Pharmacy Education

Developing pharmacy students’ soft skills by combining graphic medicine and role-playing simulations: A mix-method study

Mon, 02 Feb 2026 00:00:00 +0000

Background: This study aimed to develop and assess a new active pedagogy module combining reading a graphic novel on bipolar disorder and simulation training to increase empathy, communication, and emotional intelligence among pharmacy students.

Methods: A mixed-method approach combined reading the graphic novel “A Fox in My Brain” by Lou Lubie, focused on bipolar disorder, with role-playing exercises. Empathy was measured, pre- and post-intervention, using the Jefferson Scale of Empathy - Health Professions Student version (JSE-HPS) and the Interpersonal Reactivity Index (IRI). Students also completed questionnaires on satisfaction, perceived benefits, and bipolar disorder knowledge, and participated in focus groups for qualitative feedback.

Results: Increases were observed in empathy scores, especially in Perspective Taking and Compassionate Care. Most students felt better prepared to support bipolar patients, with 94% finding the graphic novel relevant to their future practice. High success in knowledge assessment and positive qualitative feedback indicated the emotional impact and practical value of this educational approach.

Conclusion: Combining graphic medicine and simulation training into pharmacy education appears to support the development of important soft skills that are relevant for patient-centred care . By engaging students emotionally and intellectually, this integrated approach strengthens their preparedness for empathetic patient interactions. It also enriches pedagogical engagement and encourages the diversification of learning methods.

Exploring elements of success in international collaboration in pharmacy academia: A survey-based study

Caroline Sasser, Nina Inayan, Sarah Merritt (Author) — Tue, 28 Apr 2026 00:00:00 +0000

Background: International collaboration is growing in pharmacy academia. As international collaboration takes considerable resources, it is important to understand how to best support and measure success for these activities. The purpose of this research is to identify motivations, individual and team-based metrics of success, as well as contributors and barriers to success for international collaborations in academic pharmacy.

Methods: A cross-sectional online survey with closed- and open-ended questions was developed and piloted by the research team. Convenience and snowball sampling recruited pharmacy school students, faculty, and staff involved in international collaboration. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis with both inductive and deductive coding.

Results: A total of 54 survey responses were analysed. The main motivations for international collaboration were gaining global perspectives, fostering relationships with researchers, and enhancing research quality. Notable differences were found among groups by gender, seniority, and work focus. A total of 27 codes emerged from qualitative data, categorised into metrics of success (e.g., publications), contributors (team dynamics and individual traits), and barriers (logistical issues, lack of funding, and commitment).

Conclusion: Successful international collaborations in pharmacy rely on strong infrastructure, clear team structures, and recognition of individual motivations and contributions. With proper institutional support, communication, and motivation, these collaborations can drive innovation, productivity, and long-term impact.

Evaluation of a pharmacy student video learning tool utilising humour and negative knowledge errors to teach improved pharmacist-prescriber phone interaction simulations

Adam P Forrest, Kirsten Staff, Jacinta L Johnson (Author) — Sat, 10 Jan 2026 00:00:00 +0000

Background: Negative knowledge is experiential knowledge gained from errors, or "what not to do.” Humour in teaching is well-received by students and boosts attentiveness and long-term recall. This study evaluated student perceptions of the learning value from a humorous video demonstrating common errors in pharmacist-prescriber phone calls during simulated interactions.

Methods: In 2024, pharmacy teaching staff in South Australia created a parody video skit highlighting common communication errors among undergraduate students. Second- and fourth-year Pharmacy Practice students were invited to complete a feedback survey after viewing. The impact of the video was evaluated by comparing students' errors during prescriber-interaction assessments before and after watching. Data were summarised using descriptive statistics and reflexive thematic analysis.

Results: 82 students accessed the video, and 52 survey responses were received. 51 respondents (98%) stated that the video helped in understanding what was required of them in simulated prescriber calls. 47 respondents (91%) wanted more tools like this in their education. Students responded positively to the humour, interprofessional perspective, audio/visual presentation and negative knowledge. The students’ performance in assessments was not measurably changed following the use of the learning tool.

Conclusion: The combined use of humour and negative knowledge in a simulation video demonstration improved self-reported student understanding, although no improvement in assessment performance was observed.

