Background and Statement of Aim:
Mental health and substance abuse are persistent challenges within underserved communities, especially for minorities who continue to face structural barriers to accessing care.¹ Somerset County, Maryland has been identified as a priority region due to elevated suicide rates, tobacco use, and limited mental-health resources.² In response, a Historically Black College and University (HBCU) implemented Illuminate360, an innovative program aimed at increasing mental-health knowledge, improving access to services, and reducing stigma through education, peer support, and case management. This project aimed to evaluate the feasibility and early outcomes of this multi-component intervention.

Methods:
Illuminate360 was delivered as a 10-week structured educational program incorporating mental-health and substance-abuse awareness, stigma reduction, coping strategies, and crisis intervention. Sessions were facilitated by an interprofessional team of pharmacists, counselors, and psychologists using a culturally responsive model. Workshops were offered in-person and virtually to maximize accessibility, employing interactive approaches such as storytelling and role-playing. Longitudinal case-management follow-ups continued after workshop completion. Program effectiveness was assessed through attendance tracking, participant self-report surveys, and clinical referrals.

Results:
A total of 190 community members participated in Illuminate360. Participants demonstrated increased knowledge of mental-health and substance-abuse topics, with many reporting reduced stigma and improved coping behaviors following program completion. While twice-weekly scheduling created retention challenges, flexible hybrid delivery supported engagement and 100% participant satisfaction. Participants highlighted the cultural relevance of discussion topics and valued peer-connection opportunities.

Discussion/Conclusion:
Illuminate360 demonstrates that culturally tailored interventions rooted in HBCU community partnerships can effectively increase mental-health literacy and reduce stigma in underserved populations. The program’s innovative integration of education, peer mentoring, and case management provides a promising framework for scalable implementation. Future work will enhance retention strategies, expand community collaborations, and evaluate long-term behavioral outcomes.

References
1. McGuire TG, Miranda J. New evidence regarding racial and ethnic disparities in mental health: policy implications. Health Aff (Millwood). 2008 Mar-Apr;27(2):393-403. doi: 10.1377/hlthaff.27.2.393. PMID: 18332495; PMCID: PMC3928067.

2. Fiddler K, Weber D, McConaughey M. Healthy Delmarva: Community Health Needs Assessment (2025-2028). 2025 May. Available from: https://website-media.com/somerset-county-health-departmetn/somerset-co-health-dept-2024/2025/09/02095751/2025-Healthy-Delmarva-CHNA-Report-FINAL.pdf

Background and Aim: The role of sustainability in healthcare and pharmaceutical sciences has received increasing attention due to environmental, regulatory, and workforce-related challenges. Therefore, an interactive educational session was developed for pharmacy students to promote pharmaceutical life-cycle thinking, environmental risk reduction, and sustainability-related professional competencies. The primary aim was to support the application of sustainability principles to real pharmaceutical cases through collaborative and immersive learning approaches that facilitate decision-oriented reasoning.
Methods: The 90-minute session combined short conceptual inputs with digital tools and small-group collaborative work. Student engagement was supported using Slido for real-time polling and formative questioning, and Genially for visual, gamified content presentation. This was followed by a structured group-based activity in which students analysed real active pharmaceutical ingredients with respect to environmental risk, applied green chemistry principles, and proposed upstream and downstream mitigation strategies aligned with pharmaceutical decision-making contexts. The session design emphasized active participation, collaboration, and decision-oriented reasoning.
Results: The format resulted in high levels of student activity and collaboration among participating pharmacy students (n = 15). Students demonstrated the ability to apply green chemistry principles to concrete pharmaceutical cases, distinguish between upstream and downstream sustainability interventions, and articulate the pharmacist’s role in mitigating environmental impact. Group outputs reflected coherent life-cycle thinking. Qualitative feedback indicated improved conceptual understanding and perceived relevance compared to traditional lecture-based teaching formats.
Discussion and Conclusion: This educational case indicates that a time-limited, structured interactive format can effectively integrate sustainability-related concepts into pharmacy education while supporting the development of collaborative and workforce-relevant competencies. The combination of digital interactivity and group work supported active learning, systems-level reasoning, and professional decision making. This framework may serve as a transferable model for embedding green chemistry and green pharmacy perspectives into pharmacy curricula, with potential for adaptation to multidisciplinary and practice-oriented educational settings.

