Background/Statement Aim: The importance of mentorship programs in academia has been recognized for over a decade. The benefits of mentorship for faculty members are extensive, including enhanced self-perceived abilities in teaching, research and service activities, as well as support in achieving career goals, increased job satisfaction, productivity, retention and career progression. The main objective of this program is to highlight a digital badging/micro-credentialing program on mentoring for faculty members.

Methods: A digital credential badge titled “A Dose of Mentorship” was created within the health science schools for faculty members. A badge is a visual item that represents skills and knowledge learned and acquired and is earned by completing the program requirements. Faculty members who earned this badge attend three seminars with workshops, discuss and create mentor-mentee case studies, and complete assignments involving mentoring. The earner is ready to mentor faculty members, postgraduate trainees, and students using the four pillars of mentoring: communication, aligning expectations, fostering independence, and promoting professional development.

Results:
The badge adapted the concepts from The Center for the Improvement of Mentored Experiences in Research (CIMER). Evidence based mentoring results show the achievement of four goals: matching and linking mentors, training to improve mentoring, increasing access and network, and promoting the value of mentoring. Diversity across research roles, reduction in faculty turnover, improvement in job satisfaction, and the value of academia has been reported with mentoring programs.

Discussion and/or Conclusion
Mentoring is a collaborative learning relationship among the mentor and mentee. The digital credential badge is a part of faculty professional development to enhance and develop their skills in mentoring, especially for faculty members who have mentees. The effectiveness of mentoring is well-documented in the literature. Successful mentorship is strengthened by professional development, assessment, and a formal mentoring program.

References
Guererro LR, Ho J, Christie C, et al. Using collaborative approaches with a multi-method, multi-site, multi-target intervention: evaluating the NRMN. BMC Proceedings. 2017;11 Suppl 12.

Boman K, Maas J, Hoffman M, et al. 139 Adapting CIMER Mentor Training for Clinical Research Professionals: A Process Description. Journal of Clinical and Translational Science. 2024;8(s1):41-41. doi:10.1017/cts.2024.135

Title
Professionalised? How far have pharmacy technicians in Great Britain professionalised since mandatory registration?

Background
Mandatory registration of pharmacy technicians (PTs) in Great Britain was introduced in 2011, followed by significant legislative and practice developments. Despite this progress, the absence of a clear post-registration career framework has resulted in variable expectations of accountability, responsibility and autonomy. This has created uncertainty for both employers and PTs, potentially limiting further professionalisation of the role.

Methods
A cross-sectional questionnaire exploring perceptions of PT , accountability, responsibility and autonomy was distributed to registered pharmacy professionals. Dissemination occurred via social media channels supported by the General Pharmaceutical Council and through email and social media networks of the Association of Pharmacy Technicians UK. Ethical approval was granted by the University of East Anglia.

Results
A total of 176 responses were received, comprising 145 pharmacy technicians and 31 pharmacists. Perceptions of current PT autonomy did not differ significantly between pharmacists and PTs, although pharmacists rated it marginally lower. Both professional groups agreed that PT autonomy should be higher than that observed in current practice. Overall agreement was seen across statements relating to responsibility and accountability. Pharmacists were more likely than PTs to agree that PTs should take responsibility and accountability for the work of others, indicating some divergence in professional confidence and self-perception.

Discussion and conclusion
As PT roles continue to expand, clarity around appropriate levels of autonomy, responsibility and accountability is essential to support safe and effective practice. Unlike other healthcare professions, such as nursing, the lack of a structured professional development and career framework risks constraining further professionalisation of PTs. Establishing clear progression pathways may enable better alignment of expectations across the pharmacy workforce and support PTs in realising their full professional potential and identity as healthcare professionals.

