AFPC CPERC 2025 Abstracts – Oral and Poster Presentations

The Association of Faculties of Pharmacy of Canada’s (AFPC) 2025 annual Canadian Pharmacy Education and Research Conference (CPERC 2025) took place from June 17-20, 2025 in Niagara Falls, Ontario.

The peer-reviewed abstracts accepted for presentation at CPERC 2025 as oral concurrent or poster sessions are published in this special supplement of the Canadian Pharmacists Journal. The primary author has provided permission for publication of their abstract.

The abstracts are grouped by oral or poster sessions, under the following categories: Pharmacy Education, Pharmacy Practice, Pharmaceutical Science, and Teaching and Learning.

AFPC wishes to acknowledge the support of CPJ and the Canadian Pharmacists Association in helping to promote and disseminate pharmacy education initiatives, educational scholarship, pharmaceutical science and pharmacy practice research.

CITATION in author’s CV for presentation at AFPC CPERC 2025 conference:

POSTERS

Authors’ Last names, Initials. (2025, June 17-20). Title of poster [Conference poster presentation abstract]. Association of Faculties of Pharmacy of Canada Canadian Pharmacy Education and Research Conference, Niagara Falls, Ontario. https://www.afpc.info/content/2025-conference

ORALS

Authors’ Last names, Initials. (2025, June 17-20). Title of presentation [Conference concurrent session abstract]. Association of Faculties of Pharmacy of Canada Canadian Pharmacy Education and Research Conference, Niagara Falls, Ontario. https://www.afpc.info/content/2025-conference

CITATION in author’s CV for abstract publication in the Canadian Pharmacists Journal:

Authors’ Last names, Initials. Title of abstract. AFPC CPERC 2025 Abstracts – Oral and Poster Presentations. Can Pharm J (Ott) 2025; 158[Suppl]:page number.

TABLE OF CONTENTS

ORAL PRESENTATIONS

M-1	Enhancing institutional pharmacy readiness: Leveraging AFPC's Academic Electronic Health Record (aEHR) to integrate lab and lecture-based learning
M-2	From design to debriefing: The role of lived experience in fostering cultural competency in simulation
M-3	Benchmarking the inclusion of sexual and gender minority content in Canadian pharmacy education: A qualitative study
M-4	Student integration into hospital clinical pharmacy services in an advanced pharmacy practice experience: A process evaluation
M-5	Integrative and experiential learning in pharmacist-led clinic environment
M-6	Innovation three ways: implementation and evaluation of primary care eLearning Modules in two Canadian pharmacy programs
M-7	Interprofessional education in healthcare: A simulation-based transdisciplinary model fostering trust and empathy
M-8	Integrating planetary health into pharmacy curricula: Insights from a scoping review and competency development
M-9	It takes a village: Supporting professional identity formation in Canadian pharmacy schools' curricula
M-10	Redesigning a PY1 pharmacy practice skills lab using the universal design for learning framework
M-11	Fostering career-readiness skillsets in pharmacy students through work-integrated learning: qualitative analysis of co-op supervisor and rotation preceptor feedback on student performance
M-12	Pharmacy students' beliefs about, attitudes toward, and talk to older patients
M-13	PharmD students' perspectives on an integrated course within a three-year PharmD Program
M-14	Preceptors as extenders of the health equity, anti-racism, anti-oppression, and cultural safety curriculum
M-15	A prescription for intraprofessional education: Bridging the gap between pharmacy and pharmacy technician students
M-16	Building critical reflection into skills-based learning
M-17	"Soft Skills" and preceptor's perceptions of their importance in Advanced Pharmacy Practice Experience (APPE)
M-18	Nurturing professional identity formation: A framework for preceptor development
M-19	Self-assessment of educational outcomes: Validity evidence in the AFPC Graduating Students Survey
M-20	Implementation of the CADeN Indigenization Action Plan
M-21	Factors that underpin student decisions to pursue the Doctor of Pharmacy degree
M-22	Interprofessional collaboration competency development in community pharmacy
M-23	Monitoring experiential education in real-time: utilization of feedback and data to create a decision matrix to guide curriculum renewal
M-24	Translating evidence into action: Improving minor ailment consultations through literature review training
M-25	Curbing assessment overload in pharmacy education: A case study
M-26	Digital tools in minor ailment education: Insights from MAPflow implementation