Background
Integrating innovative learning approaches into traditional curricula presents a significant challenge in higher education. Since the academic year 2011/2012, the Faculty of Pharmacy and Biochemistry, University of Zagreb, has incorporated a six-month pharmacist traineeship programme into its curriculum, based on the Croatian Competency Framework (CCF), thereby systematically introducing work-based learning. This study aimed to evaluate the performance of two student cohorts and their satisfaction with the traineeship programme, and to examine associations between performance on the Objective Structured Clinical Examination (OSCE), self-assessed competencies, and selected variables, including mentor satisfaction.
Methods
A total of 126 students were included over two academic years. Competency development was assessed through student self-evaluation at the beginning and end of the traineeship using the CCF, which includes four competency clusters: public health, pharmaceutical care, personal and professional, and organisational competencies. Student performance was assessed using a final OSCE consisting of six stations evaluating clinical, communication, and magistral formulation skills. Student satisfaction with the programme and mentors was assessed using anonymous questionnaires.
Results
Self-assessment scores showed improvement across all competency clusters and assessed competencies during the traineeship. Students rated themselves most competent in the preparation of magistral and galenic formulations and in personal and professional competencies. OSCE results were very good, with average scores above 80% at all but one station. The highest scores were achieved in OTC patient counselling (86.83%), while the lowest were observed in managing a clinical case of a hospitalised patient (73.74%). OSCE performance was associated with earlier involvement in prescription dispensing (p = 0.050). No association was found between mentor satisfaction, self-assessed competencies, and OSCE outcomes. Overall programme satisfaction was moderate, while satisfaction with mentors was high.
Conclusion
The pharmacist traineeship programme effectively supports the development of professional competencies and learning outcomes in a real-world practice setting. The findings highlight the value of practical engagement and indicate the need for further curriculum alignment with pharmacy practice requirements.

Background & Aim:
To strengthen Pharmacy students’ workforce readiness and broaden their understanding of clinical pharmacy career opportunities by integrating collaborative, interprofessional and immersive experiential placements within specialist NHS services. The initiative provides authentic exposure to multidisciplinary practice and complex care environments, equipping students with the collaborative and practice‑based skills required to meet current and future healthcare workforce needs.
Method:
Central and Northwest London NHS Foundation Trust (CNWL) and University College London School of Pharmacy (UCLSOP) co‑developed a collaborative educational model offering 3rd‑year students specialist placements. Since its launch two years ago, 350 students have undertaken placements across CNWL’s diverse services, including Community integrated care, Adult and Children’s Mental health, Mental health rehabilitation, Addictions and Prison health in male, female and young offender settings. Students completed a structured induction, used comprehensive placement workbooks and engaged in supervised experiential learning through patient consultations, MDT meetings, ward rounds and medication reviews. Interdisciplinary shadowing with pharmacists, technicians, nurses, paramedics and occupational therapists enhanced understanding of collaborative practice. It also incorporated QR‑based clinical videos and virtual service tours to support flexible, technology‑enabled learning.
Results:
Supervisors and students provided predominantly open‑response feedback. Students highlighted supportive supervision, well‑structured days and valuable interprofessional shadowing. They reported significant gains in understanding the specialist areas, with many indicating changed career intentions toward these areas. Supervisor feedback aligned with this, reporting high professionalism (75% ‘Extremely Good’, 10% ‘Good’, 10% ‘Satisfactory’, 10% ‘Somewhat Good’) and strong motivation (33% ‘Extremely Good’, 47% ‘Good’, 13% ‘Satisfactory’, 6% ‘Somewhat Good’).
The programme met its intended objectives. Students engaged meaningfully in interprofessional learning, gained valuable exposure to specialist clinical environments and benefited from supportive mentorship that strengthened reflective practice, confidence and career motivation. The placement environment was consistently described as supportive, inclusive and professional, reflecting CNWL’s commitment to equality, diversity and respectful practice.
Discussion:
This CNWL/UCL collaboration demonstrates that immersive, interprofessional experiential placements enhance students’ preparedness for clinical practice. The model is scalable and offers a high‑impact approach to developing a collaborative, capable and workforce‑ready pharmacy workforce. This transformational approach to learning has recently won the UCL School of Pharmacy MPharm Placement Provider Award.

