and were mapped against 24 APC Performance Outcomes for MMR. Brief reasons were given for those EPAs that were not deemed relevant to MMR (for example an EPA for compounding). Five EPAs were matched with 100% agreement to six of the Performance Outcomes.
Conclusion: Six Performance Outcomes for MMR credentialing were deemed by SMEs to be suitable for demonstration by five EPAs previously validated for use in a provisionally registered pharmacy training program. To our knowledge, this is the first study of its kind to map EPAs to the APCs Performance Outcomes for credentialing of MMR Pharmacists.

Introduction: Data from 194 WHO member countries in 2020 indicated that there were approximately 51 million healthcare workers worldwide, including 3.7 million pharmacists. As the number of pharmacists increases, competency-based education has become a top priority, guided by a global framework and evaluated through pharmacist competency exams. These exams vary by country, including written, oral, and OSCE formats, with some countries also requiring practical training or internships. A bibliometric study on pharmacist competency exam methods is essential for identifying trends and gaps in competency-based education across countries. This study employs a quantitative bibliometric analysis to examine pharmacist competency exam methods.
Methods: This bibliometric study involves several stages: 1) defining objectives and scope, 2) selecting the bibliometric approach, 3) gathering data, and 4) conducting and reporting the analysis. A literature search was performed using the PRISMA framework, focusing on articles published between 2014 and 2024 from Scopus and Web of Science, utilizing keywords such as "pharmacy competency exam", "pharmacist licensure", and "pharmacist certification”. The final dataset, processed in RStudio and analyzed with Bibliometrix, integrates performance analysis, science mapping, and network analysis to visualize trends, collaborations, and knowledge gaps in the field.
Results: The bibliometric analysis reveals that pharmacist competency exam methods vary across countries. A total of 597 articles from Scopus and Web of Science were analyzed. The United States had the highest publication volume (330 articles), followed by Canada and Saudi Arabia. International collaboration analysis showed that 13.57% of publications involved cross-country collaboration. Keyword analysis highlighted "pharmacy" as the dominant topic, with research clusters focusing on pharmacy education, structured clinical exams, and interprofessional collaboration. The American Journal of Pharmaceutical Education led in publishing pharmacist competency exam-related articles.
Conclusion: This study identifies global trends and challenges in pharmacy education and practice, along with opportunities for development.

Introduction: Using the action research approach, the revised national pre-registration pharmacist ("pre-reg") training programme in Singapore was implemented in two phases (July 2023 to January 2024 and May 2024 to January 2025). This programme aligns with competency standards of the Development Framework for Pharmacists. It is based on professional activities (PAs). To support progression towards independent practice, workplace-based assessments (WBAs) and a supervision scale were introduced. This study aims to assess the efficacy of PAs for training and evaluation while gathering feedback on user experience.
Method: Pre-regs and preceptors were selected through purposive sampling with randomisation. The data was collected via online surveys and group interviews. Interviews were conducted separately for pre-regs and preceptors, using similar question guides, and subsequently audio-recorded, transcribed, and thematically analysed.
Results: Responses from 14 pre-regs and 16 preceptors during Phase One highlighted the strengths, challenges, and recommendations for improving the PAs and WBA templates. Pre-regs felt the revised framework supports a seamless transition to post-graduate training, while preceptors recognised their role in ensuring that pre-regs attain appropriate supervision levels. The new framework was positively received, with well-performing elements retained and areas for improvement identified. Insights gained from action research informed refinements to the training framework. Action research for Phase Two is ongoing, with results forthcoming.
Conclusion: Findings from this study have been integrated into the revised framework, scheduled for full implementation from May 2025. Adjustments were made to individual PAs and WBA forms based on the feedback, with consolidated guidance provided in a toolkit for user dissemination.

