Introduction: The Development Framework for Pharmacists (DFP) was published by the Ministry of Health in 2020. It was developed to illustrate the competency continuum of pharmacists, with the addition of foundation level competencies to the originally published Advanced Practice Competency Framework (APF). Since its implementation, the DFP serves as guide for career conversations and a tool to identify developmental needs. It is necessary that the DFP remains aligned with current pharmacy professional practices.
Method: Preliminary inputs for changes to the DFP were gathered from past training workshops. The One Ministry of Health Holdings Leadership Framework and blueprint of Day-1 Pharmacist were referenced. A World Cafe workshop was then organized to collectively review the existing competency standards to ensure that the content of the DFP reflect current and emerging professional practice. The workshop sought to provide clarity on the competencies required for progression in the career development pathway. The World Cafe method provided a structured yet informal setting for participants to collectively explore and address these objectives. Subsequent refinements for DFP were gathered from key stakeholders including Pharmacy Managers and the Pharmacist Training and Development Committee.
Results: Over 80 pharmacists from diverse healthcare settings such as public healthcare institutions, regulatory authorities, community pharmacy, pharmaceutical industry, and academia, were consulted. The refinements proposed included streamlining performance criteria and evidence to prevent duplication across domains, as well as further defining the progression from foundational to expert levels in the performance criteria tiering. To support better understanding, a glossary of terms has been included, along with additional evidence examples where applicable. The revised DFP, version 2.0 was published in June 2024.
Discussion: Continued collaboration among key stakeholders is vital for a successful implementation of the DFP. The DFP needs to be regularly updated to be aligned with changing competencies of the pharmacy profession.

Introduction: Academic institutions have a duty to equip health professional students with the requisite research skills to ensure the implementation of evidence-based practice. This study aims to determine the perceptions of pharmacy students and alumni toward research after completing Undergraduate Research in Pharmacy Courses (URPCs) at the College of Pharmacy–Qatar University (CPH–QU).
Methods: A cross-sectional survey was conducted. All CPH-QU alumni (n = 238), and all third- and fourth-year professional students who had completed at least one URPC at the time of conducting the study (n = 42) were approached. The questionnaire contained items relating to research experience and perceptions of significance, confidence in conducting research, actual and anticipated outcomes, and motivation for future research. A Theoretical Domains Framework informed the development of selected items.
Results: The response rate was 72.1% (202/280); however, the usable rate was 95.5% (193/202). The participants gave positive responses relating to their perceptions of research significance {Median 5.0 [Interquartile range (IQR) = 1.0], Minimum–Maximum = 1–5}, confidence in conducting research [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], actual and anticipated outcomes [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5], and motivation for future research plans [Median = 4.0 (IQR = 1.0), Minimum–Maximum = 1–5]. The majority of participants perceived non-confidence in using data analysis software [72 (39.4% non-confidence)] and a high proportion of participants were non-confident in conducting data analysis [45 (24.6% non-confidence)]. More than half reported publishing at least one peer-reviewed article [99 (54.4% agreement)] from their courses and were highly motivated to consider post-graduate degrees in pharmacy [132 (73.3% agreement)].
Conclusions: Incorporating URPCs into CPH–QU curriculum has potentially improved students and alumni’s perceptions of research. Action is needed to improve confidence in di􀀀erent aspects of research.

Introduction: A novel multi-site interactive education workshop was developed at a large Australian metropolitan health service in June 2024. The one-hour workshop encompassed live-streamed presentations, a case study and in-person facilitator-led discussions, conducted simultaneously across seven sites. It aimed to support pharmacists’ professional development in interpreting patient laboratory results and address challenges with engaging a diverse workforce in education. This study evaluated participants’ workshop experiences, as an opportunity to cultivate life-long learning in pharmacy.
Methods: This retrospective convergent mixed-methods study analysed pharmacists’ responses to an online post-workshop survey and anonymous word cloud reflection, visually depicting response frequency by word size. A 5-point Likert scale evaluated presentation content, case-study suitability and delivery mode. Open ended questions gathered information on attendee learning experiences and future topic suggestions. Quantitative data was analysed using descriptive statistics and qualitative data through inductive thematic analysis.
Results: The workshop had 139 attendees of 428 department pharmacists. The post-evaluation survey was completed by 101 (73%) participants and 82 (59%) responses submitted via word cloud reflection. Respondents strongly agreed or agreed that the workshop achieved learning outcomes (96%), was worthwhile (95%), well presented (94%), up-to-date (94%) and satisfactory overall (93%). Ninety-two percent of participants found the workshop stimulated meaningful discussion, engaging and suitably delivered with supportive facilitators. Word cloud responses revealed that participants enjoyed the workshop’s collaborative and interactive nature. Learning highlights included evaluating results for paediatric patients and developing renal and hepatic function assessment skills. Suggestions for future sessions included allocating more time for case discussion, extension to other laboratory tests (including therapeutic drug monitoring), and topics tailored to clinical practice areas.
Conclusion: This dynamic, interactive pharmacy workshop achieved overall satisfaction, learning outcomes and supported collaborative learning. The workshop provides a framework for large organisations to support workforce education across many sites and engage practitioners in life-long learning.

Introduction: Significant scope of practice change for pharmacists has precipitated a need for pharmacy governing bodies to update professional development frameworks and support structures to meet the challenge of future-proofing the workforce. It is therefore essential to determine the educational needs of pharmacists. This study aimed to review the literature identifying the educational needs of pharmacists engaging in professional development.
Methods: A comprehensive search was undertaken in MEDLINE, Embase, IPA and ERIC on 31 March 2024. A search strategy constructed from the concepts “pharmacists”, “continuing professional development” and “priorities, interests and preferences” was used to identify relevant literature published between January 2004 and March 2024. Results were screened against eligibility criteria and data from the retrieved records were extracted into a table, appraised for quality, and synthesised narratively.
Results: Thirty-one studies were identified for inclusion that utilised either quantitative (n = 16), qualitative (n = 8) or mixed method (n = 7) study designs. There were 13 studies that described the needs of pharmacists from the Middle East, and a majority of all the studies (n = 19) included pharmacists from more than one practice setting. Three key domains of need were identified: priority topics for education, which included disease management, pharmacotherapy and skills-based topics incorporating clinical, counselling and communication skills; the need for reinforcement of learning, such as through summary documents, assessments, evaluations, feedback and peer-sharing; and the need for support for successful engagement, across all levels of governance from employers and organisations to professional bodies and regulatory authorities.
Conclusions: This review identified commonalities of need despite diversity of location and practice setting. The promotion of skill learning over simple knowledge acquisition, strategies to reinforce this learning, and the implementation of support frameworks were revealed as essential areas of focus for continuing pharmacy education providers and regulators.