Background:
Effective engagement and collaborative learning are essential in pharmacy technician education, yet these outcomes are often difficult to achieve in fully online environments. Gamification offers a potential solution by using game‑design elements to increase motivation and participation.¹ When guided by Csikszentmihalyi’s Flow Theory² (emphasising the balance between challenge and skill, clear goals, and immediate feedback) gamification can help create immersive learning experiences that support sustained engagement. However, most existing research focuses on gamification within face‑to‑face settings, with limited evidence on its use in online programmes. This gap is notable within UK pharmacy technician training. As an online course provider, this study explores how Flow‑informed gamification can enhance engagement and collaboration in virtual learning environments.
Aim:
To investigate the impact of gamification elements, designed using Csikszentmihalyi’s Flow Theory, on learner engagement and collaborative behaviours in an online pharmacy technician classroom. A gamified learning activity incorporating challenge–skill balance, clear goals, and immediate feedback were embedded within an synchronous online classroom to replace traditional worksheet questions.
Methods:
A mixed‑methods design was used. Quantitative engagement metrics (e.g., activity participation, discussion interactions) were collected via a Likert scale questionnaire, while qualitative insights were gathered through additional comments. Data were analysed to explore changes in engagement patterns and perceptions of collaborative learning.
Results:
Preliminary findings indicate that the gamified activities increased learner participation, promoted peer‑to‑peer support, and contributed to conditions aligned with Flow Theory (e.g., heightened focus, sense of progression). Learners reported that the gamified elements made collaboration more purposeful and reduced the sense of isolation often associated with online study.
Conclusion:
Gamification informed by Flow Theory shows promise for enhancing engagement and collaboration in online pharmacy technician education. As evidence in this area is limited, these findings contribute new insights for educators designing effective digital learning experiences for this workforce.

¹Forbes L. The Process of Playful Learning in Higher Education: A Phenomenological Study. J Teach Learn. 2021 May 26;15(1):57–73.
²Csikszentmihalyi M. Finding flow : the psychology of engagement with everyday life / Mihaly Csikszentmihalyi. 1st ed. 1997 Jan 1 [cited 2025 Jan 29]; Available from: https://research.ebsco.com/linkprocessor/plink?id=4f6169c7-6778-30d8-8caf-25edd425628b

Background and aims
Curricular reform, updated General Pharmaceutical Council (GPhC) standards and the integration of independent prescribing are accelerating expansion of experiential learning within MPharm programmes, creating challenges in scaling placements while maintaining quality and sustainability1.This rapid action research project evaluated the University of Birmingham MPharm placement programme to inform scalable, high-quality work-integrated learning across community, hospital and general practice (GP) settings. Informed by socio-constructivist perspectives on workplace learning and Harden’s conceptualisation of teacher roles2, the study aimed to examine current placement strengths and limitations, alignment between intended, enacted and experienced curricula, barriers to supervisor engagement and scale-up, and priority enhancement strategies.

Methods
Semi-structured interviews were conducted with MPharm student representatives and placement supervisors or leads across community, hospital and GP sectors, guided by a framework comparing intended, enacted and experienced curricula and adapted teaching role domains. Reflexive thematic analysis supported interpretation. Findings informed a follow-up online survey of 41 supervisors to quantify training needs, perceived barriers and agreement with proposed development actions.

Results
Substantial variability was identified across sectors and sites in student experiences, supervisor expectations and opportunities for meaningful participation, largely driven by organisational capacity and limited protected supervision time. Hospital placements offered rich multidisciplinary exposure but were constrained by workload pressures and inconsistent supervisor preparation. GP placements demonstrated high educational potential but were restricted by service maturity and supervisory capacity. Community placements were widely available but often low-stakes, with many students reporting greater learning from paid employment. Overall, 87% of supervisors reported a need for additional training, and over 80% agreed that insufficient protected time undermined placement quality.

Discussion and conclusion
Sustainable expansion of MPharm placements requires targeted investment in supervisor development, sector-specific induction, concise placement guidance, CPD-accredited online training, and an online community of practice, alongside advocacy for funding reform and regional coordination.

References
1. General Pharmaceutical Council. Standards for the initial education and training of pharmacists. London: GPhC; 2021.
2. Harden RM. AMEE Guide No. 20: The good teacher is more than a lecturer – the twelve roles of the teacher. Med Teach. 2000;22(4):334–47.

