Introduction:Pharmacy education faces unique challenges, including high academic demands, clinical training, and preparation for a rapidly evolving healthcare landscape. These pressures necessitate resilience as a core competency, enabling students to manage stress, adapt to complex situations, and maintain well-being. A scoping review was conducted to identify curriculum-based resilience interventions in health profession higher education to identify curriculum-based learning approaches utilised to foster resilience-building capabilities in students.
Methods: This review was conducted using the Arksey and O’Malley (2005) framework for scoping studies, following PRISMA guidelines across multiple databases, including Medline and CINAHL. The review included studies conducted between 2010 and 2023. Studies included in this review focused on resilience interventions in higher education, specifically within health sciences, using validated scales to assess impact.
Results: 339 studies were found in the initial search and sixteen studies met the inclusion criteria, encompassing interventions of different types (face-to-face, online and mixed) and durations. Nine studies focused on short-term interventions and active learning interventions in resilience and reported immediate benefits in mental health and engagement, while seven longer-term studies demonstrated sustained resilience and adaptability. Formats varied, with both face-to-face and online interventions achieving positive outcomes when incorporating interactive elements, supporting agility in curriculum design and delivery.
Conclusion: The review’s findings emphasise the critical role of integrating long-term, interactive resilience programs within pharmacy curricula to better prepare students for managing both academic demands and future professional challenges. While short-term programs provide a foundation by introducing resilience concepts, long-term, interactive approaches are essential for fostering enduring improvements in resilience and overall well-being.

Introduction: The environmental impact of pharmacy and what pharmacists can do to mitigate this is an increasingly important topic. This research aimed to determine pharmacy staff and students’ knowledge and attitudes towards environmental sustainability, and the effect on students of introducing new environment-related content to the BPharm curriculum.
Methods: Two successive cohorts of second year undergraduate pharmacy students from the University of Auckland were invited to complete questionnaires at the start and end of a semester. Throughout the semester, several teaching sessions were dedicated to environmental sustainability and pharmacy, incorporating Māori concepts of sustainability and the disposal of pharmaceutical waste. Session formats included a debate, lectures, and small group discussions. Questions in the survey related to awareness of planetary health and sustainability concepts and attitudes towards pharmaceutical pollution. Views of teaching staff were ascertained at a single time point, as part of a half-day retreat dedicated to environmental sustainability and compared with those of pharmacy students.
Results: Of the 171 eligible student participants, 119 agreed for their data to be included in the ‘before’ survey and 132 agreed to be included in the ‘after’ survey. The proportion of students who reported being ‘reasonably’ or ‘very’ knowledgeable from the start to the end of the semester increased by more than four-fold for planetary boundaries One Health and unwanted medicine disposal in Aotearoa New Zealand. Students largely agreed that the environmental impact of medicines and pharmaceutical pollution were an important issue for pharmacy. Staff responses (n=18 out of an eligible 37) indicated reasonable knowledge with unwanted medicine disposal but little knowledge about planetary boundaries.
Conclusion: Student awareness of key sustainability concepts improved over the semester. Further implementation of sustainability concepts throughout the wider BPharm curriculum is warranted, but additional staff education will be necessary to support this.

Introduction: Internationally, pharmacist’s educational requirements to be prescribers are diverse. Educational offerings in Australia are evolving and being guided by the Accreditation Standards for Pharmacist Prescribers education programs (Australian Pharmacy Council December 2023). There is substantial literature on pharmacy prescribing, however, there appears to be limited published research on examining pharmacy prescribing education and its impacts. This study therefore aims to critically evaluate pharmacist prescribing courses, including content, pedagogy, and delivery, and examine their underpinning theories, models, or frameworks.
Methods: A systematic review of the literature is in progress, using Cochrane methodology and grey literature through a Google search including relevant pharmacy and university websites of the United Kingdom, USA, Canada and New Zealand. PubMed, Scopus, Web of Science and CINAHL were searched in July 2024 for papers published from 2008 to 2024. A quality appraisal of these studies will be undertaken using the Quality Assessment for Diverse Studies (QuADs) appraisal tool. Inclusion criteria were articles published in English relating to evaluating education and training for pharmacist prescribing.
Results: 1801 articles were screened by title and abstract, with 155 reviewed at full text reviewed and 25 included in the final review. Preliminary findings illustrate that education programs have similar content, structured around national competency frameworks. Included studies describe pedagogies such as simulation, audience response technology and podcasting. A supportive network such as mentors or designated prescribing practitioners during and following courses appear important. Course design seems to vary by cohort size, interprofessional or intraprofessional and mode of delivery – face-to-face, online or hybrid. Grey literature on accredited courses in the United Kingdom describes several strategies such as peer assessment, problem-based learning and personal development plans.
Conclusion: The findings will inform best practice for pharmacist education in prescribing for undergraduate and postgraduate programs for practicing pharmacists.

Introduction: With the increasing integration of electronic medical records (EMR) in hospitals, proficiency in navigating these platforms has become an essential skill for pharmacy graduates. Studies suggest that simulation provides a safe environment to practise EMR processes, such as inpatient order verification. However, little is known about the use of MyDispense, a well known education simulation platform, to facilitate such practice.
Methods: During an on-campus workshop in May 2024, second-year pharmacy students at Monash University completed a thirty minute inpatient medication order verification exercise on the MyDispense platform. A total of 265 second-year students from Monash University Australia and 125 students from Monash University Malaysia participated in the exercise. Prior to the exercise, students were invited to participate in a voluntary anonymous pre-activity and post-activity survey approved by ethics (MUHREC42675). Both the pre- and post-survey included five 5-point Likert scale questions to evaluate their perceived confidence levels performing inpatient order verifications. The post survey included two open-ended questions to gain feedback about the exercise.
Results: A total of 277 responses (71% response rate) were recorded in the pre-activity survey, and 261 responses (67% response rate) in the post-activity survey. Comparing the medians of the Likert scale questions revealed an increase in perceived confidence levels after verifying inpatient medication orders on MyDispense (Median score out of 5, pre-activity was 3 vs post-activity was 4, p <0.0001). Positive feedback highlighted the detailed instructional explanation of the MyDispense platform. Constructive feedback suggested extending the workshop duration to allow greater exposure to the MyDispense EMR
Discussion: The MyDispense platform positively impacted the students’ perceived confidence to verify inpatient medication orders. Future studies could evaluate students' confidence levels following their hospital placements to determine whether prior exposure to a simulated EMR was beneficial in enhancing their ability to utilise an EMR in a real-world setting.