Exploring academic performance of undergraduate students offering Pharmacology course in a Nigerian university: A cross-sectional observational study

Mon, 16 Mar 2026 00:00:00 +0000

Background: Pharmacology students often struggle with academic performance due to the subject’s complexity, reliance on rote memorisation, and limited practical exposure. The study’s objective is to evaluate factors influencing student performance, identify challenges, propose improvement strategies, and compare outcomes in Pharmacology versus Pharmaceutical Microbiology.

Methods: A cross-sectional study was conducted among students of Pharmacology and Pharmaceutical Microbiology at Madonna University, Nigeria (July–December 2024). Stratified random sampling ensured proportional representation by year and department. Data were collected via questionnaires, focus groups, and interviews. Quantitative data were analysed with SPSS 23, while qualitative data underwent thematic analysis. Findings were triangulated to enhance validity.

Results: Pharmacology was consistently perceived as abstract, bulky, and poorly taught, with most students reporting unsatisfactory performance. Pharmaceutical Microbiology was clearer and more engaging, though practical skills remained weak. Regression analysis confirmed course enrollment as a significant predictor of exam performance, while socioeconomic factors were not.

Conclusion: Student outcomes are shaped by curriculum design and instructional quality. Pharmacology is hindered by content overload and lack of application, whereas Pharmaceutical Microbiology benefits from clarity but requires stronger laboratory training.

An evaluation of the implementation of use of supervised learning events within pharmacy teams in practice

Peter Hamilton, Heather Harrison (Author) — Tue, 21 Apr 2026 00:00:00 +0000

Background: Supervised Learning Events (SLEs) are formative assessment tools that support professional development through structured feedback and reflection. Their adoption in pharmacy practice aligns with the expanding responsibilities of pharmacy professionals in increasingly complex healthcare settings. This study evaluated the implementation and normalisation of SLEs within primary care pharmacy teams across NHS Greater Glasgow and Clyde, guided by Normalisation Process Theory (NPT).

Methods: A two-phase mixed-methods approach was used. Phase 1 involved a scoping exercise and co-designed educational sessions delivered across eight Health and Social Care Partnerships (HSCPs). Phase 2 assessed implementation through surveys conducted at 6 and 18 months post-intervention. Quantitative data were analysed descriptively, while qualitative responses underwent thematic analysis.

Results: Confidence in supervising and being supervised improved, with average scores increasing from 3.3 to 4.2 for supervising and from 3.4 to 4.0 for being supervised. Engagement with SLEs rose across all pharmacy roles, with more staff completing multiple events. Qualitative feedback highlighted benefits such as enhanced reflection, professional growth, and team cohesion. Barriers included time pressures, complex documentation, and logistical issues.

Conclusion: Following the intervention, increased engagement with SLEs was observed, suggesting greater integration into routine practice. Recommendations include simplifying documentation, providing protected time, and enhancing feedback training to support sustained use and promote a culture of continuous learning.

Exploring complementary and alternative medicine practices among pharmacy students in Nigeria: A national survey

Mon, 16 Feb 2026 00:00:00 +0000

Background: Complementary and alternative medicine (CAM) is widely used in Nigeria, yet formal training on CAM within pharmacy education has only recently gained attention. Understanding pharmacy students’ use and perceptions of CAM is essential for effective curriculum integration. This study assessed CAM usage prevalence, patterns, and perceived effectiveness of commonly used CAM modalities among undergraduate pharmacy students in Nigeria.

Methods: A cross-sectional survey was conducted among undergraduate pharmacy students. Data were collected on demographic characteristics, use of herbal medicines and self-practices in the past 12 months and currently, and perceived helpfulness of commonly used CAM modalities. Descriptive statistics were used to summarise findings.

Results: Herbal medicine use was common (20.2%), with Moringa oleifera and Zingiber officinale (ginger) being the most frequently reported herbs. Self-practices such as prayer (79.5%), relaxation (56.9%), meditation (51.4%), and imagery (40.6%) were widely practised. Most users perceived both herbal medicines and self-practices as helpful, with over 90% reporting positive outcomes for commonly used modalities. Minimal differences were observed between past and current use patterns.

Conclusion: Pharmacy students in Nigeria view CAM modalities as beneficial, indicating cultural acceptance and personal involvement despite limited training. This underscores the need to incorporate evidence-based CAM education into the pharmacy curriculum to improve students' knowledge and counseling skills.

