Background / Statement of aims
Transition to independent practitioner is challenging for newly qualified pharmacists (NQPs), particularly for those in community pharmacies where many experience isolation from peers and opportunities to benchmark practice, working in environments characterised as "noxious" and where isostrain is high (Magola et al, 2018). The aim of this paper is to establish the impact of the NQP Pathway, an intervention designed to support NQPs’ development and transition.

Methods
Using Normalisation Process Theory (NPT) to investigate if and how the intervention was embedded in practice, NPT constructs were mapped against evaluation themes (purpose, resources and supervision). Semi-structured interviews with NQPs on the Pathway (n=7) and NQP supervisors (S) (n=14) were completed exploring understanding of the purpose and benefits of the Pathway, perceived value of Pathway components (online learning resources, an e-portfolio, and supervision), and challenges in completing the Pathway. Data analysis drew out the Pathway's impact on learners’ development, factors promoting or inhibiting implementation, and integration of learning into practice.

Results
Findings suggest learners and supervisors were clear about the purpose of the Pathway. Resources were viewed as dispersed which created confusion; recording reflection in the e-portfolio was experienced as challenging by some. Supervision emerged as instrumental in supporting NQPs’ application of learning and professional development, helping learners gain clinical, management, and leadership skills. Sectoral differences in the contribution of supervision to learning and development were - those in community pharmacies in particular valued it because of isolation in practice. However, the way supervision was deployed, and its quality, varied, with likely impact on learning and development.

Discussion
Transition for NQPs takes place in high-strain jobs, where workplace demands are also high. Interventions such as the NQP Pathway have a role to play in nurturing learners, affording them with a sense of psychological safety, with supervision in particular contributing to professional development.


Magola, E., Willis, S.C. and Schafheutle, E.I., 2018. Community pharmacists at transition to independent practice: isolated, unsupported, and stressed. Health & social care in the community, 26(6), pp.849-859.

Background: Onboarding new and early educators in higher education is often fragmented, leaving gaps in understanding institutional expectations, theory-based teaching practices, and available support and resources. This project addresses these challenges by developing a sustainable, self-directed onboarding resource for new and early educators at Monash University’s Faculty of Pharmacy and Pharmaceutical Sciences.

Methods: Designed collaboratively with PharmAlliance partners at UNC and UCL, the resource consolidates essential information into six themes: roles and expectations, course maps and key contacts, learning management system guides, teaching practices, profiles for community, and a jobs dashboard for faculty-wide teaching associated support.

Results: Hosted within a community of practice website, the onboarding resource provides clarity to the role, resources to build confidence in teaching practice, and helps develop professional identity while supporting integration of research-based teaching practices. Evaluation data of the site shows strong engagement, with 76% of Assistant Lecturers enrolling within three weeks of launch and higher usage amongst newly appointed educators. Feedback from intended users highlights improved confidence, clarity on roles, and reduced stress, with comments such as “Having this site available gave me peace of mind” and “It’s great to have an all-in-one starting point for key information”.

Discussion: This innovation offers a scaffold for key modules to supplement onboarding processes for new and early educators that fosters belonging, builds confidence, and leadership readiness, bridging the gap in induction processes and supporting educators early on into their role which can be translated and adopted across institutions and faculties.

Abdallah AK, Alkaabi AM. Induction programs’ effectiveness in boosting new teachers’ instruction and student achievement: a critical review. Int J Learn Teach Educ Res. 2023;22(5):493–517.

Billot J, King V. The missing measure? Academic identity and the induction process. High Educ Res Dev. 2017;36(3):612–624.

Background:
Assessing diversity competence in healthcare education remains challenging. Objective Structured Clinical Examinations (OSCEs) are widely used to evaluate clinical skills, but their capacity to meaningfully assess diversity sensitivity is unclear. This study explored the extent to which diversity elements are integrated into OSCEs and examined perceived barriers and priorities for inclusion.