Background/Statement of aim: Immersive education abroad experiences provide rich opportunities for interprofessional and collaborative learning, yet limited evidence exists on how such courses shape students’ learning expectations, professional growth, and readiness for practice. This interprofessional education abroad course engages healthcare and pre-healthcare students in examining the historical foundations and contemporary structures of United States (US) and United Kingdom (UK) healthcare systems through site-based experiential learning. A structured metacognitive assignment required students to articulate anticipated learning, describe actual learning, reflect on discrepancies between expectations and outcomes, and identify approaches to future learning. Metacognition, including self-regulation, planning, monitoring, and evaluating one’s own learning, is essential for healthcare professionals to improve learning, develop critical thinking skills, prevent medication errors, and pursue life-long learning.¹ Student-generated metacognitive statements are underused in health professions education. The aim of this study was to evaluate how participation in an immersive, interprofessional, collaborative learning environment influenced students’ learning, reflective capacity, and approaches to future learning.
Methods: This qualitative study analyzed de-identified metacognitive learning statements from three course offerings. Reflections were aggregated and analyzed using AI-assisted thematic analysis to support coding, theme identification, and cross-cohort comparison. Faculty reviewers validated themes to ensure interpretive rigor. Participant characteristics were summarized descriptively.
Results: Twenty-two reflections were analyzed, representing learners from pharmacy (54%), public health (14%), nursing (5%), and pre-healthcare (27%) programs; 72% identified as female. Students initially expected a comparative focus on US-UK system structures. Post-course reflections confirmed these expectations but revealed deeper learning including recognition of historical and public health foundations for contemporary systems and enhanced understanding of interprofessional roles. Students acknowledged the complexity of healthcare systems, noting that no model is universally optimal. They described intentions to critically evaluate healthcare models and applying learning to future practice or policy. Themes were stable across cohorts, indicating reproducible learning outcomes.
Conclusion: Immersive, interprofessional education abroad experiences can foster sustained collaborative learning, professional growth, and workforce-relevant competencies. AI-assisted qualitative analysis offers a scalable, rigorous approach to evaluating experiential learning while preserving analytic depth.
1. Medina MS, Castleberry AN, Persky AM. Strategies for improving learning metacognition in health professional education. Am J Pharmaceutical Ed. 2017;81(4);78.

Background/Statement of aim(s):
Pharmacy administrators and leaders play a critical role in ensuring high-quality patient care, workforce engagement, and organisational performance. However, many pharmacists advance into leadership roles without formal training in administration or leadership, resulting in gaps in confidence, skill acquisition, and preparedness. Traditional postgraduate degrees may be impractical due to time and financial constraints, while ad hoc learning lacks structure and depth. To address this gap, a structured Pharmacy Administration and Leadership (PAL) short course was developed for hospital pharmacy leaders in Australia. This study aimed to evaluate the impact and consistency of this programme by combining outcomes from two sequential cohorts.

Methods:
A mixed-methods pre–post evaluation was conducted across two cohorts of hospital pharmacy leaders participating in a 12-module PAL short course delivered over six to eight months using a blended learning model. The programme incorporated in-person workshops, synchronous virtual sessions, case-based learning, and longitudinal applied assignments. Pre- and post-course surveys assessed demographics, prior leadership education, confidence in administration and leadership competencies, perceived skill acquisition, and programme value. Descriptive statistics and paired analyses were used where applicable.