POSTER PRESENTATIONS

Pharmacy Education Initiative

PE-1	PharmPath: Virtual immersive simulations and in-person experiential opportunity in pharmacy Education for secondary and post-secondary students from underrepresented communities
PE-10	Bridging the gap: Designing an intraprofessional patient-centred event for pharmacy and pharmacy technician students
PE-11	Pharmacy and the social determinants of health: Empowering pharmacists to advance health equity through social prescribing
PE-12	Transforming professional practice labs: cultivating collaborative learning spaces
PE-13	Dashboard development for the International Pharmacy bridging program (QeP)
PE-14	From 'kids these days' to the way forward: Busting generational myths
PE-15	Breaking barriers in pharmacy education: Promoting student flexibility and autonomy through a new online elective
PE-16	Enhancing pharmacy education with generative AI: Development and implementation of a simulation patient role-playing program for pharmacy students
PE-17	The impact of online Parkinson Disease medication support groups on patient/caregiver and student learning
PE-18	The Meandering path to advancing student accessibility
PE-19	Evaluation of 2-years of strategic planning
PE-02	Innovating leadership education via coaching activities for emerging pharmacy leaders
PE-20	Minor ailments, major impact: using small group learning to build confidence in ontario pharmacy practice
PE21	Assessing student understanding of minor ailments prescribing in an E2P PharmD Program: A tool for guiding curriculum development
PE-22	Development and implementation of pharmacy point-of-care testing modules within an Entry-to-Practice PharmD program
PE-23	Co-creating an integrated 2SLGBTQ+ pharmacy curriculum with communities: Three years of learnings from the Queer Curriculum Advisory Committee
PE-24	Fostering competence in the patient care process using a longitudinal case-base approach
PE-25	Innovative role in hospital pharmacy: Medical director of pharmacy (educational needs)
PE-26	Pass or fail criteria at risk: Improving experiential education evaluation forms to better monitor students' progress.
PE-27	Implementing a regional practicum model in pharmacy education
PE-28	Standardizing geriatric education: A comparative analysis of frameworks
PE-29	MAPflow integration in minor ailments education: A tale of two Canadian pharmacy schools
PE-03	Not today AI, perhaps tomorrow: A definitive approach to French translation for a smoking cessation module for pharmacy students in Canada
PE-30	Beyond the prescription: Strengthening pharmacy students' literature review abilities and academic success
PE-31	Better understanding of student progression through bi-weekly meetings of student support panels
PE-32	Development of immersive simulation at the Faculty of Pharmacy, Université de Montréal: Key steps
PE-33	Evaluating the application of a complexity framework to the development of educational patient cases at different levels of complexity
PE-34	Implementation of a pharmacy student on-boarding process at a hospital network
PE-35	Professional practice skills: Removal of a (mile)stone to pass
PE-36	The pharmacist's rising roles during the pandemic and global crisis: Focusing more on 'patient self-care and mindful awareness'
PE-37	A Guiding beacon for pharmacist education: A model for Pan-Canadian development and evaluation of a novel series of modules to develop pharmacists' primary care skills
PE-38	Professional identity formation of black pharmacy professionals
PE-04	℞apid resources: A pharmacy resource consolidation project
PE-05	Evaluating student participation and confidence in minor ailments prescribing after program year 1 curriculum
PE-06	Teamwork in action: Enhancing pharmacy education through intraprofessional skills lab collaboration
PE-07	Development of an advanced vaccination course for practicing pharmacists
PE-08	An interdisciplinary team approach to providing education on feminizing and masculinizing hormone therapy to gender-diverse clients​
PE-09	Not quite ready to take flight: bringing back the connection as students prepare to launch

POSTER PRESENTATIONS

Pharmaceutical Science

PS-01	Investigating the drug repurposing potential of venetoclax for Alzheimer's Disease: experimental and computational approaches
PS-03	Stability of injectable ceftobiprole medocaril (ZevteraTM) in the Intermate® ambulatory infusion system
PS-04	Assessing the 12-month persistence of Selective Serotonin Reuptake Inhibitors (SSRIs) in individuals with mood, anxiety, and related disorders
PS-05	Formulation, characterization, and stability of Kaurenoic Acid-Loaded Nanoliposomes
PS-06	Liposomal Nanocarriers for Targeted Delivery of Kaurenoic Acid in breast and lung cancer cell line
PS-07	Dissolving microarray Patches Containing Fluphenazine for Schizophrenia: Optimization of in vitro fabrication variables
PS-08	Glucagon-Like Peptide-1 (GLP-1) Agonist treatment modulates extracellular vesicles released from isolated human islets during amyloid formation
PS-09	Treatment with an Interleukin-1 Receptor Antagonist reduces formation of toxic Islet Amyloid Polypeptide Oligomers and improves beta-cell survival in human islets
PS-10	Development of a practical fact sheet to help families manage eating behavior changes associated with at-home oral chemotherapy in children with acute lymphoblastic leukemia.
POSTER PRESENTATIONS Teaching and Learning Research
T-01	What Omega-3 supplements are good for cognitive health? A Tool for pharmacists' education
T-10	Redefining power in interprofessional education using raven's bases of power
T-11	Implementing a formative Situational Judgement Test to support the development of professionalism among pharmacy students
T-12	Exploring the role of AI-generated patient cases in pharmacy education: educator and student perspectives
T-13	Enhancing pharmacy education with generative AI: Student perspectives on a simulation patient role-playing program
T-14	Utilization of generative artificial intelligence (Gen-AI) in a health systems assignment. Lessons learned and planned future applications
T-15	A Scoping review of AI-powered language tools in pharmacy experiential learning
T-16	Gaps and trends in peripartum mental health education in Canadian pharmacy curricula
T-17	Generative artificial intelligence in pharmaceutical education: Assessing the utility of ChatGPT in case-based learning for pharmacy students
T-18	Gamification in pharmacy education: Application in pharmacist prescribing for minor ailments
T-19	Evaluation of biosimilars massive open online courses for patients, caregivers and healthcare professionals
T-02	Engaging students through test-enhanced learning: Insights from a second-year pharmacotherapy course
T-20	Impact of a brief clinical immersion in shaping pharmacy students' professional identity
T-21	Pharmacists' readiness for cannabis-related patient care: Exploring their knowledge and education needs
T-22	Bridging the rural pharmacy gap through virtual education and partnership: Piloting a Rural Pharmacy Elective
T-23	Community preceptors' perceptions of pharmacy student involvement in minor ailments and contraception prescribing activities in British Columbia during experiential rotations
T-24	Employing a student-faculty partnership model to support innovative education
T-25	AI-powered feedback in virtual clinical training: A scoping review of implementation and research gaps
T-26	Integrating quality improvement education into pharmacy curriculum: What we learned from the literature
T-27	Conceptions of "not-ready" for practicum
T-28	AI-assisted clinical debriefing in virtual healthcare training: A scoping review
T-29	Brewing scholarly interest in non-direct patient care education APPEs: Coffee chats
T-03	Enhancing scholarly teaching: The impact of health professional education journal clubs on university curricula and practitioner knowledge
T-04	An environmental scan of content related to respiratory tract infections in Canadian university curricula
T-05	Evaluation of a management/leadership/entrepreneurship (MLE) APPE course
T-06	Implementation of brief reflective statements in experiential assessment
T-07	Co-designing the MedManageSCI prototype: A medication self-management toolkit for adults with spinal cord injury/dysfunction
T-08	Assessing pharmacists' perspectives of generative AI tools in pharmacy practice and the need for AI literacy education
T-09	OSCE self-awareness - "I know I bombed that station!"

