Small group session 5B (sub-theme 1.1)
Tracks
Track 4
| Thursday, July 10, 2025 |
| 9:00 AM - 10:30 AM |
| Blackwattle Room 3, PARKROYAL Darling Harbour |
Speaker
Mrs Sneha (snay-ha) Varia
Regional Manager
Centre for Pharmacy Postgraduate Education
Bold action on inclusion through tackling microaggressions
9:00 AM - 9:45 AMAbstract
This workshop builds on the ‘Developing cultural competence in Pharmacy’ session delivered by the Centre for Pharmacy Postgraduate Education (CPPE) in Denver 2023, which facilitated recognising and avoiding words, phrases and language (microaggressions) that can cause people hurt, insult or offence, whether intentionally or unintentionally.
This workshop raises awareness of the infinite differences between people and how these impact on a person’s experience of discrimination and loss of privileges. Participants will be encouraged to reflect holistically about their identity, recognise the advantages or privileges they do have and their essential role in collaborating to build trust, foster inclusion and sense of belonging, and facilitate people being their authentic selves at work. Recognising and avoiding microaggressions is integral to bold action on inclusion; an approach advocated by the Chartered Institute for People Development (CIPD). CPPE has adopted this approach to improve becoming a safe space for open discussions about our true identity, in response to employee feedback about the progress in delivering the organisational three-year EDI strategy.
‘Cocktail party’ meetings in pairs will facilitate exploring what makes us unique and the range of diversity within our communities. An interactive quiz will facilitate recognising common microaggressions in everyday language and challenge thinking in the use of more inclusive language.
Small group activities help participants to reflect on assumptions and beliefs they hold based on peoples’ appearance through pictures. Role play enables participants to apply learning and demonstrate dignity and respect to develop rapport when interacting with others. Participants will work together to discuss the impact of common phrases and the reasons why they may cause insult or offence and offer alternative approaches and inclusive language alternatives.
This workshop raises awareness of the infinite differences between people and how these impact on a person’s experience of discrimination and loss of privileges. Participants will be encouraged to reflect holistically about their identity, recognise the advantages or privileges they do have and their essential role in collaborating to build trust, foster inclusion and sense of belonging, and facilitate people being their authentic selves at work. Recognising and avoiding microaggressions is integral to bold action on inclusion; an approach advocated by the Chartered Institute for People Development (CIPD). CPPE has adopted this approach to improve becoming a safe space for open discussions about our true identity, in response to employee feedback about the progress in delivering the organisational three-year EDI strategy.
‘Cocktail party’ meetings in pairs will facilitate exploring what makes us unique and the range of diversity within our communities. An interactive quiz will facilitate recognising common microaggressions in everyday language and challenge thinking in the use of more inclusive language.
Small group activities help participants to reflect on assumptions and beliefs they hold based on peoples’ appearance through pictures. Role play enables participants to apply learning and demonstrate dignity and respect to develop rapport when interacting with others. Participants will work together to discuss the impact of common phrases and the reasons why they may cause insult or offence and offer alternative approaches and inclusive language alternatives.
Biography
Sneha is the Regional Manager, East of England, at the Centre for Pharmacy Postgraduate Education (CPPE). She has over twenty years of experience in pharmacy education and training within community pharmacy, the NHS, and CPPE. She has designed and developed learning on leadership, culturally competent communication for person-centred care, coaching, mentoring and reflective practice. She has published articles in peer reviewed and professional journals on feedback, medicines adherence and cultural competence. She is the Equality, Diversity and Inclusion (EDI) lead at CPPE and accountable for the development and delivery of the organisational three-year EDI strategy for both staff and service users. She has presented at national and international conferences and delivered workshops on continuing professional development and revalidation. Most recently, she delivered a workshop on Developing cultural competence in pharmacy at the Life long Learning in Pharmacy Conference, Denver Colorado, July 2023 and Advance HE EDI conference March 2024
Professor Bandana Saini
The University Of Sydney
Pharmacists’ opinions about receiving complementary medicines training during their pharmacy education – a pilot study.
9:45 AM - 10:30 AMAbstract
Introduction: Evidence supports the importance of training pharmacists in complementary medicines (CMs) to support consumers in making evidence-based informed decisions. The primary aim of this study was to gather pharmacists’ feedback about an integrated CMs program within pharmacy curricula, and application in pharmacy practice. The CMs curriculum covered the evidence for efficacy and safety of CMs, regulation and manufacturing, and counselling about CMs.
Methods: A mixed-methods study was conducted utilising a 52-question survey and a focus group. A total of 644 Sydney Pharmacy School alumni who had completed their final year in 2018, 2019, or 2020, who were currently practising as pharmacists, were invited to participate in this study. Descriptive statistics were used to analyse the survey data using Microsoft Excel. Audio recordings of the focus groups were transcribed and subject to content analysis.
Results: Thirty pharmacists completed the survey. Of the 30 pharmacists, seven participated in a focus group. Most (n= 20, 67%) participants were female, and practising community pharmacists (n= 24, 80%). Focus group data highlighted the relevance of training to pharmacy practice; CMs knowledge acquisition; and pharmacists’ role in CMs. All survey and focus group participants (n=30) agreed the inclusion of a CMs program in the pharmacy curriculum was relevant, with some reporting a gap in knowledge about special patient groups’ use of CMs, and the need for greater emphasis on CMs in the curriculum. Resources and continuing professional education that were provided by biased sources were suggested as a barrier to provision of care.
Conclusion: The pilot data suggest that integration of an evidence-based CM program in the pharmacy curriculum is relevant and valued by graduates who are practising pharmacists. CMs used by special population groups, continuing professional education, and resources provided by unbiased sources were identified as areas of need.
Methods: A mixed-methods study was conducted utilising a 52-question survey and a focus group. A total of 644 Sydney Pharmacy School alumni who had completed their final year in 2018, 2019, or 2020, who were currently practising as pharmacists, were invited to participate in this study. Descriptive statistics were used to analyse the survey data using Microsoft Excel. Audio recordings of the focus groups were transcribed and subject to content analysis.
Results: Thirty pharmacists completed the survey. Of the 30 pharmacists, seven participated in a focus group. Most (n= 20, 67%) participants were female, and practising community pharmacists (n= 24, 80%). Focus group data highlighted the relevance of training to pharmacy practice; CMs knowledge acquisition; and pharmacists’ role in CMs. All survey and focus group participants (n=30) agreed the inclusion of a CMs program in the pharmacy curriculum was relevant, with some reporting a gap in knowledge about special patient groups’ use of CMs, and the need for greater emphasis on CMs in the curriculum. Resources and continuing professional education that were provided by biased sources were suggested as a barrier to provision of care.
Conclusion: The pilot data suggest that integration of an evidence-based CM program in the pharmacy curriculum is relevant and valued by graduates who are practising pharmacists. CMs used by special population groups, continuing professional education, and resources provided by unbiased sources were identified as areas of need.
Biography
