Introduction: Visual thinking strategies (VTS) is a technique which uses the facilitated discussion of art by a group to develop critical thinking and observation skills, teamwork, tolerance of ambiguity, empathy and respect for the diverse perspectives of others. Technical or science-based images have also been used to support learning in education and professional settings. To date, VTS discussions with our pharmacy staff have utilised art images, however feedback from staff has indicated more workplace relevant images were needed to extend and engage viewers.
To pilot the use of pharmacy-related images in VTS discussions for pharmacy students, interns, technicians and pharmacists in our workplace.
Methods: The level of ability of each group was used to help determine appropriate images which were incorporated into VTS discussions during placements, teaching or CE sessions. Feedback from participants was sought, alongside facilitator reflection on image success.
Results: Images chosen successfully for each group varied. The most useful images for pharmacy students and technicians were scripts to help them learn how to review hospital medication charts. Structured VTS discussion of charts was followed by a debrief and free format discussion. Feedback indicated that both groups found it a useful way to see and practice interpreting charts.
Pharmacy interns responded well to diagrams initially presented with little information and then sequentially increasing information. Charts alone were too simple. At pharmacist education sessions diagrams were chosen that related to the content of the subsequent presentation, which served to orientate the audience to the mechanism of the underlying disease process or medication action discussed.
Conclusion: The use of pharmacy-related images appears to integrate well into VTS discussions and seems a feasible and acceptable way to support learning. It is crucial to match image selection to learners needs and ensure relevance to their current level of practice.

Introduction: With the advancement of technology, artificial intelligence and digital medicine is becoming an integral part in patient care. It is important to educate pharmacists and other healthcare providers about the possible ethical dilemmas they can face in practice. The objective of this project is to assess the impact of integrating core concepts of digital health and artificial intelligence ethical dilemmas in healthcare on student knowledge and perspectives.
Methods: First-year pharmacy and physician assistant students enrolled in inter-professional development course (IPE) were eligible for this study. All students received didactic education about ethical dilemmas in healthcare such as: patient autonomy, beneficence, non-malificience, etc. A new concept was added to this course expanding on those dilemmas when utilizing digital medicine tools. Additional digital specific concepts were discussed such as: validity and accuracy of AI algorithms, data safety, and digital divide. Students completed a pre- and post- assessment quiz. They were also asked several questions post intervention to reflect on the top three ethical dilemas that they did not consider prior to IPE. The reflections were reviewed and the reflection statements were matched to various concepts.
Results: Two hundred and fifteen students (pharmacy, 72%) attended the workshop, of which, 192 (response rate 89.3%) completed all quizzes and surveys. Thematic analysis of the reflections revealed the top three dilemmas namely: 1.) data safety, 2. ) patient autonomy, and 3.) validity of AI algorithms. There was improvement on the knowledge quiz (64% versus 88%). On the attitudes survey, there was statistically significant improvement on all questions including “ I feel confident in my ability to handle ethical dilemmas related to digital health”
Conclusion: The integration of AI concepts in medical education, can help students identify and discuss various digital health dilemas in patient care.

Introduction: To better prepare graduates for practice, Monash University redesigned its undergraduate pharmacy degree. The redesigned curriculum, progressively integrated from 2017, embedded hospital pharmacist practitioners to build and deliver content. The redesign’s impact on students, graduates, academics, and practitioners has yet to be evaluated. This study employed a realist evaluation to examine hospital practitioner integrated curriculum, answering the question, ‘what works (or does not work) for whom and in what circumstances?’
Methods: Following the tenets of realist methodology, initial program theories were derived through thematic analysis of a survey querying third-year student perceptions of practitioner integrated teaching (n=303). To further define programme theories, semi-structured interviews (n=45) were conducted with key stakeholders (current students, graduates of the re-developed degree, academics, and hospital practitioners) and 8 years of Student Evaluation of Teaching and Units (SETU) scores (2017- 2023) were analysed.
Results: Thematic analysis of survey responses identified key themes including practitioners teaching workshops and lectures, student’s level of career interest in hospital pharmacy, and practitioners providing students with authentic learning experiences and practical feedback. Key themes were refined through thematic analysis of semi-structured interviews, revealing key enablers, including practitioners providing insight into the nuance associated with real-world practice and updating content in line with practice and disabling factors including some high-level content taught by practitioners confusing students. SETU data showed that units incorporating hospital practitioners had slightly higher overall satisfaction scores compared to those without (mean score 4.23/5 vs4.19/5, p=0.0002, respectively).
Conclusion: Integration of hospital practitioners adds value to both academics and students with key enablers including practitioner’s ability to share real-world examples and provide curriculum updates in line with practice. Key disablers included some practitioners lacking pedagogical training and resource constraints associated with hospital pharmacy departments.