Results:
A total of 46 participants were included across both cohorts. Participants had extensive pharmacy experience (mean >10 years), yet most reported little or no prior formal education in business, management, or leadership. Baseline confidence was moderate overall, with consistently lower confidence in financial management, strategic planning, and business plan development. Cohort 1 demonstrated statistically significant improvements in overall leadership and administrative confidence following programme completion (p<0.05). Cohort 2 baseline findings closely mirrored Cohort 1, indicating reproducible training needs; early post-programme feedback demonstrated high perceived relevance, engagement, and applicability of course content. Across cohorts, participants reported improved confidence, practical skill development, and readiness to apply leadership concepts within their practice settings.

Discussion and/or Conclusion:
Findings across two cohorts demonstrate that a structured, short-course leadership programme can address critical training gaps among hospital pharmacy leaders. This model represents a scalable, practice-oriented alternative to traditional degree pathways and supports the development of a competent pharmacy leadership workforce capable of advancing patient care and organisational outcomes.

Background and Statement of Aim(s)
Mental health inequities disproportionately affect Black, Indigenous, and People of Color (BIPOC), particularly within higher-education settings where students report increasing rates of anxiety, depression, and social isolation.¹,² This project aimed to enhance student well-being at a Historically Black Colleges and Universities (HBCUs) by developing and implementing a pilot digital wellness program designed to reduce stigma, increase access to culturally appropriate resources, and foster a connected campus environment. The initiative leveraged curriculum design and digital-innovation strategies to embed mental-wellness literacy into the student experience.

Methods
A pilot digital-first mental-wellness program was developed, centered on a custom mobile application titled “Psyched Out”. Key features included a mood diary, sleep and medication adherence trackers, standardized clinical screening tools, curated playlists for meditation and sleep, and best-practice tips for exercise, social connection, and restorative habits. The preliminary app also incorporated culturally specific mental-health resources and a peer-to-peer chat function to increase accessibility and reduce stigma. Users could connect directly to the campus counseling center, a 24/7 crisis hotline, and a social-events calendar. Implementation occurred during a campus-wide Mental Health Forum, supported by trained student ambassadors representing pharmacy, rehabilitation sciences, and computer science programs.

Results
Three faculty across pharmaceutical sciences, pharmacy practice, and computer science facilitated delivery of the pilot program, alongside four student ambassadors. Participants who engaged with the app provided positive feedback, emphasizing that the peer-support chat and resource links made mental-health support feel more accessible and less stigmatized. Culturally relevant content was particularly valued, suggesting strong alignment between resource design and student need.

Discussion and Conclusion
This pilot project illustrates an innovative curriculum-embedded digital approach to advancing mental well-being and professional readiness. Leveraging a mobile application as a centralized hub offers a scalable model for addressing mental-health disparities within HBCUs and supporting the development of future-ready graduates.

References
1. Pedrelli P, Nyer M, Yeung A, et al. College Students: Mental Health Problems and Treatment Considerations. Acad Psychiatry. 2015 Oct; 39(5): 503–511.

2. Adams Z. Student mental health is in crisis. Campuses are rethinking their approach. American Psychological Association. October 2022. Available at: https://www.apa.org/monitor/2022/10/mental-health-campus-care.

Background/Statement of aim(s):
Effective faculty facilitation is vital to the development of interprofessional collaborative practice skills for clinicians in training. While well-trained faculty are essential, there is a dearth of validated instruments to evaluate facilitator performance which fosters interprofessional education (IPE) and Interprofessional Collaborative Practice (IPCP). The aim of this study is to evaluate the utility of the Interprofessional Lean Facilitator Assessment Scale (ILFAS) for assessing facilitator performance. We hypothesized that the ILFAS could successfully distinguish between more and less experienced faculty facilitators of IPCP case review sessions.

Methods:
Facilitator performance was evaluated across N=20 ILFAS criteria. A mixed-methods approach was used, combining qualitative content coding of video combined with K-means clustering methods. N=13 video recorded IPE sessions were evaluated by four coders. After calibration, intercoder agreement was acceptable (ICC = .67). Discriminant analysis and Random Forest Machine Learning were used to identify the ILFAS criteria that most differentiated the clusters.