Enhancing pharmacy students’ professional awareness through integrated dispensation education: A mixed-methods study in Taiwan

Hsiao-Feng Huang, Ka-Lok Lio, Chung-Yu Chen (Author) — Sun, 22 Feb 2026 00:00:00 +0000

Background: Increasing complexity in pharmacy practice requires stronger alignment between academic training and clinical demands. In Taiwan, pharmacy students lack professional self-awareness and confidence in high-level technical roles. This study assessed an integrated dispensing experimental course’s impact on professional awareness, attitudes, and readiness.

Methods: This observational mixed-methods evaluation was conducted at a southern Taiwan university, involving a cross-sectional course-evaluation survey (n=106) and qualitative data from reflection questionnaires, focus groups, and interviews (n=30). Qualitative data were analysed using thematic coding and grounded theory, with findings integrated through joint displays and a convergence-coding matrix.

Results: Students had positive perceptions of the integrated course and felt motivated to engage with the material. They reported higher confidence in low- to moderate-level technical tasks, while confidence in high-level clinical functions was limited. Qualitative feedback indicated a gap between academic training and clinical practice, especially regarding experiential learning and non-technical skills like self-awareness and leadership. The results reflect perceived experiences rather than changes within individuals, based on a single post-course survey and unpaired qualitative reflections.

Conclusion: The course was perceived to support foundational learning, but students’ self-reported readiness for advanced clinical roles remained limited. Future curricula should integrate advanced simulation, expanded experiential learning, and non-technical skill development to enhance pharmacist readiness.

Evaluating a first-exposure intercultural competence lecture in a Master of Pharmacy cohort: A cross-sectional survey

Atta Abbas Naqvi, Merhawi Samsom, Lucy Watson, Md. Ashraful Islam (Author) — Sun, 19 Apr 2026 00:00:00 +0000

Background: The objective of this study was to evaluate an intercultural competency lecture delivered at the Reading School of Pharmacy and assess its impact on students’ self-reported knowledge and perceived relevance to practice.

Methods: A cross-sectional survey was conducted among MPharm students from September to December 2023 after an intercultural competency lecture. Students completed an anonymised Online Surveys® questionnaire with five-point Likert items (1 = strongly disagree to 5 = strongly agree) assessing clarity, learning outcomes, novelty, and relevance. The internal consistency was high (Cronbach’s α = 0.942). SPSS (v. 25) was used for descriptive statistics, frequencies (%), and regression analysis.

Results: A total of 70 out of 226 students participated in the survey, resulting in a 31% response rate. The majority were female (65.7%) and of Asian background (55.7%), with over half in Year 3 (60%) and attending lectures in person (68%). Most were home students (72.9%). Feedback indicated clarity (x̄ = 3.86), achievement of learning outcomes (x̄ = 3.83), novelty (x̄ = 3.23), and relevance to practice (x̄ = 3.75). Suggestions for future sessions included topics on racial biases, religion, women's health, and disability.

Conclusion: Students found the intercultural competence lecture valuable but suggested enhancing it and integrating cultural competence more broadly into the MPharm programme.

Factors affecting hospital pharmacy internship programmes being offered in Metro Manila

Sun, 01 Mar 2026 00:00:00 +0000

Background: Hospital pharmacy internship programmes (HPIPs) in the Philippines are both a legal requirement to qualify for the licensure examination and a source of experiential learning for students. However, local data on the prevalence and factors influencing HPIP offering are lacking. Objectives: To determine the factors affecting HPIP offering in Metro Manila.

Methods: A descriptive cross-sectional study involving hospital pharmacy administrators was conducted. Descriptive statistics described factors affecting HPIP offering, while multiple logistic regression analysed their relationship to HPIP offering.

Results: 60.42% of the hospitals offered HPIPs. Organisational factors (clinical pharmacy, research, and training services) were more prevalent among HPIP offering hospitals. Both groups showed high scores on perceived benefits, while management factors were higher in the HPIP offering group. Factors with significant positive relationships to HPIP offering were hospital ownership (p = 0.009), training services (p = 0.005), and academic partnerships (p = 0.008).