Methods:
A sequential explanatory mixed-methods design was employed across four institutions in Australia, the United States, and the United Kingdom. Forty OSCE cases from the past two years were reviewed for diversity-related content. Findings informed semi-structured interviews with 26 participants across the globe (9 students, 17 faculty). Qualitative data were analyzed using framework analysis guided by Fraser’s Social Justice Framework.

Results:
Diversity considerations were largely absent from OSCE cases; cultural identity appeared in only 2 of 40 cases, while aspects such as religion, socioeconomic status, disability, sexual orientation, and rurality were not referenced. Interviewees expressed strong support for integrating diversity but highlighted systemic and logistical barriers, including limited resources, standardized case constraints, and challenges in recruiting diverse simulated patients. Participants prioritized inclusion of cultural, religious, and socioeconomic factors but showed hesitancy toward disability and sexual orientation. Both groups questioned the feasibility of assessing diversity in OSCEs, citing time constraints, risk of bias, and lack of debriefing. Recommendations included embedding diversity for exposure rather than grading, focusing assessment on interpersonal skills (empathy, respectful communication), and introducing diversity early in curricula.

Conclusion:
OSCEs, in their current form, are perceived to be ill-suited for comprehensive diversity assessment. While diversity elements should reflect real-world representation, evaluation should remain centered on clinical competence, with optional marks for respectful engagement when relevant. Formative approaches and structured reflection are essential to foster genuine diversity awareness without compromising fairness or authenticity.

Background: OSCEs are an industry standard in the education of many healthcare professions, with positive perceptions from educators and learners from multiple fields [1-3]. However OSCEs are resource intensive and despite the increasing need for cost-effectiveness due to competing demands for resources in organizations, there is limited research on economic cost evaluations. The objective was to identify high costs related to OSCE delivery by comparing costs and faculty perspectives of OSCEs at pharmacy schools in four countries (Australia, Malaysia, United Kingdom, United States); with an overarching aim to better inform investment in these assessments.

Methods: A retrospective cost-analysis study was conducted. Total OSCE cost was measured at four institutions followed by expert panel discussions regarding reasons and drivers for costs. The Ingredients Method was used to measure and analyse costs. Panel discussions were analysed using content analysis.

Results: Average cost per student ranged from USD 291 for the United Kingdom-institution high-cost OSCE to USD 23 for the Malaysian-institution low-cost OSCE. Differences in cost resulted from different OSCE design choices, local/institution-specific pricing, and cohort sizes. Cost of examiners was consistently the largest contributor to total cost, ranging from 26% to 48% of total cost. Standardized patients, where used, were another substantial cost ranging from 15% to 24% of total OSCE cost. Panel discussion analysis highlighted choices to manage costs revolved mainly around exam integrity and complexity of skills to be assessed.

Discussion: Some costs are modifiable and astute design choices may help make OSCEs more cost-efficient. By identifying the main design levers that drive OSCE costs and classifying cost components by their modifiability, this study offers a practical framework that other programmes can adapt to their own context.

1. Awaisu A et al. Malaysian Pharmacy Students' Assessment of an Objective Structured Clinical Examination (OSCE). American journal of pharmaceutical education. 2010;74(2):34.
2. Gandhi P et al Assessment of perception of dental students to OSCE exams: A cross-sectional study. Journal of pharmacy & bioallied science. 2023;15(6):1311-1313.
3. Jallad ST et al. Perceptions of academic staff toward the objective structured clinical examination (OSCE) in clinical nursing: Assessment method. Irish journal of medical science. 2024;193(4):2097-2103.

