Introduction: This workshop will focus on a teaching/learning practice known as “Intention/Reflection” (I/R), which is an evidence-based, low-effort, high-yield tool to enhance learner engagement, motivation, and metacognition. This practice is easily repeatable and adaptable to almost any learning environment, which makes it ideal for lifelong learning. One primary outcome of repeating this practice with students is to help them develop the habit of looking at all professional experiences as potentially meaningful, and something they can learn from.
Methods: After a brief explanation of the I/R practice including theoretical foundations and how it has been developed, attendees will participate in an I/R practice, discuss obstacles and opportunities for implementation, and ultimately create their own I/R for a class, course, and/or curriculum that can be used immediately in their unique educational environments.
Structure
- Introduction and audience participation in an active demonstration of the I/R practice.
- Overview of practical I/R implementation strategies supported by research in higher education and cognitive psychology
- Discussion of current obstacles and opportunities in our teaching/learning environments
- Participants generate an I/R for their class, course, and/or curriculum and share best practices amongst other attendees in how to engage students and collaborate with colleagues.
Results: The I/R practice has had a positive impact on pharmacy education across the US. In total, since inception of the original development of I/R in 2014, scholarly outputs include 6 peer-reviewed publications, 19 presentations, 9 posters, and it was positively highlighted by reviewers during the 2023 Accreditation site visit at the University of Minnesota College of Pharmacy.
Conclusion: The I/R practice, based on a confluence of evidence from different categories of education theory and practice, provides a low-resource, high-yield activity which can be implemented in almost any learning environment to foster a lifelong learning habit.

Introduction: Learners can choose to use generative AI responsibly to co-create assignments. However, at a training session on generative AI it became apparent that several assessors thought that using generative AI was always cheating and should be considered academic malpractice. Some assessors were speculating on whether learners had used generative AI, however there isn’t a reliable way to detect generative AI use.
Method: Concerns about potential bias and impact on marking decisions led to the implementation of a learner declaration on the use of generative AI on submission of an assignment, which is shared with the markers. Marking standards were updated to include: Marking criteria should be the only determinator on whether the assignment passes or fails. The use of generative AI should not affect decision-making when marking. All assignments co-created with generative AI were double marked by one of two moderators between April and August 2024 using agreed assessment criteria. If the moderator did not agree with the markers assessment decision (pass or fail) then the assignment was marked by the second moderator.
Results: 154 (7.3%) of the 2114 assignments submitted between April and August 2024 were declared as having been co-created with generative AI. The moderators did not agree with the marking decision for five of the 154 assignments moderated.
Conclusion: Moderators did not agree with marking decisions, due to disagreement over whether marking criteria were met, however there was no evidence of bias due to markers opinions and beliefs about generative AI. Double marking all assignments where the learner has used generative AI is not sustainable. Of greatest concern, two of the five assignments marked as fail were marked a pass by the moderators. The intention is now to retrospectively double mark all failed assignments co-created with generative AI, with no double marking of passed assignments.

Introduction: In today's increasingly complex healthcare landscape, pharmacy administrators and leaders play a crucial role in ensuring quality patient care and organisational success. However, many pharmacists promoted to these positions lack formal training in administration and leadership, resulting in gaps in knowledge, skills, and confidence. While some enhance their skills through independent learning, these avenues may not provide comprehensive training. Recognising this need, the University of North Carolina Eshelman School of Pharmacy developed a Pharmacy Administration and Leadership (PAL) Short Course for pharmacy leaders at Monash Health (Melbourne, Australia). This study assesses the viability and impact of the programme, focusing on changes in participants' confidence levels, skill acquisition, and perceived value.
Methods: The 12-module PAL Short Course was launched in November 2023 for 23 pharmacy leaders at Monash Health. The modules included two in-person workshops at the start and end of the programme, with remaining sessions conducted via live video conferencing over six months. A pre- and post-course survey assessed demographics, perceived confidence in pharmacy administration and leadership skills, prior business education, and job performance confidence. Descriptive statistics and paired t-tests were conducted to analyse the data.
Results: Findings indicate a clear need for additional training options in PAL for pharmacists, with 52% of participants reporting no formal, informal, or self-education related to PAL topics. Post-course, mean confidence levels significantly increased for all 16 PAL tasks (p < 0.05). With a Net Promoter Score (NPS) of 52, participants are highly likely to recommend this course to colleagues, suggesting that it effectively meets the PAL training needs of Monash Health pharmacy leaders and satisfaction with the learning format.
Conclusion: The PAL Short Course positively impacted participants' perceived confidence, effectively addressing their professional development needs. Continued investment in similar training initiatives is essential for advancing the pharmacy profession and promoting lifelong learning.