Conclusion: HPIP offering was reported at 60.42%. Strategies to improve availability with respect to the factors with a significant relationship to HPIP offering were recommended and focused on pharmacy policy, education, and practice. Further studies are recommended to strengthen evidence and explore other dimensions of HPIPs in the local setting.

Preceptor perceptions of the layered learning practice model in a rural state

Maya Wai, Lindsey Dayer, Seth Heldenbrand, Jonathan Wai (Author) — Sun, 19 Apr 2026 00:00:00 +0000

Background: Although the layered learning practice model (LLPM) was introduced to pharmacy residency practice over a decade ago, uptake has been slower in smaller community hospitals and practice settings, particularly in rural areas, compared to large academic teaching centres. This study investigates preceptor perceptions of the LLPM in a relatively rural state, seeking to assess whether findings replicate and extend prior work assessing various barriers and benefits associated with LLPM implementation.

Methods: This was an observational, cross-sectional survey study of Arkansas preceptors. A survey was emailed to Arkansas pharmacy residency programme directors to distribute to their site preceptors between April and June 2023.

Results: In a sample of 40 preceptors, findings showed that barriers to implementation were related to issues of resource, time, and learning constraints, and that benefits of implementation were related to issues of improved learning and opportunities for students. Most preceptors noted that implementing the LLPM took time away from other responsibilities and that managing multiple learners was a challenge. Preceptors also noted that greater didactic experiences and collaborative problem solving were benefits. Those who had postgraduate training experiences and/or had some experience implementing an LLPM were more inclined to note fewer barriers and greater benefits.

Conclusion: Implementing the LLPM faces similar challenges today in a variety of practice settings compared to larger academic medical centres that reported these challenges previously.

Intention to use an interactive Artificial Intelligence (AI) chatbot for learning self-medication consultation among pharmacy students

Sat, 10 Jan 2026 00:00:00 +0000

Background: Whilst Artificial Intelligence (AI) holds great potential as a significant component in pharmacy education, research on students' intentions as the relevant key stakeholders is lacking. This study describes Indonesian pharmacy students' intention to use a newly developed AI chatbot for Self-Medication Consultation Learning (SMCL-chatbot), and the determinant factors.

Methods: A questionnaire adapted from the Unified Theory of Acceptance and Use of Technology (UTAUT2) model was used to assess the students’ intentions. A tryout for SMCL-chatbot was conducted among pharmacy students at the University of Surabaya’s 2024 “Responding to Symptom” classes (n = 237). After interacting with the SMCL-chatbot, the students filled out the questionnaire.

Results: Of the 237 students, 201 participated from which 90% expressed a positive intention to use the SMCL-chatbot. More than 80% had positive perceptions of the UTAUT2 constructs, including: performance expectancy, effort expectancy, facilitating condition, and hedonistic motivation. Performance expectancy (OR: 16.5, 95% CI: 1.42-192.42, p: 0.025) and hedonistic motivation (OR: 19.4, 95%CI 2.60-144.63, p: 0.004) were significantly related to students’ intentions.

Conclusion:Students showed positive intentions to use the SMCL-chatbot, indicating their readiness to adopt the technology for learning self-medication consultations. Further research is required to demonstrate the effectiveness of improving students’ consultation skills and to perform a cost-benefit analysis.

Pharmacy students need more career-aligned professional education: A cross-sectional study at a Chinese university

Wed, 08 Apr 2026 00:00:00 +0000

Background: The growing concern in China about the mismatch between pharmacy graduates' employment and their specialised training prompted this study, which investigated undergraduate pharmacy students' perceptions of employment. It focused on their views of the profession, self-awareness, and career outlook, while exploring links between education and employment to suggest potential adjustments to pharmacy education.

Methods: A 23-item questionnaire evaluated undergraduate pharmacy students' perceptions of employment in three areas: profession, self-perception, and career awareness. A cross-sectional survey was conducted among first- to fourth-year students, using convenience sampling and distributing the questionnaire online and offline. Data were analysed using SPSS 26.0 to assess the alignment between professional education and employment readiness, as well as students’ desire for career-oriented education in their curriculum.

Results: Of the 520 distributed questionnaires, 473 were valid, resulting in a response rate of 90.96%. Initial findings showed that students need to improve their knowledge of the profession, self-awareness, and career insight. Over 80% were open to including career planning in their curriculum. Statistically significant differences in employment-related perceptions were observed across academic years, though the effect sizes were small.

