Introduction: The increasing frequency of disasters worldwide highlighted the critical role of healthcare professional students (HCPS) as future responders to disasters. Despite the recognized importance of disaster preparedness, existing research often focuses on specific disciplines like nursing and medicine, using pre-existing tools designed for particular types of disasters. This study addresses these gaps by exploring the perceptions of HCPS in Qatar, examining factors associated with their knowledge, attitudes, and readiness to practice, and identifying key barriers and facilitators to improve their preparedness.
Methods: An explanatory mixed-methods approach was followed. Quantitative data were collected through a self-reported questionnaire designed in alignment with the Disaster Management Framework and administered to HCPS from various colleges across Qatar University Health Cluster. Qualitative data were collected through six online focus groups (FGs) and analyzed using thematic analysis.
Results: 455 of 1,392 HCPS responded to the survey (response rate= 32.7%), and 35 HCPS attended the FGs. Qualitative findings revealed that HCPS had a fair level of knowledge of disaster management [Median = 44 (IQR = 8), Min-Max = 13-65], good levels of attitude and readiness to practice in disaster management, respectively [Median = 39 (IQR = 5), Min-Max = 11-55], [Median = 42 (IQR = 6), Min-Max = 4-55]. Qualitative findings indicated that HCPS recognized the importance of disaster preparedness, emphasizing the need for more training, practical simulations, and mental health support. While students understood their roles in disaster response and the value of institutional support and social media for awareness and communication, they faced barriers such as limited knowledge, time constraints, and psychological challenges.
Conclusions: Despite positive attitudes toward disaster management, HCPS demonstrated knowledge gaps and readiness barriers, highlighting the need for interdisciplinary training that integrates practical and psychological skills. Addressing these gaps is essential for building a healthcare workforce prepared for effective disaster response.

Introduction: When medicines are unwanted or expired, it is recommended that health consumers return them to their pharmacy for appropriate disposal. In Aotearoa New Zealand, appropriate disposal of non-cytotoxic medicines involves collection by a third party to steam sterilise before going to landfill. This study aimed to determine whether pharmacies encourage consumers to return unwanted medicines, how community pharmacies dispose of returned or expired medicines and pharmacist knowledge about what happens to medicines collected by pharmaceutical waste management companies. 
Methods: This sequential mixed-methods study comprised an online survey of pharmacies in Aotearoa New Zealand followed by semi-structured interviews with practising community pharmacists to provide additional context. Descriptive statistics were generated from the quantitative survey data and qualitative data was categorised. An inductive thematic analysis was conducted on transcribed interview data. 
Results: From the 1043 pharmacies invited to participate, 104 questionnaires were completed sufficiently to be analysed. Of these, 98 respondents (94%) reported their pharmacy collected unwanted and expired medicines for disposal and 72% reported that they informed health consumers that the pharmacy accepted unwanted or expired medicines. Of the respondents, 84% reported feeling ‘not at all’ or ‘slightly’ informed about what happens to pharmaceutical waste when it is collected from the pharmacy. Current pharmacy disposal practices reported included depositing into a dedicated pharmaceutical waste bin, down the sink and into the general rubbish bin. Thirteen interviews were conducted which strengthened the view of a lack of knowledge around appropriate pharmaceutical waste management processes and surfaced barriers to changing pharmacy waste disposal processes. 
Conclusions: The range of inappropriate pharmaceutical disposal practices reported and the lack of knowledge about pharmaceutical waste are causes for concern. Brief, easy-access education packages around environmental issues pertaining to pharmaceuticals should be developed, promoted and made freely available for pharmacy staff to address this knowledge gap.

Introduction: Core concepts refer to fundamental ideas essential for mastery within a domain. Applying these concepts has shown benefits in various STEM disciplines. In pharmacy administration and leadership (PAL), understanding core concepts is crucial for aligning curricula, teaching, and assessment, especially in the context of lifelong learning. However, there is limited research on core concepts for PAL, leading to inconsistency in training programmes.
Methods: Phase one involved analyzing websites of PAL master’s and accredited healthcare management programmes in the United States. Inductive coding identified recurring themes, forming a draft list of core concepts. Phase two employed a modified Delphi process with pharmacy administrators and leaders across the United States. An initial survey was distributed via ASHP Connect, with subsequent surveys sent to previous round consenting participants. Consensus was determined at an 80% endorsement threshold.
Results: Phase one analyzed 147 programmes (9 PAL, 71 MBA, 61 MHA, 6 MHSA/MSHA), identifying 13 themes as initial core concepts. In phase two, 85 respondents completed the initial survey, with two concepts falling below the endorsement threshold. Refined concepts were presented to 75 consenting participants in round two, with 43 (57.3%) providing evaluations and one concept falling below the threshold. In the third round, 31 (72.1%) responded, and all core concepts surpassed the endorsement threshold. Thus, leaving 13 PAL core concepts including topics such as strategic planning, executive communication, financial management, and supply chain management.
Conclusion: Identifying core concepts through expert consensus can standardize and improve PAL training. This research establishes a foundation for future studies and enhances training quality, enabling educators to develop PAL-specific lifelong learning programs that focus on the most relevant topics for the specialty. By prioritizing essential knowledge and skills, pharmacy administrators and leaders will be better equipped to address evolving healthcare challenges and foster continuous professional development.

Introduction: Knowledge of safe and effective use of medicines and the medicines regulatory environment is an essential component of dental education. Dentistry program accreditation requirements emphasise pharmacotherapeutics knowledge and skills. However, previous research has shown significant gaps in pharmaceutical knowledge of dental students and emphasises the importance of guidance and application-based teaching in increasing their confidence in this area. Interdisciplinary education is a key role for pharmacists, who help healthcare professionals to develop these necessary skills and awareness. The introduction of a new integrated pre-registration dental program at our institution provided an opportunity for pharmacy and dentistry educators to collaborate in the design a new pharmacotherapeutics curriculum for dental students. Here, we describe the development and implementation of this new curriculum.
Methods: Collaborative professional conversations between pharmacy and dentistry educators ensured that pharmacotherapeutics was purposefully designed and effectively integrated with other learning activities and assessments. Learning activities aimed to encourage the use of primary resources and up-to-date materials in learning activities. Lectures are short and focus on key concepts, with primary resources provided to students to deepen their knowledge in this area.
Results: The first two years of the pharmacotherapeutics curriculum—consisting of 15 in-person tutorials and 40 pre-recorded lectures—has been implemented to positive feedback from students. Assessments—including 250 multiple choice exam questions, two short-answer clinical exam stations, and 15 oral clinical exam stations—were also developed, reviewed and validated.
Conclusion: It is essential for pharmacy educators to leverage opportunities in other disciplines. Pharmacotherapeutics education for other healthcare professionals should be designed to foster a comprehensive understanding of key pharmacotherapeutics principles and development of necessary skills to apply these independently in real world settings. For dental students, this emphasises key concepts and practice such as collaboration, knowing their professional limitations, and improving interprofessional awareness.