Introduction: Program evaluation is essential to prove and improve a program’s quality and effectiveness. Our recent curriculum renewal of the Doctor of Pharmacy (PharmD) program has presented new opportunities for pharmacy learners, faculty members, experiential educators, and rotation/training sites. This project was aimed to co-create a logic model (with administrators and students), a feasible and sustainable framework for continuous quality improvement (CQI) of the PharmD program.
Methods: Representatives of pharmacy learners, faculty members, and program administrators took an initial attempt to review and streamline the various components (i.e., input, activities, outputs, and outcomes) of a previously established logic model. The PharmD Program Curriculum Renewal Retreat was held in winter 2023. Insights and feedback from retreat participants were collated and considered to inform the renewed logic model.
Results: An updated logic model was proposed to set priorities and guide program evaluation of the PharmD program. We refer to this model to (1) monitor actions and activities for achieving desired program outcomes; (2) collect and analyze data to prove and improve our program on an ongoing basis; and (3) document and reflect on short-term (e.g., program-related) and long-term (e.g., system-wide) accomplishments or changes as a result of the program. We will also take into consideration external factors and unintended outcomes of the PharmD program while ensuring feasibility and sustainability of the evaluation efforts.
Conclusion: By engaging and gathering insights from program administrators, faculty members, and pharmacy learners, we are committed to improve the delivery and achieve ongoing program evaluation and quality improvement of training for entry-to-practice pharmacists. Our next priority is to utilize the logic model to guide our measurement (i.e., data collection strategy) and evidence-informed (or data-driven) evaluation of the PharmD program.

Introduction: Mental illness is a major contributor to disease burden for First Nations Australians. The National Aboriginal and Torres Strait Islander Suicide Prevention Strategy supports prevention efforts in primary care settings. Yet, pharmacists lack sufficient culturally appropriate education on First Nations peoples’ health and wellbeing, which can impede health equity for this population. MH-SPACE is funded by the Medical Research Future Fund to establish Mental Health Safe spaces in community Pharmacies, for Aboriginal and Torres Strait Islander Consumers by Educating the primary care workforce in Mental Health First Aid (MHFA).
Methods: MH-SPACE objectives are to 1) Co-design a training package, comprising Aboriginal and Torres Strait Islander MHFA training, cultural safety and awareness training and behavioural assessment, 2) Evaluate the impact of MH-SPACE training on pharmacists’ ability to provide mental health support, first aid and referral through simulation, and 3) Demonstrate the impact of MH-SPACE on pharmacists’ provision of mental health support, first aid and referral in routine practice.
Results: A First Nations Strategy Group has been established to provide overarching governance for MH-SPACE. It is anticipated that the project will result in the MH-SPACE training package, which will be co-designed and content validated by First Nations stakeholders. A RCT of simulated patient visits (mystery shopping) by First Nations actors in participating community pharmacies (target n=38) will be undertaken in the NT, Western NSW and Northern WA. The primary outcome measure is the proportion of standardized patients who receive appropriate mental health support and first aid from pharmacists during site visits, as measured on a psychometrically-tested rubric. Evidence-based implementation and behaviour change frameworks will guide qualitative exploration of barriers and facilitators to practice change. 
Conclusion: It is envisaged that MH-SPACE findings may inform reforms to pharmacy education, nationally, with an aim to improve primary mental healthcare for First Nations people.

Introduction: Partnered Pharmacist Medication Prescribing (PPMP) is a medication management model that comprises collaborative medication review and prescribing of medicines by pharmacists. In 2023, a project was established to develop a Framework to support the statewide implementation of PPMP in Queensland Health facilities. The Framework defines the training and competency assessment process for pharmacist authorisation to undertake PPMP activities. It was determined that a PPMP entrustable professional activity (EPA) tool would be developed to assess pharmacist competence.
Methods: The National Prescribing Competencies Framework and medical prescribing EPAs were reviewed to facilitate the development of PPMP competencies and associated observable behaviours. A draft EPA tool was developed with reference to the PPMP competency set. The PPMP EPA was mapped to the medical prescribing EPAs to identify variances and ensure alignment. The draft EPA was reviewed by the Project Working Group who provided feedback. The tool was subsequently amended and piloted at a quaternary teaching facility.
Results: Mapping highlighted variances between the PPMP and medical prescribing EPAs. Unsurprisingly, the medical EPAs mapped poorly with PPMP processes such as collaborative decision-making and documentation. Other PPMP activities not included in medical EPAs, included review and optimisation of current medication; identification of medication-related problems; identifying patient preference; compliance with regulatory frameworks and clinical guidelines; identifying and managing medication errors; and communicating prescribing information to the multidisciplinary team. Feedback from the pilot indicated appropriate content and good user acceptability of the PPMP EPA. The final PPMP EPA was endorsed by the Directors of Pharmacy leadership group.
Conclusion: The development of a PPMP EPA tool identified gaps in medical prescribing EPAs. The PPMP EPA will inform the development of an online PPMP education program and support statewide implementation.