Conclusion: Undergraduate pharmacy education should better align with career demands, providing a foundation for future research on how to align education with students' career development needs.

Assessing student course evaluation comments through the lens of cognitive load theory: Insights for best teaching practices

Mohammed Islam, Afroza Hossain, Rahmat Talukder (Author) — Mon, 23 Feb 2026 00:00:00 +0000

Background: Cognitive Load Theory (CLT) explains how memory processes affect learning and retention. In healthcare education, managing complex knowledge, skills, and behaviors can overwhelm learners, underscoring the need for instructional designs that balance cognitive demands. Faculty and course evaluation (FCE) comments offer qualitative insights into student perceptions of instructional effectiveness. This study applies CLT to analyse FCE comments and identify instructional practices that support effective learning.

Methods: Student FCE comments in a 3-year accelerated Doctor of Pharmacy (PharmD) programme (2019 – 2023) were anonymised, compiled into a text corpus, and analysed using a literature-derived CLT codebook. Three investigators conducted qualitative analysis to identify recurring cognitive load themes.

Results: Codes were categorised into extraneous, intrinsic, and germane load elements. The most frequent theme involved instructional practices increasing extraneous load (400 codes), reflecting unnecessary cognitive burden. Supportive and organised teaching practices were linked to reduced extraneous load (321 codes). Simplified explanations and real-life examples were associated with minimising intrinsic load. Interactive and inclusive methods were identified as enhancing germane load (20 codes).

Conclusion: Findings demonstrate how student experiences reflect CLT principles and offer guidance for improving instructional design. Applying CLT in healthcare education can foster more efficient, engaging, and meaningful learning environments.

Exploring the educational value of a continuous glucose monitoring wear experience in pharmacy students: A qualitative study

Annarose Sorvillo, Alyssa Ford, Maria Leibfried (Author) — Mon, 09 Mar 2026 00:00:00 +0000

Background: Despite continuous glucose monitoring (CGM) being the standard of treatment for type 1 and type 2 diabetes, patient uptake has been reported to under 50%. Clinician awareness and identification of barriers can help reduce diabetes-related complications; however, less than half of pharmacy schools provide CGM education. The objective is to explore pharmacy students’ perceptions of a CGM wear experience and their self-reported awareness of patient challenges, device usability, and empathy-related considerations.

Methods: A CGM student-wear experience was incorporated into two sessions of an elective advanced pharmacotherapy course for third-year pharmacy students. The experience was divided into three parts over two class sessions, including a one-week CGM student-wear experience. Reflections were collected through an anonymous questionnaire and a recorded focus group. A thematic approach guided analysis, and reviewers reached consensus on themes.

Results: Seventeen students participated; 70.6% had prior experience with traditional finger-stick blood glucose monitoring, while only one had CGM experience. Students described four areas of awareness: empathy for patient experiences, recognition of CGM as a self-management tool, perceived value of hands-on learning, and anticipated barriers.

Conclusion: Students perceived greater awareness of CGM-related challenges and patient experiences, suggesting that application-based activities can support patient-centred learning in pharmacy curricula.

Navigating the shift: Experiences of pharmacy students transitioning from preclinical to clinical education in Kenya

Godfrey Mayoka, Vincent Kipkemoi, Allan Tulienge Wafula (Author) — Mon, 02 Feb 2026 00:00:00 +0000

Background: Pharmacy education evolves significantly, with increased learning demands as students progress from preclinical to clinical years. This study investigated the factors influencing the transition experience of pharmacy students at Jomo Kenyatta University of Agriculture and Technology in Kenya.

Methods: This cross-sectional study was conducted using structured questionnaires distributed to 120 students, along with focus group discussions involving a purposive sample. Quantitative data were analysed using SPSS (version 22), with chi-square tests applied to assess associations between sociodemographic factors and transition experiences.

Results: The transition was perceived as challenging by 60.8% of students, with 67.5% feeling unprepared for medical technical skills. Increased workload (88.3%) and severe stress (77.5%) were the most reported challenges. Despite these difficulties, 54.2% of students indicated that the transition impacted their career aspirations positively. Support from family, peers, and faculty played a critical role (p = 0.0034), with males reporting an easier transition than females (p = 0.0419).

