Introduction: The Faculty of Pharmacy (FoP) at the University of Medicine and Pharmacy at Ho Chi Minh City is one of the largest pharmacy training institutions in Vietnam. However, FoP and other training institutions in Vietnam have never assessed the effectiveness of their programs on lifelong learning competencies.
Methods: A cross-sectional study was conducted on final-year students and alumni (1-year post-graduation). The survey was developed based on the European Reference Framework (2018) for Lifelong Learning Competencies. After a pilot survey, the questionnaire was refined in terms of terminology and question phrasing. Data were analyzed using STATA software, with reliability and factor analysis conducted via Cronbach's Alpha and EFA. Criteria were tested using Chi-square/df, absolute fit indices (GFI), Tucker-Lewis Index (TLI), Comparative Fit Index (CFI), RMSEA model error, Average Variance Extracted (AVE), and Composite Reliability (CR). NFI, RFI, and IFI were used to test model fit and the impact of observed variables.
Results: All survey questions achieved a Cronbach's Alpha of above 0.8. TLI and CFI values were ≥ 0.9; GFI ≥ 0.8, and SRMR < 0.08, indicating acceptable fit. For discriminant validity, component correlations were all different from 1 and statistically significant (p < 0.001). The model fit assessment showed GFI and AGFI values of ≥ 0.8. NFI, RFI, IFI, TLI, and CFI were all ≥ 0.9, indicating good model fit and accurate reflection of observed variable changes and their effects.
Conclusion: This study is the first in Vietnam to investigate the impact of a pharmacy training program on lifelong learning among pharmacists.

Introduction: Equipping students with skills and knowledge to become lifelong learners is a priority for pharmacy educators across the world. One approach is the use of dispositional learning analytics (DLA) to enable student self-reflection and growth. The learning journeys tool leverages dispositional learning analytics to evaluate student learning power and has been used in the discipline of Pharmacy since 2018.
Methods: The study used a mixed methods design to assess the impact and acceptability of the learning journeys tool. All first-year pharmacy students (n=80) participating in the learning journeys workshops (February and July) were invited to participate. Quantitative components included student learning power pre/post scores and student academic data. Qualitative analysis involved document analysis of learning design artefacts, and student written reflections and feedback. This research was supported by a Centre for Research on Education in a Digital Society (CREDS) research sprint grant.
Results: 40 students agreed to participate. Of the learning power categories assessed, changes between the pre and post-test scores for curiosity (p = .045) and collaboration (p = .027) reached statistical significance. Curiosity indicated a significant decrease in the mean value while collaboration had a positive change. Pretest scores indicated a negative, significant correlation (r = -.40, p = .01) between creativity and GPA scores. Key qualitative themes identified were the development of self-awareness, a recognition of strengths and weaknesses and identification of potential areas of improvement in relation to learning.
Conclusion: The learning journeys tool is an excellent way of introducing students to dispositional learning analytics, facilitating self-reflection and encouraging the development of lifelong learning skills.

Introduction: As the role of pharmacists evolves within primary care, pharmacists transitioning into working within general practices require new skills and competencies. To ensure pharmacists are adequately supported, a comprehensive package was developed to address knowledge gaps, foster professional growth, build confidence and expedite the pharmacist’s integration into the general practice team.
Methods: The structured support package included: a welcome pack with information about the role; individualised mentoring sessions; peer review with structured feedback; personalised needs assessment to identify gaps in knowledge; extensive professional development opportunities; an online peer support community to share resources and fortnightly team huddles.
Pharmacists were surveyed on their experiences of the program. Staff attrition rate was also monitored.
Results: 17 pharmacists (out of 20) opted to undertake mentoring with an experienced general practice pharmacist. All continued with their mentoring sessions.
40% of pharmacists responded to the feedback survey. Responses were collated and the average ratings on a 10-point Likert scale included:
How supported do you feel in your role (9.13)
How valuable were the mentoring sessions (9)
How valuable is the online discussion forum? (8.63)
How valuable was the GP pharmacist foundation training course? (7.75)
Only 1 pharmacist out of 20 (5%) left the program prior to their contract termination date. This was significantly lower than published research where 35% of pharmacist left programs early and lower than previous programs run by PSA (54%), where a comprehensive support package was not included.
Conclusion: The comprehensive support package created provided essential resources to pharmacists transitioning into general practice roles, helping them address gaps in knowledge, enhance professional skills, and build a strong support network. The program's success demonstrates the importance of structured mentoring, feedback, and professional development in fostering confidence and building the capabilities of pharmacists working in general practice.