Background
The South West of England has a large rural and coastal geography including areas of deprivation and poverty. Despite growing ease of healthcare access, many of these communities in the UK remain medically underserved areas.(1) The NHS 10-year plan describes a drive towards community driven initiatives, with pharmacy services playing a key role. (2) The aim of this study was to identify gaps in pharmacy services in rural regions of South West England and explore opportunities for pharmacy students to provide services as supervised extenders.

Methods
This study used a qualitative descriptive design employing semi-structured interviews. Qualified pharmacists in UK practice settings or professionals with a role in the commissioning of rural pharmacy health services were included. Purposive sampling was used, and interviews were conducted online via Microsoft Teams. Analysis was undertaken using a Consolidated Framework for Implementation Research (CFIR) informed thematic approach until consensus was achieved. The project received a favourable opinion from the University of Bath ethics process.

Results
Eight interviews were completed. Determinants influencing implementation spanned multiple CFIR domains, including inner setting (workload, workflow, staffing capacity), characteristics of individuals (supervisor readiness and student capability and readiness), intervention characteristics (alignment with nationally commissioned services), and outer setting (financial pressures). Participants perceived that pharmacy students could act as implementation supporters by extending capacity and improving access. However, barriers included supervisory capacity, variable readiness for student entrustment, training, and constraints related to travel and access to systems.


Discussion / Conclusion
The use of students to enable the delivery of some pharmacy services was seen as positive . This has been shown to be beneficial in other geographies. Successful implementation requires targeted strategies addressing supervision, entrustment, training, workflow integration, and financial sustainability. These findings inform future trials assessing acceptability, feasibility, and impact of student-supported services in rural and coastal communities.

References
1. Public Health England, 2019. Health inequalities in older populations in rural and coastal areas: full report [Internet]. London: Public Health England. Available from: https://assets.publishing.service.gov.uk/media/
5d517ce3ed915d7646dea423/Health_Inequalities_in_Ageing_in_Rural_and_Coastal_Areas-Full_report.pdf
2. Department of Health and Social Care (UK), 2025. Fit for the Future: 10-Year Health Plan for England. London: HM Government. Available from: https://www.gov.uk/government/publications/10-year-health-plan-for-england-fit-for-the-future

Background / Statement of aim(s):
Interprofessional education (IPE) is an effective approach to strengthening collaboration and communication between healthcare professionals. Challenges to establish IPE as part of the pharmacy course include financial, timetabling and availability of suitable teaching spaces [1,2]. Knowledge of prescription requirements, dispensing, storage of veterinary medicines are overlapping components of veterinary and pharmacy curricula. An online IPE workshop was developed and delivered on aspects of veterinary pharmacy.

To determine veterinary and pharmacy students’ perception of an online IPE workshop; and gain valuable insights to assess the effectiveness of online IPE to inform the design of future interventions.

Method
Veterinary and pharmacy students were assigned to inter-professional groups of 6-8 students. The workshop was conducted on Zoom; students joined from home. Groups worked through questions relating to medicines for animal patients, dose calculations, prescription reviews and safe storage and dispensing of medicines. Academic staff facilitated the session and provided support. Students provided feedback following the workshop.

Results
The session was attended by 205 students (137 veterinary, 68 pharmacy); 99 students completed the feedback survey (61 veterinary, 38 pharmacy). Overall, 76% of respondents (42 veterinary, 33 pharmacy) reported interaction with students from another discipline enhanced their learning; 91% (53 veterinary, 37 pharmacy) stated the session will improve their communication with other professions after graduation; 92% (53 veterinary, 38 pharmacy) said the session helped them understand the value of collaboration with other professions; and 94% (56 veterinary, 37 pharmacy) said the session should be run again in future years.

Discussion
Online teaching became routine during the Covid-19 pandemic and presents an additional opportunity for IPE. Student feedback from this IPE workshop was overwhelmingly positive, providing compelling evidence of student perceived benefit and overcame financial, timetabling and availability of suitable teaching space challenges

References
1. Patel N, Begum S, Kayyali R. Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy. Pharmacy (Basel). 2016 Sep 26;4(4):28.
2. Adcock, K.G. and Earl, S. (2023) Interprofessional education tracks: One schools response to common IPE barriers. Currents in Pharmacy Teaching & Learning, 15(5):528-533.