Introduction: Assessment is crucial in health professional education, including determining readiness for independent practice. In Australia, intern pharmacists must complete a period of supervised practice for registration, with preceptors evaluating their performance in the workplace. Until recently, there has not been a consistent national approach to workplace-based assessment (WBA) despite the growing interest in competency-based education. An initial WBA ‘toolkit’ was developed for Australian intern pharmacists, comprising Entrustable Professional Activities, Case-based Discussion, and structured in-training activities. This study explored emerging themes for the ongoing implementation of these WBA tools, aligning with the conference theme Hopping and Skipping – Current challenges in pharmacy education.
Methods: Data was collected with ethics approval using 3 complementary approaches: (1) Focus groups with pharmacy interns and preceptors; (2) structured interviews with pharmacists coordinating intern training; and (3) an anonymous cross-sectional survey of interns, preceptors, and intern training program providers. Qualitative data from focus groups and interviews were analysed thematically, while survey data were analysed using descriptive statistics.
Results: The survey included 510 respondents. 29 participants (Interns n=13, Pharmacists n=16) engaged in 9 focus groups, while 10 pharmacists from community and hospital settings were interviewed individually. Participants reported high satisfaction with WBA tools, highlighting six key themes: continuous upskilling in WBA, tailored WBA training opportunities, access to WBA training, a coordinated approach to WBA use between key stakeholders, uniformity in WBA performance expectations, and a desire for wider advocacy for WBA.
Conclusion: The integration of WBA tools into pharmacy intern training has revealed six key themes that offer valuable insights into the evolving needs and potential improvements within the WBA framework. These findings support the continued implementation of WBA in intern training and highlight the importance of addressing emerging needs to enhance the framework’s effectiveness.

Introduction: Developing leadership skills among pharmacy students is essential to meet the evolving demands of the healthcare sector. However, research on pharmacy students' perceptions of their leadership competencies, as well as the opportunities available to cultivate these skills, remains limited. This study aims to explore the students' perceptions of their leadership knowledge, skills, and attitudes. Additionally, it examines the curricular and extracurricular opportunities that support leadership development.
Methods: An explanatory mixed-methods approach was adapted. The quantitative phase involved the development, validation and administration of a questionnaire to Qatar University-College of Pharmacy (CPH) students (N= 187). Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, four focus groups (FGs) were conducted, transcribed verbatim, and thematically analyzed using NVIVO®.
Results: The study indicated a fair level of leadership knowledge (Median [IQR] = 59.0 [7.0]), skills (Mean [SD] = 109.9 [11.9]), and attitude (Median [IQR] = 38.0 [7.0]) among students. Qualitative data confirmed that the CPH supports the development of students’ leadership knowledge, skills and positive attitude through various curricular and extracurricular opportunities. Frequently mentioned opportunities included interprofessional education (IPE), clinical rotations, and courses and assignments nurturing leadership qualities. To enhance leadership development, participants recommended expanding IPE to be implemented in clinical rotations, standalone leadership courses, developing mentorship programs, and establishing exchange programs with international colleges.
Conclusion: The findings show that students possess a fair level of leadership knowledge and skills, recognizing its importance for their role as pharmacists. Many students identified student organizations and co-curricular activities as key opportunities for skill development, with most possessing skills in problem-solving, self-reflection, and adaptability. Those with prior leadership experience showed a more favorable attitude, highlighting the value of practical experience. Suggestions for improvement leadership development included integrating standalone leadership courses in the curriculum and promoting IPE into clinical rotations.

Introduction: The Advanced Pharmacy Australia (AdPha) Resident Training Program, formerly known as the Society of Hospital Pharmacists of Australia Foundation Residency Program, is Australia’s first practice-based training program for early-career pharmacists or pharmacists entering hospital pharmacy. Launched in 2017, it has been delivered at over 53 accredited hospital training sites across Australia.
AdPha ensures hospital training sites have the commitment and resources to consistently deliver the Resident Training Program by conducting accreditation interviews with training program sites after 2-years of delivering the training program (full accreditation) and then every 4 subsequent years (re-accreditation).
Methods: As part of full or re-accreditation, AdPha staff conduct virtual accreditation interviews with the Program Lead, two Preceptors, and two Resident candidates at each training site. The interviews assess against the five domains of the AdPha Residency Accreditation Standards: Safe and socially accountable practice, Governance and quality, Program, Outcomes and assessment, and Candidate experience. Results are documented in accreditation reports for each site.
Results: In 2024, 20 of the 53 accredited training sites completed full or re-accreditation. Thematic analysis of the accreditation reports identified common strengths and challenges in delivering the practice-based training program. Strengths included enhanced educational, developmental, and research culture extending beyond Resident candidates, expedited professional development for Resident candidates into leadership roles, and improved external recruitment. Challenges involved limited access to experienced researchers, the need for upskilling pharmacists to confidently supervise workplace activities, and resources to expand training program size while supporting development outside of formal programs.
Conclusion: The findings from the accreditation interviews underscore the program's significant contributions to pharmacy practice while also highlighting areas for ongoing improvement, ensuring that the AdPha Resident Training Program continues to advance the professional development of pharmacists in Australia.