Background/Aim:
A 2021 study in Pharmacy¹ reported that industry leaders view leadership as an essential competency for future pharmacists. Yet leadership is practiced and perceived differently across individuals, and students’ traits and maturity levels vary widely. Our aim: (1) examine leadership trait profiles across different levels of pharmacy students; (2) design a leadership development program tailored to address identified gaps and prepare for the future of pharmacy.
Methods:
Three cohorts were studied: 1st-year PharmD students (Novice), PharmD students self-selecting for further leadership development (Curious), and advanced student leaders attending a Leadership seminar (Established). Each student completed the 60-item Enneagram and results were evaluated with an executive leadership coach². Findings guided the design of our Wizard, Warrior & Creative Leadership program, a year-long certificate experience grounded in Bolman & Deal’s four frames³ with an emphasis on creativity for problem-solving. The program included spring onboarding, a June Boot Camp with workshops and simulations, ongoing coaching, and a required Bodacious Goal: a tangible organizational improvement to be completed by year’s end.
Results:
The assessment taken by >400 pharmacy students revealed Novices (predominantly Arbitrators) needed accountability and clarity, so the program required individualized advisor communication plans. Curious leaders, often Entertainers with low maturity, received targeted coaching to foster collaboration. Established leaders showing higher maturity, were challenged with advanced goal-setting. Across cohorts, the Artist trait was least mature, prompting creative-thinking exercises. In year one, 17 of 24 organizations completed all steps, achieved measurable improvements (e.g. increased membership, community outreach, and addiction recovery kit distribution) and earned a certificate.
Discussion/Conclusion:
Enneagram trait patterns informed tailored scaffolds, and integrating Bolman & Deal’s multi-frame lens with creativity training equipped students to lead across diverse contexts. This program uniquely requires pharmacy students to demonstrate leadership through tangible, verifiable outcomes: moving beyond theory to applied impact.

¹Papadopoulos V, et al. Looking Ahead to 2030: Survey of Evolving Needs in Pharmacy Education. Pharmacy. 2021 Mar 17;9(1):59.
²Franson K, Burt JE. Tracking pharmacy students’ leadership traits using an established survey for preference and maturity. Pharmacy Education. 25(4):88.
³Bolman LG, Deal TE. (2013). Reframing organizations: Artistry, choice, and leadership (5th ed). Jossey-Bass.

Background & Aims:
Universities have implemented strategies to address worsening student mental health, yet uptake of available resources remains low in many health faculties. Pharmacy students face unique pressures, including high academic demands and reluctance to seek help. This study explores pharmacy students' perspectives on institutional mental health initiatives and factors influencing help-seeking, with the aim of informing improvements in resource design and utilization and curricular reform.
Methods:
Twenty-five current Doctor of Pharmacy students in years 1-4, from a large Pharmacy Faculty, participated in semi-structured interviews in Spring 2025. Questions examined perceptions of mental health, peer, academic, and institutional culture, professional expectations, and the use of mental health services. Data was recorded and transcribed using Zoom. Transcripts were analyzed thematically using Braun & Clarke's coding methodology (1).
Results:
Four key themes were identified: (1) performative institutional messaging; (2) academic policies exacerbating mental health challenges; (3) faculty constraints within institutional systems; and (4) student-driven recommendations for change at institutional, cultural, and individual levels.
Discussion & Conclusion:
Students perceived a misalignment between the formal, overt curriculum and the informal, hidden curriculum in the PharmD program. Students reported discrepancies between what was said and what was done, interpreting implied faculty messages as a lack of support. This eroded trust and deterred health-seeking. Findings informed significant curricular reform initiatives, which incorporate student-centred academic policies, improved assessment scheduling, one asynchronous online learning day per week, and wellness breaks between courses. These systemic reforms aim to enhance equity, belonging, and the development of professional identity while improving mental health outcomes. Broader recommendations include strengthening communication about mental health resources and further aligning faculty and institutional actions with stated values.
Keywords: pharmacy education, help-seeking behaviour, hidden curriculum, curricular reform
References:
(1) Braun V, Clarke V. Using thematic analysis in psychology. Qualitative research in psychology. 2006 Jan 1;3(2):77-101.