Background and Statement of Aims
Work Integrated Learning (WIL) is a core component of pharmacy degrees, though its delivery varies between programs. Accreditation standards take an outcomes‑based approach, specifying required performance outcomes rather than mandating WIL hours. WIL is typically delivered as block placements in the later years of study.
The study hospital network offers WIL placements for pharmacy students and also employs students as casual pharmacy technicians, providing flexible shifts aligned with course requirements.
In 2024, the authors explored the feasibility of providing second‑year students with regular workplace exposure across a semester and evaluated this model against a traditional third‑year block placement.

Methods
A convergent mixed-methods design was employed to compare two models. Second-year pharmacy (P2; n=12) students completed a 12-week longitudinal WIL (one day per week) focused on operational tasks. Third-year pharmacy (P3; n=10) students completed a two-week intensive block WIL focused on clinical experiences. Data were gathered from surveys and focus groups with students and supervisors.

Results

P3 students reported greater placement enjoyment than P2 students (Median [Q1 – Q3]: 5 [5 – 5] vs 4 [4 – 4]). Qualitative analysis revealed cohort differences: P2 students described observational and operational engagement, whereas P3 students reported active clinical participation. Regarding workplace contribution, only P3 students reported a significant increase from pre- to post-WIL. Supervisors perceived P3 students as more prepared for entrustment with clinical tasks.

Discussion and conclusion
The longitudinal and block WIL models fostered different but stage-appropriate outcomes. The longitudinal model proved effective for developing foundational, operational skills in early-stage students, while the intensive block model was better suited for promoting active clinical participation and a sense of workplace contribution in later-stage students. Educators can therefore purposefully tailor WIL models to align with students' developmental stages and specific learning objectives.

Background:
In January 2024, the Australian Medical Council introduced Entrustable Professional Activities (EPAs) to assess clinical competence for general registration of PGY1 doctors1. EPA 3: Prescribing focuses on accurate prescribing, medication reconciliation, and multidisciplinary collaboration1. Prescribing assessment has traditionally been undertaken by senior medical staff, however pharmacists’ expertise in therapeutics, pharmacology, and medication-safety systems positions them as highly capable supervisors for EPA-based education and feedback. Their involvement provides an authentic, work-integrated learning experience aligned with modern team-based clinical practice2.

Statement of Aim/s:
To evaluate the role of pharmacists as multidisciplinary educators within EPA-based prescribing feedback and their contribution to junior doctors’ prescribing competence and confidence.

Methods:
Clinical ward pharmacists participated in interprofessional education on EPA 3 alongside medical staff, led by the Medical Education Unit. PGY1 and PGY2 doctors were introduced to the EPA framework, eligible assessors, and assessment expectations at orientation. EPA 3 assessment data and a survey exploring assessor selection, perceptions of pharmacist involvement, and the educational impact of pharmacist-led feedback were analysed3.

Results:
Across all submitted EPA 3 assessments (n=266), pharmacists completed 197 assessments (74%), far exceeding medical assessors (registrars 46; consultants 10; fellows 3; term supervisors 6; nurses 3; allied health 1). Reasons for seeking pharmacist feedback included: ease of access (62%), pharmacist expertise (52%), and quality of feedback (34%). Junior doctors consistently reported that pharmacist feedback was more detailed, systems-focused, and closely aligned to medication safety. Respondents described improved confidence in identifying unsafe prescribing, managing polypharmacy, and applying evidence-based guidelines.

Conclusion:
Pharmacists are the predominant assessors of EPA 3 and function effectively as multidisciplinary supervisors, providing high-quality, medication-safety–oriented feedback that strengthens junior doctors’ prescribing competence. Embedding pharmacists within EPA-based, work-integrated learning enhances workforce readiness and reinforces their essential role in developing safe, entrustable prescribers.

1. Australian Medical Council. National framework for entrustable professional activities for PGY1 doctors. Canberra: Australian Medical Council; 2024.
2. WHO. Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization; 2010.
3. Noble C, Coombes I, Shaw PN, Nissen L, Clavarino A. Becoming a pharmacist: the role of curriculum, workplace learning and professional identity formation. Pharm Educ. 2014;14(1):55–63.