Introduction: It is widely acknowledged that culturally appropriate health delivery systems improve Indigenous health outcomes. To achieve this, the health workforce must deliver care in a way considered culturally safe and responsive by those who receive it. A key driver of positive change is increasing the contributions of Indigenous participants in the development of education content for health practitioners, including pharmacists.
The Pharmaceutical Society of Australia (PSA) has developed a Palliative Care Foundation Training Program for pharmacists as a key activity under its National Palliative Care Project, with significant contribution from Indigenous people and organisations.
Methods: Indigenous participation in content development included -
 Indigenous representation on the Project Advisory Group.
 stakeholder consultation reach to Indigenous organisations including the National Community Controlled Health Organisation, Indigenous Allied Health Australia and the National Association of Aboriginal and Torres Strait Islander Health Workers and Practitioners.
 input from Indigenous consumers.
 guidance from Palliative Care Australia’s Yarning Circle.
 co-authorship with a Sorry Business Consultant.
Results: PSA’s Palliative Care Foundation Training Program features –
 an Acknowledgement of Country and cultural sensitivity warning for each module.
 content that supports holistic palliative care for Indigenous peoples.
 strengths-based language reflecting Indigenous ways of knowing, being and doing.
 bespoke filming with an Indigenous Leadership Team project officer.
 ‘Didja Know?’ pop-up key facts throughout, accompanied by digital icons created by an Indigenous artist.
 links to a wide range of resources to support the palliative care needs of Indigenous peoples.
Conclusion: Available from May 2025, PSA’s accredited Palliative Care Foundation Training Program has been developed with significant Indigenous participation.
Uptake by pharmacists across Australia is anticipated to increase the profession’s palliative care knowledge and cultural responsiveness, with the potential to positively impact care for Indigenous people who are approaching end of life.

Introduction: The Australian Pharmacy Council (APC) is the national accreditation authority for pharmacy education and training. APC is responsible for setting and maintaining high standards of pharmacy education. The upcoming review of the APC Accreditation Standards for Pharmacy Programs will consider how standards can ensure that graduates meet the healthcare needs of their diverse communities and provide equitable healthcare.
Methods: APC undertakes periodic review of their accreditation standards to ensure they remain contemporary, fit for purpose, and reflect Australian healthcare needs. The 2020 Accreditation Standards included, for the first time, reference to the concept of social accountability, by requiring programs to promote the development of learner knowledge, skills, behaviours and attitudes congruent with a commitment to public service and safety; cultural safety, respect and responsiveness; equity, diversity and inclusiveness; person-centred care; reduction of disparities in health care; and addressing community aspirations for health. Programs were required as part of the accreditation process to provide evidence of curriculum content and assessment aligned with graduate outcomes.
Results: As APC reviews their 2020 Accreditation Standards, and as Australia begins to recognise the importance of health professionals having the skills to work with and support patients and consumers from a wide range of backgrounds and with varied needs, the review will need to incorporate new Australian frameworks and prepare for future needs.
The presentation will share diversity, equity and inclusion (DEI) requirements for healthcare practitioners in Australia and how this will be embedded in the training of future pharmacists using accreditation as a lever for change.
Conclusion: Accreditation is a valuable tool to ensure educational quality and shape the health workforce of the future. Accreditation standards must evolve to produce pharmacists who are able to work effectively with, and provide support for, Australia’s diverse population.

Introduction: The Leaders in Indigenous Pharmacy Profession Education (LIPPE™) network is a partnership with the Council of Pharmacy Schools (Australia/New Zealand). The network provides a platform where Indigenous voices can influence pharmacy education for the benefit of all. This partnership role models a strengths-based approach for culturally safe pharmacy practice.
Methods: The LIPPE™ Steering Committee leads the network and comprises both Indigenous peoples and allies (non-Indigenous peoples) from the two partners.
The Committee determined the need for a strategy to guide its work, with clear deliverables and outcomes. To do this, the group engaged an external consultant with experience in working in a culturally safe way to guide the development of the strategy. The strategy development was undertaken in a consultative way, honouring Indigenous voices and perspectives, using Indigenous ways of being and knowing over several months. The process of developing the strategy was as important as the outcomes.
Results: The finalised LIPPE™ strategy was accepted by both partner organisations and is structured according to three pillars that guide the work of LIPPE™ in shaping the pharmacy profession, both internally and externally – leadership, profession and education. Engagement and relationship are connecting threads that feature in each pillar.
LIPPE™ works through a commitment to the mantra of capacity, capability and allyship.
Collectively, the work implemented under each pillar will contribute to realising the overall goal, to transform pharmacy education and professional practice through Indigenous leadership. Outcomes within each pillar outline each activity and how they will be measured and demonstrated.
Conclusion: LIPPE™ is only beginning its journey and has a long way to go. The growth of network continues with webinars, workshops and conference presentations spreading the word. The strategy is an ambitious but vital vision for the pharmacy profession to improve Indigenous health outcomes through culturally safe pharmacy practice.