Results:
Two clusters of facilitators were identified based on the ILFAS criteria, successfully distinguishing between experienced (mean = 4.33 years) versus less experienced (mean = 2.25 years) facilitators. Several characteristics, including more frequent use of redirects, effective use of time management techniques, and emphasis on patient collaboration were among the facilitator behaviors that distinguished more from less experienced facilitators.

Discussion and/or Conclusion:
The ILFAS tool can effectively differentiate between faculty facilitator performance in IPCP case review sessions. Decomposition of the behaviors demonstrated by experienced facilitators provides guidance for specific facilitator training approaches.

Community pharmacists are essential collaborators in patient care. Their roles in interprofessional care are well described for inpatient and clinic settings where pre-existing teams collaborate, yet how they establish professional networks and collaborate outside geographically co-located or pre-existing teams remain understudied. We adopted a qualitative social network analysis approach to understand how community pharmacists establish and maintain relationships with others to provide collaborative care.
Methods
We collected ego-network data using a two-stage participant-aided concentric circle technique for network visualization. Participants (“ego”), practicing at least one year in community pharmacy in a Western Canadian province, identified network members (“alters”) and positioned them in the concentric circle according to relative relationship strength. Semi-structured interview questions explored participants’ rationale for network placement and collaborative experiences. Interview transcripts were systematically coded and analyzed in an iterative process by the research team throughout the data collection period.
Results
Thirty pharmacists described networks of varying size and composition. Reported network membership was as low as 4 and as high as 12 alters (mean 9). Prescribing professionals were the most prevalent members in the 30 pharmacist networks, including family physicians (83%), nurse practitioners (50%), and dentists (40%). Other health professionals (e.g. dietitians, physiotherapists) were identified less frequently. Collaborators situated most often in the first concentric ring circle, representing the closest network relationship were physicians, patients and family, and other pharmacists. Networks were formed and maintained through shared patient care, regular interactions, and social connections, but workforce shortages and time constraints challenged effective collaboration. Relationships were strengthened when members could efficiently communicate and exchange patient information.
Conclusion
These findings indicate community pharmacists cultivate diverse and dynamic networks to coordinate care across distributed settings. By highlighting relational mechanisms such as responsiveness, reciprocity, and boundary-spanning work, the study can additionally inform pharmacy student training to enact collaborative care beyond formal protocols and pursue opportunities for community-based connections.

Dib K, Belrhiti Z. Unpacking the black box of interprofessional collaboration within healthcare networks: a scoping review. BMJ Open 2025;15:e101702
Hu H, et al. Review of social networks of professionals in healthcare settings-where are we and what else is needed? Global Health. 2021;17(1):139

Background/Statement of Aims: Pharmacy students complete multiple pieces of group work to enable them to develop communication and teamworking skills essential to their future practice. However group work can be disrupted by disagreements which impact student learning¹,². Skills in managing conflict within teams must be developed to work effectively with others. As part of a student internship, a conflict management workshop for MPharm year 1 students was designed, delivered, and student feedback collected.
The aim was to evaluate the effectiveness of the workshop on student’s teamworking skills and identify areas for future development.
Method: All ten students who responded to an email invitation, participated in a pilot workshop which included pre-reading, a quiz and role-play activities. Students were invited to provide feedback using a MS Form that involved 8 questions including two Likert-type questions to measure usefulness of the session and perceived impact on teamworking skills. Open questions were used to identify additional learning needs relating to teamworking and suggestions for improvement of the session. Analysis consisted of descriptive statistics of Likert-type questions and themes were derived from open questions.
Results: Four (40%) students responded, where 100% found the session useful. Students developed their skills and knowledge around conflict management and how to apply it in the future. 75% stated there was nothing further the session should have covered. 100% of students described their teamworking skills as ‘good’ or ‘very good’. Students felt that their contribution in future team working situations would be more enhanced as a result of the workshop.
Conclusion: This pilot workshop benefited students in understanding conflict management, showed insight into themselves on what skills they may have developed, and potentially helping them in future teamworking tasks. An in-depth evaluation involving more students is needed to measure the impact of this workshop on student teamworking skills.
1.Fierke KK, Lepp GA, Jones KM. Teaching conflict management: An approach to increasing students' value, confidence, and ability. Currents in Pharmacy Teaching and Learning. 2023;15(3):252-7.
2.Borg M, Kembro J, Notander J, Petersson C, Ohlsson L. Conflict Management in Student Groups – a Teacher’s Perspective in Higher Education. Högre utbildning. 2011;1(2):111-24.