Introduction: Wikipedia’s impact is massive! Wikipedia is a source of drug information for much of the world’s population. It has 255 million views per day and is the fifth most visited website in the world. As part of our university’s postgraduate clinical pharmacy program, we introduced a Wikipedia page review assignment. This required students to critically appraise literature to support or refute a claim in a Wikipedia page of a single drug, and then revise that Wikipedia statement. The aim of this assignment was to evolve pharmacists from passive learners into socially active and responsible citizens, converting their knowledge into impact for the global community. However, it was unclear whether this updating of Wikipedia pages led to long lasting change or were immediately modified.
Methods: In October 2024 we audited revised Wikipedia page changes from pharmacist learners who had completed a Wikipedia page review in either April 2022, April 2023 or April 2024.
Results: Overall, 124 statements from 24 Wikipedia drug pages page were reviewed by 124 students. 84/124, 35/124, and 5/124 statements were significantly, slightly, or not revised respectively. After revision 66/119 revised statements were completely unmodified, 34/119 were slightly modified, and 4/119 were majorly modified, and 5/119 revised statements had reverted completely back to the original statement, and 10/119 revised statements were completely removed from the Wikipedia page altogether. 37/46 of the significantly revised statements that remained completely unmodified were deemed to have been well written in lay friendly language, compared to 3/13 significantly revised statements that had either reverted back to the original, changed to a completely different statement or been removed completely.
Conclusion: Wikipedia page revisions by pharmacist learners lead to long lasting changes especially when they are well written in lay friendly language.

Introduction: In 2023, Ontario pharmacists in Canada were granted authority to prescribe for 19 minor ailments (MAs). Pharmacist prescribing for minor ailments (PPMA) has marked a crucial shift in the scope of practice, necessitating innovative approaches to education and training. This project was aimed to identify the most challenging MAs perceived by senior pharmacy students and explore how gamified education may facilitate learning and knowledge reinforcement of PPMA concepts.
Methods: A needs assessment was conducted among fourth-year PharmD students in December 2023 to identify MAs and associated concepts that were perceived to be challenging and may benefit from further education support. Quizizz (a gamification platform) was used. Six multiple choice questions (MCQs) were developed for each of the top three identified MAs. In May 2024, two online synchronous Quizizz sessions were hosted, followed by an asynchronous offering of self-directed homework-mode Quizizz. Participants completed a 12-item post-game evaluation questionnaire. Quantitative data collected were analyzed using descriptive statistics; free-text input was subject to thematic analysis.
Results: Pinworms and threadworms, nausea and vomiting of pregnancy, and impetigo were perceived to be the three most challenging MAs with complex presentation and differential diagnosis. Sixty-nine students (30% Year 4 PharmD class) participated in the Quizizz sessions. Average MCQ scores (i.e., knowledge accuracy) were 52%, 47%, and 41% for nausea and vomiting of pregnancy, pinworms and threadworms, and impetigo, respectively. Students reported that MA games allowed them to become more familiar with the MAs that they have minimal practice experience, identify knowledge blind spots, and recognize important concepts for patient assessments.
Conclusion: Gamification in pharmacy education may facilitate learning and contribute to knowledge reinforcement and application in PPMA. Going forward, the question bank in Quizizz could be expanded to support more MAs and gamified education might be applied to practicing pharmacists for their continuing professional development.

Introduction: Pharmacists increasingly find themselves confronted with complex and morally challenging decisions and experiences. To navigate this space, they require more than scientific knowledge and technical skills—skills in communication, empathy and ethical reasoning, reflection and deliberation are essential. Additionally, as part of their accreditation requirements, Australian pharmacy higher education providers need to be able to demonstrate that their graduates can practice ethically and with integrity. The introduction of a new integrated undergraduate program at our institution provided an opportunity to design a novel ethics and professionalism curriculum.
Methods: A new curriculum that spirals throughout the program, encompassing multiple vertical and horizontal themes, was created. Learning outcomes ranged from developing an awareness of relevant ethical and professional codes, legal framework governing the profession and social accountability in year 1, to developing more hands-on application of principles and guidelines in ethical decision-making in year 2 and demonstrating strong decision-making skills in various scenarios and disease states in later years. A focus was on emerging ethics and professionalism challenges, such as pharmacogenomics, equity of access (e.g. Ozempic), and trust-building to support pharmacists' evolving scope of practice.
Results: The new ethics curriculum is being implemented from 2023. To date, six lectures and four workshops have been developed and delivered to first- and second-year students to positive feedback from students and educators. Workshop activities were designed to integrate with students other learning activities such as work-integrated learning (WIL).
Conclusion: Ethics education should be designed to foster a comprehensive understanding of ethical principles and development of necessary skills to apply these independently in real world settings. A scaffolded, structured, up-to-date and culturally relevant curriculum is the first step in ensuring that ethics teaching is integrated into an already packed pharmacy curriculum. Further evaluation and refinement is required as this new curriculum is implemented.