Introduction: Domestic violence (DV) is a significant global health issue that affects individuals across all demographic groups, with profound physical and mental health consequences. Pharmacists, as accessible healthcare providers, have a critical role in identifying and supporting individuals affected by DV. However, there is a growing need for pharmacy education to integrate cultural responsiveness to ensure that pharmacists are equipped to care for diverse populations impacted by DV. This study explores pharmacy students' and professionals' perceptions of their preparedness to identify and respond to DV, focusing on cultural competence and the integration of diverse, culturally appropriate practices in pharmacy education.
Methods:An anonymous survey was distributed to pharmacy students and professionals to assess their knowledge, confidence, and training needs regarding DV. Participants were also asked about the inclusion of cultural competence training in addressing DV, with a focus on adapting practices to meet the needs of diverse communities.
Results: The results showed that a significant proportion of participants felt unprepared to support DV victims, with 65% uncertain about how to provide culturally appropriate assistance. The majority (88%) expressed a need for more cultural competence training in pharmacy curricula, including practical methods such as role-play scenarios and case studies reflecting diverse cultural perspectives.
Conclusion: The study highlights the need for culturally responsive education in pharmacy to better prepare students and professionals for the challenges of supporting DV victims from a wide range of backgrounds. Integrating cultural competence into pharmacy curricula can enhance the ability of pharmacists to provide effective, sensitive care to all individuals, regardless of their cultural or social background.

Introduction: Pharmacy profession emphasizes the importance of cultural competency to address health disparities and enhance patient outcomes. The Foundations in Equity Certificate (FIEC) offered by the University of Colorado Anschutz (CUA) campus includes four modules on topics such as implicit bias, microaggressions, and allyship. The FIEC was available to all CUA employees and students as a free-of-cost professional development opportunity. Students willing to take the certificate had to do it on their own time, in addition to required courses and classes.
Methods: The process to embed the FIEC into the curriculum involved extensive discussions with the University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences’ (SSPPS) curriculum committee, and with the faculty. Learning outcomes from the certificate were mapped to the American Association of Colleges of Pharmacy’s Curriculum Outcomes and Entrustable Professional Activities. Original modules were expanded to allow for content adaptation to pharmacy practice. Four courses were identified as ideal placements for the FIEC modules, based on course content.
Results: Content from the certificate assisted in reinforcing curricular content addressing equity, diversity, and inclusion (EDI). Starting in Fall 2024, matriculated pharmacy students were automatically enrolled in FIEC. Students take one module per semester and the academic certificate will be issued to participating students at the end of year 2. Content delivery was optimized to allow for these modules to be embedded into the curriculum. The additional time in each module was used for active learning activities that enhanced student engagement.
Conclusion: By integrating EDI principles from the FIEC into the core learning experience, pharmacy students gain critical knowledge and skills. The combination of the FIEC and original course content better prepares future pharmacists to address healthcare disparities and improve patient outcomes across diverse populations. Additionally, earning an academic certificate alongside the PharmD credential provides a distinct professional advantage.

Introduction: In the rapidly evolving patient care practice, and with the advancement of the role of clinical pharmacists it is important to train pharmacy students during didactic education to achieve excellence in navigating clinical cases. The ability to sharpen and apply problem solving skills to care for patients is essential before students embark on advanced experiential training. This will improve their readiness to pharmacy practice. Unfortunately, there are several obstacles to implementing effective case based courses. Some of which include: resource constraints, faculty training, and student assessment.
Methods: In this presentation, we will present the experience of the University of the Pacific. The three presenters will describe the different strategies implemented across case based course series to enhance excellence and optimize the learning experience. The authors conducted a focus group with third year pharmacy students and regional coordinators who serve as experiential training preceptors. We collected feedback on which strategies are currently effective, and which require improvement.
Results: Several strategies were marked as successful such as: providing limited time to work up patients. Some of the feedback points include: navigating different drug information sources, prioritizing patients and navigating electronic health records. Authors will also present future strategies to be implemented in 2025 to enhance the case based course experience despite the faculty challenges.
Conclusion: Implementing various strategies across a longitudinal case based course can improve learning outcomes and improve experiential training and practice readiness.