Background:
Professional identity formation (PIF) entails ‘thinking, feeling and acting’ as a professional within a specific domain. Within pharmacy educational programs, the development of students’ professional identity gets more attention. A literature study was conducted to identify what PIF is, why it is important and what hampers this development in practice.

Method:
A search for recent (last decade) studies and commentaries was conducted in PubMed, using the key phrase of “professional identity” OR “professional identity formation” OR “PIF” combined with “pharmacy” OR “pharmacist”. The findings (n=85) were considered eligible when they regarded PIF, pharmacy students, educational programs or educational incentives to support PIF (n=17).

Results:
PIF:
- internalizes a profession’s core values and beliefs, in thinking, feeling, and acting.
- relates to the sense of being a professional, formed through interaction between self and context.
- results in defining oneself in relation to professional roles and expected behaviors.
Students are positively influenced to transition from exam-focused to profession-focused. Pharmacists who have internalized profession-based norms, attitudes, and behaviors, more likely act according to practice standards.
The profession benefits from pharmacists with a clear sense of professional identity; they are able to engage in lifelong learning, navigate crises, exert influence and advocate for the profession.
Lastly, pharmacy practice changes over times, due to societal needs and expectations. A resilient workforce needs a starting point from which to align with these changes.
Impeding implementation and assessment of PIF in pharmacy programs is the lack of a universally accepted and singular identity and drug centered knowledge and skills development in curricula.
Also, when scope of practice taught in academia does not align with students' real world experiences, or if social recognition by healthcare professionals and/or patients of the student’s (future) role and responsibility as pharmacist does not take place, identity dissonance may occur.
The findings define the educators’ role in PIF and provide educational activities (e.g. ‘Bring your pharmacist to class’-day).

Discussion / Conclusion:
This literature search shows the importance of addressing PIF, explicates barriers hampering this process and provides examples of educational activities fostering PIF.

Background and Aim: Sustainability is increasingly recognised as a critical challenge in healthcare, however, its integration into biomedical and pharmaceutical research education remains fragmented and often treated as an optional or technical consideration. To address this gap, an interdisciplinary doctoral-level course entitled Sustainability in Medical and Pharmaceutical Research was developed within doctoral pharmacy education. The course positions sustainability as a core professional value rather than a methodological add-on, explicitly integrating environmental, social, economic, and ethical dimensions. The primary aim was to support the professional identity formation of early-stage researchers, emphasizing responsibility, ethical awareness, and long-term societal impact alongside scientific excellence.
Methods: The course was implemented as an early-stage pilot educational innovation with a small cohort of PhD students (n = 5), reflecting the typical scale of doctoral education. Teaching activities combined interactive lectures, guided discussions, reflective tasks, and collaborative exercises. Core topics included sustainability challenges in healthcare and research, ethical decision-making, sustainable research design, and circular approaches. Students critically analysed their own research projects using sustainability-informed decision frameworks.
Results: Early qualitative observations derived from guided reflective tasks and facilitated discussions indicated engagement and reflective depth. Students demonstrated an increased ability to articulate the environmental, ethical, and societal implications of their research and to position sustainability as an integral component of responsible research practice. Reflections suggested a shift in professional self-concept, with participants recognising future roles as research leaders, educators, and policy advisors responsible for shaping sustainable research cultures.
Discussion and Conclusion: This early implementation suggests that doctoral education provides a critical window for embedding sustainability with researcher identity and leadership development. By framing sustainability as a guiding value and decision-making lens, the course supports future-oriented research mindsets. The framework may be transferable to other doctoral and postgraduate health science programs, however, further evaluation with larger cohorts is required.