Conclusion: Pharmacy students encounter significant challenges when transitioning to clinical years, suggesting an urgent need to strengthen support systems to enhance adaptability and academic success.

Mapping pharmacy curricula in one Australian pharmacy school

Alexander Burke, Bandana Saini, Parisa Aslani, Rebekah J Moles (Author) — Mon, 16 Feb 2026 00:00:00 +0000

Background: Recent years have seen higher education focus on decolonising curricula and integrating First Nations' knowledge into university degrees. The Australian Government introduced the Aboriginal and Torres Strait Islander health curriculum framework (2014) to support this integration in health education. This study aimed to map and examine alignment of a pharmacy school's curriculum to the eight foundational principles of the Aboriginal and Torres Strait Islander health Curriculum Framework through stakeholder interviews, and identify barriers associated with the teaching of First Nations content.

Methods: Semi-structured interviews (n=30) were conducted with key stakeholders. Interviews were audio-recorded and transcribed verbatim. Transcripts were coded in NVivo to Ritchie and Spencer’s Framework and the Aboriginal and Torres Strait Islander Health Curriculum Framework.

Results: Interviews revealed that although cultural safety was covered in curricula, it was sporadically integrated more in practice-based units in comparison to science-based units. Mapping participant quotes to the Framework, revealed that of the eight areas of the Aboriginal and Torres Strait Islander Framework, five areas needed further development.

Conclusion: Through curriculum mapping, a holistic picture of a curricula’s’ First Nations’ health and cultural safety was gathered and allowed for the identification of gaps in content and barriers were identified.

Health professions students’ knowledge, attitude, and practice towards patient safety: A cross-sectional study

Sat, 10 Jan 2026 00:00:00 +0000

Background: Patient safety is a cornerstone of effective healthcare systems, aimed at minimising errors and adverse outcomes.

Objectives: To assess knowledge, attitudes, and practices of health profession students at Universiti Sultan Zainal Abidin (UniSZA) regarding patient safety.

Methods: A cross-sectional study was conducted among 337 students from the Faculties of Medicine, Pharmacy, and Health Sciences. The sample size was calculated using RAOSOFT (95% confidence, 5% margin of error), with a minimum of 310 participants. A validated questionnaire assessed demographics, knowledge, attitudes, and practices. Undergraduate students from Years one to three were included. Scores above the domain means were categorised as “good knowledge”, “positive attitude”, or “good practices”. Data were analysed using SPSS v25 with t-tests, ANOVA, and Chi-square, alongside effect sizes.

Results: A total of 337 of 370 invited students participated (response rate = 91.1%). Students showed good knowledge (mean 4.00 ± 0.73), positive attitudes (21.93 ± 2.26), and moderate practices (2.91 ± 0.84). Knowledge gaps included “near-miss” events (21.4%) and device reuse misconceptions (29.7%). Female and Health Sciences students demonstrated significantly better practices (p < 0.001).

Conclusion: Students possessed adequate knowledge and positive attitudes, while practices were moderate. Targeted curriculum integration on near-miss recognition and safe device use is recommended.

Evaluation of differences in postgraduate year one pharmacy residency application rubrics

Thu, 26 Feb 2026 00:00:00 +0000

Background: The American Society of Health-System Pharmacists standards require pharmacy residency programmes to systematically evaluate candidates. This study aimed to assess differences among eight PGY1 pharmacy residency application rubrics used to select candidates for interviews.

Methods: In December 2018, fifty applicants to the University of Kentucky HealthCare’s PGY1 Pharmacy Residency Programme were evaluated using eight different rubrics. A subgroup of sixteen applicants had their scores assessed by multiple scorers to analyse inter-rater variability. The main goal was to examine score variability across all applicants. Scores were normalised to a common scale, and statistical analysis included descriptive statistics and ANOVA tests.

Results: The evaluation of a candidate pool (n = 520) using eight unique rubrics yielded an overall mean score of 66.98 out of 100, with significant score differences across rubrics (p < 0.001). Inter-rater variability was low, with a maximum difference of six percent in scores. All rubrics assessed work experience, leadership positions, and publications, but not all included letters of recommendation. Letters of recommendation, work experience, and rotation experiences received the highest weight in the rubrics.

