Introduction: In response to the unprecedented disruptions caused by the COVID-19 pandemic in 2020, Advanced Pharmacy Australia (AdPha) swiftly transitioned all in-person education to virtual platforms. Content was delivered in two components; self-directed learning on AdPha’s Online Continuing Professional Development (CPD) platform and interactive live virtual sessions via Zoom. This approach remains the mainstay of education delivery for the organisation. This flexible and inclusive digital approach to education delivery, meeting all member needs, remains integral in 2024.
Method: To assess the effectiveness and alignment of this model to members' needs, AdPha conducted an Education Needs Survey in April 2024. The survey, distributed to all 5716 members sought feedback on the current virtual education format, focusing on its advantages, disadvantages and preferred delivery modality for future education.
Results: The survey results highlighted key benefits of virtual learning, particularly among those attending AdPha seminars. Members identified cost savings (70.83%), accessibility (66.67%) and participation access (58.33%) as primary benefits. When asked to rank preferred formats, the majority (87.5%) of members indicated they prefer virtual sessions. 45.83% of respondents favoured a one-day virtual seminar, followed closely by a preference for two-day virtual sessions (41.67%). Qualitative feedback underscored these findings, with members noting that whilst in person learning has advantages, virtual seminars are more accessible, economical, and feasible for rural and remote individuals.
Conclusion: This survey highlights the strong desire from AdPha members for the continued use of virtual learning platforms, with convenience, cost reduction, and enhanced accessibility identified as key drivers. The insights gained will continue to guide AdPha’s ongoing strategies to deliver the highest quality education by adopting new technologies and diversifying virtual content delivery, ensuring equitable and accessible learning opportunities for all members.

Introduction: The role of community pharmacists has evolved beyond the dispensing of medicines. The aim of this scoping review was to describe the interventions that expand the pharmacist’s scope of practice within a community pharmacy setting and assess their effectiveness.
Methods: We performed a scoping review to identify randomised controlled trials (RCTs), published worldwide from 2013 to 2024, which focused on interventions designed to expand pharmacists’ scope of practice in the community. The review was undertaken in accordance with the Joanna Briggs, Institute methodology for scoping reviews. To address the aim of this scoping review, the included RCTs were mapped to themes influenced by the Professional Practice Standards 2023 as developed by the Pharmaceutical Society of Australia: medication management, collaborative care and medication adherence.
Results: Twelve studies demonstrated the potential to expand community pharmacists’ scope of practice. Two RCTs resulted in no effect of the intervention. One RCT (conducted in Italy) led to an actual change to community pharmacists’ scope of practice, with a statistically significant
improvement in the proportion of patients with controlled asthma.
Conclusions: On the whole, this scoping review synthesised the findings of peer-reviewed RCT studies that revealed expanding community pharmacists’ scope of practice may result in improved patient outcomes, a reduced burden for the healthcare system, and greater productivity

Introduction: The PharmD program in India, established in 2008 under the Pharmacy Act of 1948, believed to be a significant step in advancing pharmacy education and practice in the country.
Methods: A SWOC analysis of the Indian PharmD program, highlighting its achievements and areas for improvement to align with global standards has been done.
Results: Strengths of the program include a robust focus on experiential education constituting nearly 75% of practical training, and a balanced curriculum that integrates biomedical, pharmaceutical, and clinical sciences offered in about 321 colleges to approximately 10000 students. The program fosters critical thinking, scientific reasoning, and interprofessional education, providing students with exposure to diverse healthcare settings. It supports progressive learning, integrating foundational knowledge with advanced clinical applications, and encourages self-directed learning and problem-solving skills. However, the program's Weaknesses include absence of competency-based education, and limited simulation-based training. The curriculum and assessment methods lack standardization, and there are gaps in resources for community pharmacy training and entrepreneurship development. The dual roles of faculty as teachers and preceptors, unclear guidelines for internship supervision further limit the program's efficacy. Opportunities include adopting a competency-based curriculum, introducing innovative pedagogies and assessments like OSCE/OSPE, expanding elective and clinical research-oriented courses, and improving alignment with international standards. Establishing structured faculty development programs, skill labs, and interprofessional education modules could further enhance the program's impact. Key Challenges include insufficient support from hospital administrators, logistical issues in clinical rotations, balancing foundational and clinical sciences, and the need to establish a professional identity for clinical pharmacy services. Addressing these challenges requires a collaborative effort between academia, healthcare institutions, and regulatory bodies.
Conclusion: This analysis underscores the potential of the PharmD program in shaping competent pharmacy professionals while emphasizing the need for systematic improvements to ensure its continued growth and relevance in healthcare in India.

Introduction: Bite-sized educational content on quality improvement (QI) can be tailored to diverse learning styles of healthcare professionals (HCPs) and students. This project was aimed (1) to develop and evaluate educational resources for HCPs, including pharmacists, about QI concepts using infographics (through Online Pocket Guide to QI or PGQI), video microlessons, and provide real-world examples of QI/leadership (through the Leading with Quality Podcast or LQP); (2) to engage HCPs/students by featuring the content in a virtual QI community of practice (CoP).
Methods: Development of educational resources involved consulting national/international resources for training HCPs on QI (via PGQI, video microlessons) and interviewing guest speakers about their experiences with QI/leadership (via LQP). Resources were featured on a virtual QI CoP. The PGQI and LQP were individually pilot-tested to a convenience sample of Canadian pharmacy professionals/students through online surveys based on Kirkpatrick's four-level training evaluation, asking about their perceived value, relevance, and knowledge gain after reviewing the PGQI or the LQP.
Results: The PGQI, video microlessons, LQP, and QI CoP have been developed. Survey respondents for both PGQI (n = 20) and LQP (n = 20) found the materials to be relevant and easy to understand, indicated improved knowledge on QI and/or leadership, and recommended the resources to other HCPs/students. PGQI respondents suggested more external resources, QI examples, and case scenarios, while LQP respondents suggested improving clarity by explaining concepts and jargon at the beginning of the podcast episodes.
Conclusion: Bite-sized content (offered through PGQI, video microlessons, and LQP) will serve as resources to support a virtual QI CoP for HCPs/students for knowledge exchange, personal and professional development, and fostering leadership in QI.