Background and Statement Aim: The benefits of mentorship for faculty in pharmacy education are extensive, including enhanced self-perceived abilities in teaching, research and service activities, as well as achieving career goals, increased job satisfaction, productivity, retention and career progression. The main aim of this study is to assess the effects of a faculty mentorship program on job satisfaction, networking abilities, and professional development.


Methods: An investigational review board approved electronic survey was emailed via Qualtrics to faculty members at a school of pharmacy. The primary outcome was determining the response rate on job satisfaction, networking abilities, and professional development on the mentoring program. Secondary outcomes include strengths, weaknesses, and challenges associated with the current mentorship program. Data was collected through the survey questions consisting multiple choice questions and Likert scale items. Descriptive statistics (e.g., mean, median, mode, standard deviation, percentages, etc.) was obtained for demographic data.

Results: A total of 125 emails were sent with a 52 (41.6%) response rate. Twenty-seven participants were included in the study analysis. A positive outcome was defined by an average score < 2.5. (scoring from 1-5; 1: strongly agree, 5: strongly disagree). The mentorship program was most effective in the following: helping mentees feel more confident reaching out to other faculty for collaboration (score: 1.92); overall job satisfaction by providing a mentor to faculty (score: 2.42); and feedback to mentees to help them grow professionally (score: 2.17). The mentorship program was least effective in initiating more collaborations through their mentor (score: 2.88), motivating faculty in their work (score: 2.75), and helping mentees utilize available technology (score: 2.91).

Discussion and/or Conclusion: Most mentees reported neutral feelings towards both the quality of the mentorship program and their overall experience. These findings suggest that the mentorship program can be improved to build a stronger network as well as requiring more frequent mentor-mentee meetings to create a more structured program. This study establishes a foundation for continuous improvement, with the goal of creating an even more impactful mentoring environment at the school of pharmacy.

Jackevicius CA, Le J, Nazer L, Hess K, Wang J, Law AV. A formal mentorship program for faculty development. Am J Pharm Educ. 2014 Jun 17;78(5):100.

Background: Generative Artificial Intelligence (GenAI) is increasingly transforming teaching, learning, assessment, and learner support in health professions education (HPE). As AI-enabled educational approaches expand, there is a growing need to prepare future healthcare graduates with the digital literacy and ethical competencies required for responsible AI use. However, evidence on the ethical governance and implementation of GenAI in HPE remains limited. This scoping review examined current GenAI applications in HPE, associated ethical and regulatory challenges, and existing or proposed frameworks for responsible AI integration.
Methods: A scoping review was conducted across PubMed, ProQuest, CINAHL, ERIC, and Google Scholar using the concepts of GenAI, HPE, ethics, and regulatory frameworks. Eligible empirical, conceptual, and policy-related studies were analyzed narratively, with data extraction focusing on GenAI applications, HPE domains, ethical and regulatory challenges, and proposed governance frameworks.
Results: The review identified multiple applications of GenAI in HPE, including pedagogical delivery, assessment, research support, and clinical training through personalized learning systems, simulations, and automated feedback. These applications supported learner engagement, adaptive learning, and clinical skill development, while also influencing how educators design and evaluate learning experiences in digitally mediated environments. Key ethical and regulatory concerns included risks to academic integrity, data privacy, and fairness, as well as algorithmic bias, limited transparency, and unclear accountability. Existing governance approaches remain fragmented, underscoring the need for multi-level governance frameworks that integrate institutional ethics policies, national data protection regulations, and professional accreditation standards to support responsible AI adoption within HPE.
Conclusion: This review underscores the growing integration of GenAI within HPE and highlights the urgent need for adaptive ethical and regulatory frameworks that evolve alongside technological advancements. The findings emphasize the importance of preparing future-ready healthcare graduates and educators through responsible, transparent, and accountable AI integration within pharmacy and health professions education.