Background/Aims: Pharmacy students and pharmacists demonstrate high levels of imposter phenomenon (IP) (1), which is associated with feelings of anxiety, burnout, and decreased motivation to lead (2). A fixed mindset has been correlated with higher IP in pharmacy students (3), and additional literature suggests that supporting development of a growth mindset may help limit IP (4,5). This research aims to assess the impact of a cohort-based leadership training program (“Leader Academy”) on growth mindset and imposter phenomenon experiences among student and pharmacist participants.

Methods: Pharmacy students and pharmacists enrolled in the Leader Academy completed online surveys before and after the five-month program. Surveys included the Clance Imposter Phenomenon Scale (CIPS), the Implicit Theories of Intelligence Scale (ITIS), and demographic questions. Only participants who completed both pre- and post-surveys were included in the final analysis. Data were analyzed using descriptive statistics and paired comparisons.

Results: Of 53 initial participants, 45 completed the Leader Academy program, with 43 and 42 completing the CIPS and ITIS assessments, respectively. No statistically significant changes were observed in mean growth mindset or IP scores post-program (p = 0.29 and p = 0.41, respectively). A weak negative correlation was found between post-program growth mindset and IP scores (r = -0.069). Subgroup analysis revealed a significant decrease in growth mindset among pharmacists (n=9, p = 0.026), but not among students.

Conclusion: While the leader academy program did not significantly impact growth mindset or IP experiences in the short term, it appeared to support early career self-reflection and identity formation. Cohort-based leadership training may foster self-awareness, but more targeted interventions may be necessary to meaningfully impact mindset development and IP.

1. Boyle J, Malcom DR, et al. Am J Pharm Educ. 2022;86(1):8474. doi:10.5688/ajpe8474
2. Kark R, Meister A, Peters K. J Manag. 2022;48(7):1948-1979. doi:10.1177/01492063211020358
3. Kenneally AM, Schadler A, Cain J. Curr Pharm Teach Learn. 2023;15(1):62-68. doi:10.1016/j.cptl.2023.02.009
4. Chandra S, Huebert CA, Crowley E, Das AM. Chest. 2019;156(1):26-32. doi:10.1016/j.chest.2019.02.325
5. LaDonna KA, Ginsburg S, Watling C. Acad Med. 2018;93(5):763-768. doi:10.1097/ACM.0000000000002046

Background/Statement of aim(s):
The use of generational labels, such as referring to learners as “Millennials” or “Gen Z”, is common within education. While these labels are often used to explain learner preferences or situatedness, there is limited evidence supporting their validity and growing concern that such stereotypes may hinder educational equity and innovation. This narrative review aims to critically examine how generational stereotypes are used in published pharmacy education journals, to identify common stereotype myths, and to explore the potential impact on educational practice.

Methods:
A literature search was conducted using PubMed and pharmacy education journal databases. Search terms included “generational stereotypes,” “Millennials,” “Gen Z,” “generation differences,” and related MeSH terms, limited to English-language articles published since 2010. Articles were screened for relevance to pharmacy education and analyzed for the presence of generational labeling, the context of use, and whether the discourse reinforced or critiqued generational stereotypes.

Results:
Across pharmacy education journals, generational labels are used far more often as rhetorical and pedagogical devices than as empirically validated constructs. While they provide an accessible language for discussing change in learners and educational environments, their use frequently relies on stereotypical trait attribution, limited evidence, and borrowed narratives from outside pharmacy education. A smaller but important body of literature acknowledges these limitations and cautions against generation-based assumptions, suggesting a need for a shift toward learner-centered, evidence-informed approaches that do not rely on cohort stereotypes.

Discussion and/or Conclusion:
Generational stereotypes are prevalent in pharmacy education discourse, particularly in practice guidance and opinion pieces. Pharmacy educators and researchers should continue to raise awareness about the limitations of generational stereotypes in education.