Introduction: Capability frameworks and accreditation standards need to evolve to prepare future-ready health practitioners who can thrive in an increasingly complex and diverse healthcare landscape. As scopes of practice expand and new models of care emerge, graduates must be equipped not only with clinical capability but also with adaptability, digital fluency, and collaborative skills. Educators and regulators play a critical role in reimagining foundational capabilities to ensure day one pharmacists are prepared to lead and transform practice.
The Australian Pharmacy Council (APC) is the national standard-setting and accreditation authority for pharmacy education and training. Accreditation is a valuable tool to ensure educational quality and shape the health workforce of the future. The Pharmacy Board of Australia (PharmBA), the national regulator, requested APC develop a Pharmacist Capability Framework with the intention to foster good practice and enhance efficiency and consistency across health professions. The Framework will describe entry to practice capabilities of a newly registered pharmacist who is adaptable to future practice change. It will be used by APC for accreditation of pharmacy programs.
Methods: Ahpra guidance (1) on developing professional capabilities was followed. A comprehensive literature review was undertaken to identify consensus capabilities aligning with emerging roles and contemporary professional standards. The literature review informed early versions of the framework. Extensive stakeholder consultation was undertaken including consensus panels with subject matter experts and national public consultation. The project was overseen by Governance and Reference Groups. PharmBA reviewed iterations on a regular basis.
Results: Thirteen frameworks were reviewed in detail, 114 people attended public consultation forums, and an additional 28 online submissions were received. In total more than 1,300 pieces of feedback were received. Analysis of feedback informed the final version which was released to the profession in April 2026.
Conclusion: The development of this evidence-based, contemporary framework provides consistency across the pharmacy profession and establishes a foundation for best practice that will elevate professional standards in the delivery of care. The Framework will define the capabilities of a newly registered pharmacist who is adaptable to evolving practice settings.
1. Ahpra Accreditation Committee. Guidance on developing professional capabilities. 2025.

Background and Statement of Aim(s):
Manual grading of written assessments is resource-intensive and subject to variability between raters, raising concerns about consistency and scalability in higher education. Generative artificial intelligence tools such as GPT-4 offer potential to streamline grading while maintaining reliability. However, their performance remains context-dependent, particularly in discipline-specific settings such as pharmacy education. This study aimed to evaluate the use of GPT-4 for grading pharmacy students’ examination responses by assessing (i) agreement with human raters, (ii) consistency of grading over time, and (iii) the impact of prompt optimization on grading performance.

Methods:
A comparative study was conducted using archived student responses previously graded by trained university assessors. Responses were randomized prior to evaluation using GPT-4 (Plus version, April–September 2024). Prompt refinement was undertaken using a subset of responses, followed by comparison of three prompt delivery strategies. The optimized approach was then applied across multiple question types. Agreement and consistency were evaluated using intraclass correlation coefficients (ICC), alongside error analysis across grade bands.

Results:
GPT-4 demonstrated moderate to excellent agreement with human raters (ICC = 0.617–0.933), varying by question type and prompt design. Improved alignment was observed following prompt optimization. However, stratified analysis revealed reduced consistency in high-scoring responses, with significant variability detected (Z = –5.71 to 4.62, P < 0.001). While GPT-4 performed well for more structured or objective responses, it occasionally produced grading inconsistencies and basic errors.

Discussion and/or Conclusion:
GPT-4 shows promise as a supplementary grading tool in pharmacy education, particularly when guided by optimized prompts. Nevertheless, variability in marking complex or high-quality responses highlights the continued need for human oversight. Future work should explore more advanced models and broader assessment formats to enhance reliability and support scalable assessment practices.

Background
In October 2025, NHS England announced a £2.6 million reduction to the 2026–27 postgraduate pharmacy education budget, placing long standing trainee pharmacist development activities, particularly mock OSCEs, at risk. (1) NHS Hampshire & Isle of Wight and the University of Portsmouth established a collaborative approach to ensure continuity of OSCE provision for the 2026 cohort, who will enter the register as independent prescribers and therefore require enhanced clinical readiness. (2)

Aim
To evaluate trainee pharmacist perceptions of a collaborative mock OSCE delivered in response to funding cuts.

Method
Six OSCE stations were developed to assess clinical, consultation and prescribing competencies: manual BP, cardiovascular physical assessment, Epipen counselling, history taking, clinical decision making, and prescription writing. 10-minute stations were followed by 5 minutes of individualised feedback. Group feedback concluded the assessment day. Trainees were invited to submit feedback via Google Forms following favourable ethics approval.