Introduction: New modes of assessments are needed to evaluate of the authenticity of student learning in an AI world. In mid-2023, we piloted a new assessment type; a collaborative group multimedia assessment with AI allowance. The aim of the research study was to explore the experiences of students using AI in a multimedia assessment. We further aimed to determine whether these use cases changed in student perceptions of the ways AI can be used in learning and assessment.
Methods: Students enrolled in a capstone Pharmacology interdisciplinary unit (n=40) were included in an exploratory, qualitative case study methodology. Thematic analysis using an AI role-based conceptual framework was used to explore student perceptions of AI use prior to and within logbooks documenting the assessment process.
Results: AI was initially perceived by students as a personal tutor-style role, which aligned with the taxonomy with AI acting as an Arbiter (49%), Oracle (41%) and Quant (10%). In contrast to their earlier perceptions, AI was only used in a limited manner in the early stages of assessment in the idea generation in the role as an Oracle (86%) or in data analytic purposes as a Quant (14%), (n=14 cases in 5 groups). No student group used AI to generate written text for the final assessment.
Discussion: Tension between perceived and actual use of AI is indicative of the uncertainty faced by students with the allowance of AI within assessments. Clear guidance for educators and students about how to assess the AI-supported learning process is needed to ensure the integrity of the assessment system.

Session Format: A Debate/ Panel discussion
Introduction: As competency-based education becomes more prominent in pharmacy curricula, there is a growing concern about the gap between training undergraduates to demonstrate competencies and nurturing a deep, transferable understanding to apply those competencies. This is particularly crucial in the multidisciplinary pharmacy field, where a firm grasp of foundational sciences is indispensable for knowledge-driven professional practice. Prioritising essential knowledge in the face of an expanding knowledge base, limited training time, and assessing students' conceptual mastery further compound this current challenge in pharmacy education. This session explores strategies to aid in synergizing competency and concept-guided pharmacy education to foster deep, transferable understanding and enhance long-term retention and application of knowledge in professional practice
Objectives: By the end of this session, participants will be able to:
1. Recognize the value of competency-guided and concepts-guided approaches in undergraduate pharmacy education
2. Acknowledge the value of the combining both approaches to drive evidence-based pharmacy education
Session Outline (45 minutes):
1. Introduction and conceptualisation: Overview of Competency and concept guided approaches in pharmacy education (10 minutes)
2. Panel discussion + Audience Interaction: Bridging the Gap: Integrating Competency and Conceptual Understanding in Pharmacy Education (30 minutes)
Potential questions:
What are the potential pitfalls of overemphasising competency-based education at the expense of conceptual understanding or vice versa?
How can we effectively balance the development of practical competencies with fostering deep conceptual understanding in pharmacy curricula?
Additional emerging questions from the audience
3. Wrap up and closing ( 5 minutes)

Introduction: Pharmacists in the province of Ontario, Canada received prescriptive authority for minor ailments (MA) in January 2023. The University of Waterloo School of Pharmacy and the Ontario Pharmacists Association supported this scope expansion for pharmacists through co-developed self-directed, online educational modules.1 While initial implementation of MA services has occurred, adoption and delivery patterns vary across the province. With regulatory approval pending for 14 additional conditions, assessing pharmacy team members’ confidence in providing MA services became crucial for developing training and support tools.
Methods: Ontario pharmacists and pharmacy technicians actively involved in MA service delivery were invited to participate in a small group, in-person workshop. The workshop featured synchronous and asynchronous components, combining interactive discussions with didactic instruction on service implementation and optimization. Anonymous pre-and post-workshop surveys assessed participants’ confidence levels in MA service delivery and evaluated the workshop’s impact on their professional practice.
Results: Survey responses indicated that at baseline, self-reported confidence in providing MA services was not optimal. Post-workshop, a significant increase in participants’ self-reported confidence in delivering minor ailment services was noted (p<0.05). Workshop feedback was overwhelmingly positive, with participants specifically valuing the small group discussions in a “safe space” environment, practical guidance on audit preparation, and strategies for optimizing pharmacy team involvement in service delivery.
Conclusion: Facilitated small group learning environments, including discussion and provision of tailored content, along with live demonstration of comprehensive tools and peer interaction, effectively enhance pharmacist and pharmacy technician confidence in delivering minor ailment services. This educational approach provides a framework for supporting pharmacy practice expansion as additional conditions are approved for pharmacist prescribing in Ontario, Canada.

1. Killeen R, Ackerman R, Nakhla N. Taking a collaborative approach to developing a minor ailments continuing professional development (CPD) programme in Ontario, Canada. Presented at LLLP Denver, CO, USA. July 3, 2023. https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2782/1794