Introduction: Pharmacy programs should equip students with both clinical and interpersonal skills, and provide a framework for reinforcing their role as global citizens. Early understanding of their position within the global healthcare community paves the way for future networking and career opportunities, and research collaborations. However, to gain this perspective, students require exposure to international experiences, to learn about global health initiatives during their degree program. Though universities have a variety of strategies to support this, the structured nature of pharmacy degrees provide challenges to implementation. Some students perceive that limited exposure and awareness of global opportunities are barriers to gaining insight into pharmacy beyond their local setting.
Methods: This session provides different perspectives of global pharmacy from pharmacy education stakeholders, focusing on the student viewpoint. Short presentations will stimulate small group discussions. Questions will be posed for discussion and analysis, aiming to guide participants to further explore barriers and enablers.
Results: Key stakeholder perspectives will set the scene for participant appreciation of the importance of early student exposure to global opportunities and consider strategies applicable to their own institutional requirements. A current student will discuss how they were exposed to global opportunities in their current curriculum, including barriers and enablers to the availability of these opportunities. A recent graduate will provide reflections on how engaging in global pharmacy has opened their eyes to potential for a globally focused pharmacy career. A senior educator involved in program accreditation will share their experience regarding implementation of global opportunities in the curriculum. Using these presentations as stimulus for group discussion, participants will develop strategies to increase global opportunities for their learners.
Conclusion: This small group session will provide tangible solutions to increase global opportunities for pharmacy students and educators. Sharing expertise will ensure attendees have strategies to implement following the session.

Introduction: In recent years, a critical shortage of pharmacists has emerged. This short staffing crisis has far-reaching implications, particularly for pharmacy learner clinical supervision. With an increasing patient load and heightened responsibilities, pharmacists are stretched thin, often prioritising immediate patient care over educational mentorship. Therefore, pharmacy learners may experience reduced opportunities for hands-on training and guidance, hindering their professional development and preparedness for future practice. Peer Assisted Learning (PAL) is an educational approach where learners of similar levels collaborate to enhance their knowledge and skills. This model, distinct from traditional 2:1 clinical supervision, emphasises mutual support, experience sharing, and collaborative problem-solving, whilst reducing supervisor requirements.
Methods: This small group session aims to introduce learner supervisors with the confidence and skills to utilise Peer Assisted Learning (PAL) in practice. It explores the implementation of PAL in pharmacy education to reduce supervision time and increase learning. It will outline practical strategies, using the SNAPPS (Summarise, Narrow, Analyse, Probe, Plan and Select) model, to implement PAL in every day clinical scenarios. Challenges to PAL and how these may be overcome will also be explored.
Results: Literature and placement feedback indicates that PAL significantly enhances learner autonomy, communication skills and teamwork. Learners and supervisors report improved learning outcomes, increased satisfaction, and greater self-evaluation abilities. PAL allows for increased placement capacities and reduces supervisor burnout.
Conclusion: PAL integrates peer supervision with expert guidance, creating a dynamic educational framework that enhances both individual and collective learning experiences. This approach not only benefits learners academically but also prepares them for collaborative roles in healthcare.