Results
Thirty-four trainees attended and 20 provided feedback.
Relevance of stations to training needs was rated highly, ranging from 80-100%. The most beneficial stations were history taking (70%), clinical decision making (55%), and Epipen counselling (55%). Three qualitative themes were identified:
1. Educational value and real-world relevance
2. Skill development and confidence building
3. Sector-based differences in prior clinical exposure

Discussion
Trainees reported limited prior experience in key clinical and prescribing skills, particularly those from community settings. Immediate feedback strengthened trainees' clinical reasoning, communication and examination technique. Some stations felt less realistic due to simulated equipment or limited sector relevance, and clearer written instructions were requested. Facilitator feedback highlighted strong OSCE design but noted logistical issues, unclear expectations, and gaps in clinical reasoning and physical examination skills, recommending more applied scenario based content. Despite financial pressures, collaborative working enabled high quality preparation. Trainees valued the supportive, relevant experience, demonstrating the importance of protecting such training.

References:
1. Walsh A. NHSE slashes postgraduate training budget for pharmacists by £2.6m. Pharmacy Magazine. 2025 Oct 31 [cited 2026 Apr 13]. Available from: https://www.pharmacymagazine.co.uk/profession-news/nhse-slashes-postgraduate-training-budget-for-pharmacists-by-26m

2. NHS England Workforce, training and education. Initial education and training of pharmacists - reform programme [cited 2026 Apr 13]. Available from: https://www.hee.nhs.uk/our-work/pharmacy/transforming-pharmacy education-training/initial-education-training-pharmacists-reform-programme

Background:
The NHS Long Term Workforce Plan highlights the need to enhance support for newly qualified and early‑career pharmacy professionals as they transition into practice (1). In alignment with the Initial Education and Training of Pharmacists reforms (2), a regional Southeast review identified a gap in access to structured physical assessment skills training for pharmacists and pharmacy technicians across primary, secondary, and community care settings across Hampshire and Isle of Wight, this was identified as a primary priority.

Aim
To develop and evaluate a bespoke physical assessment skills training workshop intended to improve the confidence and competence of early‑career pharmacy professionals.

Method
A multidisciplinary workshop was designed to address locally identified physical assessment skills development needs. Pharmacists and pharmacy technicians from a range of care sectors were invited to participate. Pre‑ and post‑workshop self‑assessed confidence ratings were collected using a numerical rating scale (1-10). Feedback was analysed to assess perceived value, relevance, and impact.

Results
Eighty pharmacy professionals attended the workshop, and 50 (63%) completed the evaluation. Mean confidence scores increased from 3.25 prior to the workshop to 7.2 following completion, indicating a substantial improvement in self‑reported confidence. Qualitative feedback demonstrated high levels of participant satisfaction and highlighted the benefits of structured, hands‑on training.

Conclusion:
The workshop effectively improved confidence in key physical assessment skills among early‑career pharmacy staff. Based on these positive outcomes, further workshops are planned, alongside the development of supplementary clinical webinars targeting priority learning needs identified by participants.

References:
1. NHS England NHS Long Term Workforce Plan [cited 2026 Apr 13]. Available from: https://www.england.nhs.uk/long-read/nhs-long-term-workforce-plan-2/ce Plan
2. NHS England Workforce, training and education. Initial education and training of pharmacists - reform programme [cited 2026 Apr 13]. Available from: https://www.hee.nhs.uk/our-work/pharmacy/transforming-pharmacy education-training/initial-education-training-pharmacists-reform-programme

Background and Aim:
Vaccination is a core competency in Canadian pharmacy curricula; however, opportunities for hands-on immunization practice remain uneven due to variability in internship placement, seasonality, and preceptor engagement. Graduates with limited vaccination experience report lower confidence and are less likely to integrate immunization into their practice. To address this gap, a structured student-led immunization clinic was embedded within the PharmD curriculum. The project aimed to enhance students’ practice readiness by improving their knowledge, self-confidence, professional identity, and clinical competence through direct patient care.