Introduction: The original Nanjing statements were developed in 2016 after extensive consultation with multiple country stakeholder conference in Nanjing China. With the changing higher education landscape, COVID-19 and other crises occurring across the globe it was essential to formulate a vision and update the statements to better reflect guidance for the current and evolving understanding, challenges and regional contexts of pharmacy and pharmaceutical sciences education.
Methods: In 2023 and early 2024, a comprehensive update of the 2016 FIP Nanjing Statements was undertaken. This process involved a group of 14 experts (Policy Committee) selected in 2022 from across six WHO regions, focusing on several key changes and innovations. Multiple consultations occurred among key stakeholders across FIP.
Results: Domains were used instead of a reference to Clusters in the prior document. Domains were restructured to mirror the pharmacy education journey from admissions to graduation and practice. There was specific reference to reflect the pharmaceutical sciences alongside pharmacy practice, concepts of Continuing Professional Development (CPD) were integrated into the Professional Skills domain and the CPD domain was removed to avoid overlap with the FIP Statements on CPD. Several sections were added:
1. A list of various focus areas in professional skills.
2. A brand-new domain focused on research
3. Appendices to organize professional skills
4. A glossary to ensure our terminology and definitions are consistent across the globe
Finally, preexisting statements were re-worded to include action verbs to facilitate the statements’ use in assessment and monitoring tools, thereby making them more practical and outcome focused.
Conclusion: These statements exist to assist stakeholders in shaping the future by providing guidance on pharmacy and pharmaceutical sciences education to 2030. Interested users can assess their current state and apply the statements as appropriate for specific regional education contexts.

Introduction: Knowledge is being generated at rates we have never seen before. Across the globe, healthcare systems are facing mounting pressures, leading to expanding scopes of practice for many professions, including pharmacy. These issues drive educators to add more content to pharmacy curricula to ensure students enter the workforce with the knowledge and skills needed for contemporary practice. This trend challenges educators tasked with the curricular decisions of ‘what stays and what goes.’ One promising approach to curricular overload is adopting an adaptive expertise model. By emphasizing adaptive expertise, pharmacy students can be trained to apply existing knowledge and create new knowledge in response to patient needs and contextual demands.
Methods: The Leslie Dan Faculty of Pharmacy is transitioning from a 4-year traditional PharmD program to a 3-year integrated program, guided by an adaptive expertise theoretical framework and a backward design process. Faculty teams will collaboratively design and deliver courses, introducing foundational pharmaceutical and social science concepts across several first-professional-year modules. These concepts are then spirally reinforced throughout the therapeutic modules, enhancing students’ ability to connect science to practice.
Results: The curriculum renewal project is actively progressing. Year 1 of the new program is being developed and set for implementation in Fall 2025. Year 2 is under development and will be completed by June 2025. This phased development allows the development team to refine the curriculum iteratively, ensuring alignment with the adaptive expertise framework.
Conclusions: Adopting an adaptive expertise model in pharmacy curricula prioritizes depth of knowledge over breadth. This approach enables educators to reduce content confidently, knowing that students will continue to develop the knowledge and skills needed for effective entry-level practice.

Introduction: As Kolb’s experiential learning theory explains, experiential learning aims to integrate learning through observation, conceptualisation and practice. The Department of Pharmacology and Pharmacy, The University of Hong Kong implemented the pharmacy experiential education programme (PEEP) in the curriculum where the students attend a community pharmacy or hospital pharmacy once a week during the semester.
The aim for PEEP is to offer pharmacy students valuable hands-on learning experience outside of the classroom. Apart from integrating knowledge-based skills, the programme also aims to cultivate the development of personal and professional qualities, including patient-centred care, ethics, problem-solving skills and teamwork.
Methods: To understand how students perceived on the programme, a retrospective, mixed method study was conducted. The primary objective of the study is to understand their perception on knowledge improvement and communication skills. The study also evaluated their satisfaction level to PEEP with the current arrangement. Ethical approval has been obtained for this study.
Results: Total of 61 students participated in the questionnaire which represented 82% of the cohort. Students expressed an agreement to knowledge enhancement from the programme with 94% of participants agreed the programme helped to bridge the gap between classroom learning and real-world practice. In communication skills enhancement, students also agreed that the programme helped to improve on their soft skills, particularly when preceptor provides guidance and feedback on their performance (93%).
Conclusion: This study clearly shows the benefits of experiential learning in both knowledge enhancement and soft skills. However, the execution to such programme would be a challenge in pharmacy programme with large cohort. Quality control of sites also poses an issue for students to experience the best practice we hope for.