Introduction: The Accreditation Council for Pharmacy Education (ACPE) defines continuing professional development (CPD) as “a self-directed, ongoing, systematic and outcomes-focused approach to lifelong learning that is applied into practice.” In 2023, the ACPE Board of Directors approved a CPD program accreditation pathway, allowing accredited CPD programs to award CPD units (CPDUs) for completing activities reflective of each CPD cycle component. Many countries use a CPD model for pharmacist relicensure or recertification, however, the only states to accept CPD in lieu of continuing pharmacy education (CPE) hours are Iowa and New Mexico.
Methods: In this small group session, participants will be exposed to the critical elements/principles of the ACPE CPD Accreditation Pathway, identify components of accredited CPD programs which are likely to contribute to learner success, and discuss how CPD is used for recertification and relicensure requirements in a variety of countries.
Results: Data from the inaugural year of the CPD program accreditation pathway will be presented, with polling questions used to facilitate conversation around CPD’s intended purpose and definition. Following this introduction, learners will Think, Pair, Share on elements of CPD programs accredited by ACPE during the inaugural year of the program. During this activity, learners will be tasked with identifying “high impact” CPD program components which may contribute to sustainability and positive learner experiences. Finally, participants will review existing relicensure and recertification models from a variety of countries, completing ranking activities comparing strengths and weaknesses of each model, with the opportunity to share experiences and perspectives from different countries.
Conclusions: At the conclusion of the activity, learners will leave with a greater understanding of how CPD is used internationally to facilitate lifelong learning and professional competency. Ultimately, we hope this session inspires additional work by the Global Forum on Quality Assurance of Continuing Education and Continuing Professional Development (GFQACE).

Introduction: CPD can be defined as intentional, life-long learning through reflecting, planning, learning, evaluating, applying, and recording/reviewing. CPD activities include continuing pharmacy education (CPE), but also include practice-based activities such as academic/professional study, scholarly activities, teaching and precepting, workplace activities, and leadership/professional service. The implementation of CPD within the BPS recertification framework acknowledges the array of activities board-certified pharmacists participate in to maintain and enhance competence. This project seeks to describe CPD uptake amongst board-certified pharmacists.
Methods: Board-certified pharmacists with certification cycles beginning January 1, 2024 and after are eligible for the updated CPD-recertification framework. Eligible board-certified pharmacists receive CPD information by email upon successfully recertifying or upon successfully earning certification. Furthermore, subsequent email campaigns are sent at least quarterly, prompting eligible board-certified pharmacists to document activities. At the end of each quarter, data is obtained from the MyBPS database to monitor the uptake and most frequently reported CPD activities. Data is used to inform quality improvement initiatives.
Results: There are approximately 8,500 certifications with cycles beginning January 1, 2024 currently eligible for the newly implemented CPD recertification framework. Over 350 CPD activities were self-reported in the first quarter of 2024. Nearly 1,300 CPD activities were self-reported in the second quarter of 2024. Over 1,500 CPD activities were self-reported in the third quarter of 2024 for a total of over 3100 activities from January 2024 through September 2024. This does not include activities that were completed as assessed CPE through BPS-approved programs. The most reported activity categories were CPE; precepting learners; and developing/presenting educational content.
Conclusion: BPS continues monitoring CPD uptake among board-certified pharmacists. Findings inform quality improvement initiatives. Implications of this project may inform implementation of CPD in other avenues such as maintenance of licensure, performance evaluations within the workplace, Doctor of Pharmacy curriculum, resident development plans, and more.

Introduction: Pharmacology education for healthcare professionals often suffers from poor engagement, impeding mastery of complex topics such as therapeutic drug monitoring, pharmacogenomics, and paediatric therapeutics. Pharmacology knowledge is critical for pharmacists and benefits other clinical professionals, including nurse practitioners and medical officers, who can significantly influence patient outcomes through improved understanding. A pharmacology in paediatric critical care course was developed, applying adult learning principles, Miller’s Pyramid (knows, knows how, shows, does) and situated learning theory to create an engaging and clinically relevant three-part educational framework. The aim is to enable learners to progress from foundational knowledge acquisition to practical application in patient care.
Methods: A course titled "Pharmacology in Paediatric Critical Care," was developed with a three-part framework for pharmacists, nurses, and junior medical officers at an Australian children’s hospital. Part one involved foundational knowledge activation using interactive, self-paced online modules created with Articulate™ software, prioritising learner engagement and structured learning design. Part two employed case-based, small-group workshops to facilitate the transition from theoretical knowledge to practical application through guided discussions and problem-solving exercises. Part three focused on achieving the “does” level of Miller’s Pyramid by incorporating workplace-based learning and mentoring strategies, enabling learners to apply pharmacology concepts in real-life clinical scenarios with feedback.
Results: The pilot implementation demonstrated improved understanding, retention, and confidence among participants in pharmacological decision-making. Self-assessment results indicated that the interactive and problem-based methods effectively translated complex theoretical knowledge into practical skills applicable in clinical settings.
Conclusion: The three-part approach provides a structured and engaging model for teaching pharmacology in clinical settings. By integrating online learning, collaborative workshops, and real-world application, this framework supports adult learners in developing and applying complex pharmacology knowledge in their professional roles.