Methods:
A pilot vaccination clinic was conducted in November 2025 with 56 third-year PharmD students at the Université de Montréal, in partnership with a community pharmacy. Over two full days, students rotated through three supervised stations: vaccine preparation, patient intake, and vaccine administration. The activity was grounded in cognitive apprenticeship and Kolb’s experiential learning theory, providing structured guidance with progressive autonomy. A mixed-methods design compared pre–post outcomes using validated quantitative measures and qualitative feedback, with comparisons to peers from the same and a previous prior cohort.

Results:
Students administered 346 vaccines to 220 patients aged 6 months to 87 years, across two sessions, demonstrating broad community acceptance. Student satisfaction was high, with 85% rating the activity as excellent (5/5). Mean self-reported confidence in vaccine administration increased significantly from 2.9 to 4.6 on a 5-point Likert scale. Knowledge scores and confidence improved across all stations. Qualitative data highlighted the value of individualized supervision, exposure to the complete immunization workflow, and the structured yet authentic learning environment in fostering professional identity development.

Discussion and conclusion:
These findings support the value of integrating student-led clinics as a scalable, equitable curricular strategy to address variability in vaccination training. By combining experiential learning theory with real patient care, this model bridges the gap between classroom preparation and practice readiness. An expanded evaluation will launch in Fall 2026, with longitudinal data collection through 2030 to assess long-term impacts on immunization practice integration.

Key words: experiential learning; pharmacy education; immunization training; student-led clinic

Keywords: Team-Based Learning, Professional Identity Formation, Ambiguity Tolerance

Background/Statement of aim(s): Pharmacy graduates must practice in uncertainty, remain open to others’ perspectives, and develop a strong professional identity. Team-based learning (TBL) may support this development through collaborative problem solving. However, little is known about how baseline dispositions shape TBL experiences. This study examined pharmacy students’ capacity for wonder (CfW), tolerance for ambiguity (TfA), and intellectual humility (IH), and their associations with TBL experiences.

Methods: Students from three pharmacy cohorts across two campuses completed a cross-sectional pre-survey measuring CfW, TfA, IH, and six TBL experience items on a 6-point agreement scale. Mann-Whitney U and Kruskal-Wallis tests examined campus and cohort differences. Spearman correlations with Benjamini-Hochberg adjustment assessed associations between disposition scores and TBL items. Multiple regression models tested whether total CfW, TfA, and IH scores independently predicted TBL outcomes.

Results: Of 313 eligible students, 155 responded (49.5%). TBL perceptions were favorable overall (mean 4.2-5.2/6). Cohort differences were not significant, although one campus rated several items more positively. After adjustment, total CfW was positively associated with TBL enjoyment, curiosity, overall experience, and comfort with ambiguity (rho=0.215-0.341; q<0.044). Total TfA was positively associated with curiosity, enjoyment, and consideration of others’ perspectives (rho=0.211-0.295; q<0.049). Total IH was not associated with TBL outcomes. In regression analyses, CfW independently predicted enjoyment (beta=0.262, p=0.0024) and curiosity (beta=0.301, p=0.0004), while TfA independently predicted curiosity (beta=0.226, p=0.010).

Conclusion: Capacity for wonder and tolerance for ambiguity were most consistently associated with positive TBL experiences. Students with greater curiosity and comfort with uncertainty reported more positive initial collaborative learning experiences. These findings provide a baseline for longitudinal evaluation of whether sustained TBL participation contributes to growth in professional identity-relevant attributes.

References:
1. Scott IA, Doust JA, Keijzers GB, Wallis KA. Coping with uncertainty in clinical practice: a narrative review. Med J Aust. 2023 May 15;218(9):418-425. doi: 10.5694/mja2.51925. Epub 2023 Apr 23. PMID: 37087692.
2. Tonelli MR, Upshur REG. A Philosophical Approach to Addressing Uncertainty in Medical Education. Acad Med. 2019 Apr;94(4):507-511. doi: 10.1097/ACM.0000000000002512. PMID: 30379664.