Conclusion: There was notable variability in scores among eight different PGY1 pharmacy residency application rubrics. While aspects like rotation experiences were highly ranked, others, such as letters of recommendation, varied significantly. Programmes prioritise different elements based on their preferences, leading to differences in applicant evaluations. This allows programmes to find candidates that fit their practice, but applicants should be aware that their portfolios may be assessed differently across programmes.

MEDTOPUS: An inclusive pharmacist-led health education innovation programme to improve medication knowledge and self-reported satisfaction among visually impaired persons

Sun, 08 Mar 2026 00:00:00 +0000

Background: Visually impaired individuals face significant barriers in understanding and safely managing medications. Educational efforts to promote quality use of medicines (QUM) often exclude this population. MEDTOPUS is a pharmacist-led educational programme tailored to visually impaired individuals, developed to improve their understanding of the 5B principles: right patient, right medicine, right dose, right route, and right time.

Methods: It involved interactive educational talks and a tactile group game using materials in Braille and Roman scripts. The programme was delivered in four community-based settings for visually impaired individuals. Knowledge level improvement was assessed using pre- and post-tests, and participant satisfaction was evaluated using a structured feedback questionnaire.

Results: Among 21 participants, 90.5% of participants either improved or maintained their knowledge scores. Nearly all participants reported satisfaction with the programme and expressed a willingness to apply and share the knowledge gained.

Conclusion: The intervention demonstrates the effectiveness of inclusive, community-based education in pharmacy practice.

Experiential learning and community engagement in fostering social entrepreneurship among pharmacy undergraduates

Sat, 10 Jan 2026 00:00:00 +0000

Background: Entrepreneurship is an increasingly indispensable element of higher education due to its potential application in providing sustainable solutions to various social issues. Delivering entrepreneurship education to university students with diverse backgrounds and not just business students require innovative and integrative approaches. Given the lack of social elements in the current entrepreneurship education for pharmacy students, introducing a social entrepreneurship module might be beneficial. The objective of the present study is to develop and evaluate a new module for teaching social entrepreneurial skills to pharmacy students.

Methods: This report describes the conception and implementation of an experiential learning module as a student-led community project within the Bachelor of Pharmacy programme at the Faculty of Pharmacy, Kuala Lumpur Campus, Universiti Kebangsaan Malaysia. The effectiveness of the one-semester module was analysed via students’ reflection essays on their experiences of participating in the project, and thematic data was coded and summarised.

Results: Most students reported gaining organisational and interpersonal skills such as effective communication and teamwork. Notably, some students also developed entrepreneurial skills and social awareness.

Conclusion: The outcomes of this study showed that the entrepreneurship module was effective and well received by pharmacy students and may be replicated for effective teaching of entrepreneurship at other universities.

An evaluation of the inclusion of enterprise and entrepreneurship education (EEE) within pharmacy programmes

Matthew Farrow, Kevin Adams, Dorcas Orimaye, Liz Breen (Author) — Mon, 16 Feb 2026 00:00:00 +0000

Background: Pharmacy education is evolving to better serve the community, as seen in the 'Nine-star Pharmacist' model. This model promotes the development of skills needed for pharmacists in their managerial and healthcare roles. However, pharmacy degrees often omit enterprise and entrepreneurship education, which could equip newly qualified pharmacists with essential skills that benefit the community. This study aimed to elucidate the benefits of enterprise and entrepreneurship education for pharmacy students, to identify the potential importance of integrating entrepreneurship education into the pharmacy curriculum.

Methods: Fifty-five students registered for the undergraduate pharmacy degree at the University of Bradford were asked to complete a questionnaire concerning their perception of integrating enterprise and entrepreneurship in pharmacy education. The questionnaire consisted of a Likert scale and open-ended questions. Descriptive statistics were conducted.

Results: Fifty-five students completed the questionnaire. Eighty percent (n=43) of students agreed that developing enterprise and entrepreneurial skills would enhance their career prospects. Eighty-five percent (n=46) of students agreed that enterprise and entrepreneurship education should be offered within the pharmacy curriculum.

Conclusion: The results of this study indicate that pharmacy students believe enterprise and entrepreneurship education (EEE) should be integrated into the pharmacy curriculum, as it would benefit their future careers.