This is an encore and was presented at a TBL conference in Canada in May 2026.

Developing professional skills is essential to prepare future health professionals, such as those in pharmacy and allied health, for the complex demands of clinical practice.1 Coaching is one approach used to support students in developing these skills. However, the details of coaching programs in health professions education have not been synthesised.2 This scoping review aimed to identify and examine the current methods used to coach professional skills in healthcare students within the existing literature. The review followed the Joanna Briggs Institute framework.3 Searches were conducted across multiple education research databases, including ERIC and Scopus. Screening and selection were managed in Covidence by five independent reviewers. Any conflicts were resolved through team discussion. 38 studies were included. Of these, 12 focused on nursing students, two addressed nurses alongside other health professionals, and the remaining 24 (63.2%) examined coaching in allied health disciplines. These findings highlight both the breadth of coaching across professions and the substantial nursing-focused literature. Coaching was implemented in diverse formats, including group coaching, one-on-one coaching, or a blended model with structured activities such as questioning and reflection, goal setting, and role play. Program duration ranged from 2 days to 2 years, comprising 1 to 32 sessions that were most delivered weekly or monthly. Individual sessions lasted between 1 and 8 hours. Coaching impact was assessed using surveys (40%), interviews (24%), written reflections, feedback forms, and note reviews. Group coaching frequently improved self-awareness and provided opportunities for peer learning.4 One-on-one coaching enabled tailored development of individual skills.5 This review consolidates existing coaching approaches in healthcare education and identifies commonly targeted skills and evaluation methods. In the future, a tool could be designed to measure coaching effectiveness and best practice guidelines created for coaching curriculum.

1. Babiker A, et al. Sudan J Paediatr. 2014;14(2):9.
2. Wolff M, et al. Med Teach. 2021;43(10):1210-13.
3. Peters MDJ, et al. JBI Evid Synth. 2020;18(10):2119-26.
4. Lau ST, et al. Health Soc Care Community. 2022;30(6):e4617-27.
5. Song Y, et al. J Surg Educ. 2020;77(6):1481-9.

Background and Statement of Aims
Universal Design for Learning (UDL) provides a robust framework for learner-centred educational practices¹ however, integrating UDL within pharmacy programmes can be challenging. The need for practice alignment often limits flexibility in assessment design². A further limitation is that assessments are often developed in advance rather than tailored to specific cohort preference, learning styles and development. These limitations may result in a loss of inclusivity, particularly if assessment review occurs at the end of a module.

This project aims to build further opportunities for UDL in assessment by real-time modification of MPharm assessment in response to the current needs and preferences of the learners.

Methods
To achieve this an interactive map of assessments across the programme was created using Miro Board®; all assessments were colour-coded according to type (e.g. means of expression) and mapped to learning outcomes, professional competencies and Bloom’s taxonomy. This Miro Board® assessment map enables reactive change in response to cohort-specific strengths, needs and preferences, while ensuring learning outcomes and competencies are still met. Student and staff feedback is elicited on an on-going basis, and in response to feedback, assessments are adapted using UDL formats appropriate to the cohort.

Results
Observations and feedback from semester 1 indicated that students appreciated the variety of means of assessment. Students reported they could “see evidence their feedback had directly influenced teaching and assessment in the programme” and the programme team observed a distinct change in engagement and motivation. More recent observations confirm a change in individual needs and preferences as the students adapt their own learning style and this has been accommodated for in real-time.

Conclusions
It is intended this will be a longitudinal project designed to incorporate student-informed UDL preferences as cohorts progresses through the programme. By adopting such approaches, programmes can enhance assessment inclusivity and deepen student engagement.

References
¹https://www.cast.org/what-we-do/universal-design-for-learning/

²https://educational-innovation.sydney.edu.au/teaching@sydney/transforming-a-pharmaceutical-compounding-unit-using-competency-based-assessment-and-universal-design-for-learning-udl/

Key words: Universal Design for Learning, Assessment design, Inclusivity