M-1

Enhancing institutional pharmacy readiness: Leveraging AFPC's Academic Electronic Health Record (aEHR) to integrate lab and lecture-based learning

Brett Barrett, School of Pharmacy, University of Waterloo

Background: Preparing pharmacy students for the complexities of institutional practice requires more than isolated exposure to clinical concepts – it demands integrated learning experiences that bridge theory and application. AFPC’s academic Electronic Health Record (aEHR) serves as a powerful tool to simulate real-world clinical environments and foster essential skills like clinical reasoning and medication management.

Goals: This initiative aimed to enhance third-year pharmacy students’ readiness for institutional pharmacy practice by embedding the aEHR into both a lecture-based institutional practice course and a skills-based pharmacy lab. The dual-course integration sought to reinforce key concepts across learning environments, promote continuity in skill development, and offer realistic, hands-on experiences in navigating patient information.

Description: In the lecture-based course, students used the aEHR to perform structured clinical workups and deliver oral clinical reasoning assignments focused on hospitalized patient cases. These activities emphasized problem identification, therapeutic reasoning, and communication. In the lab-based course, the aEHR supported practical skill development through medication reconciliation exercises and oral patient case presentations, enabling students to synthesize and communicate patient information using tools and documentation formats common in hospital settings. Both courses shared core cases and documentation templates, creating an integrated learning experience that mirrored institutional pharmacy workflows.

Effectiveness of the Initiative: While formal evaluation was not conducted, anecdotal feedback from students suggested that the use of the aEHR enhanced their confidence in navigating clinical documentation and applying clinical reasoning to patient scenarios. Faculty also noted improved continuity in student performance across the two courses, with learners demonstrating increased familiarity with hospital-style workflows and documentation. The shared use of the aEHR fostered more cohesive skill development and strengthened the connection between therapeutic knowledge and practical application.

M-2

From design to debriefing: The role of lived experience in fostering cultural competency in simulation

Claudia Fournier¹, Marie-Laurence Tremblay¹¹Faculté de pharmacie, Université Laval.

Purpose: Despite increasing emphasis on equity, diversity, and inclusivity (EDI) in health professions education, the involvement of people with lived experience (PLE) remains underutilized. From a socio-constructivist perspective, meaningful learning occurs through active engagement and collaboration, making simulation-based education an ideal context to integrate PLEs. Their involvement fosters co-construction of knowledge by bridging students’ clinical expertise with the lived realities of marginalized populations. However, PLEs are rarely included in co-developing learning objectives, creating scenarios, and facilitating debriefings—steps that are particularly critical for sensitive topics requiring cultural competence. This study aimed to assess how PLE-integrated simulations impact students’ perceptions of cultural competency.

Methods: A mixed-methods study was conducted with 3rd-year pharmacy students at Université Laval. Students participated in a simulation on prescribing PrEP for a non-binary patient, either as pharmacists or observers. A PLE co-developed the scenario, trained actors, observed the simulation, and contributed to the debriefing with a trained facilitator. Post-simulation questionnaires assessed students’ perceptions of the activity and the PLE’s involvement. Additionally, focus groups with eight volunteer students explored: _What influences the development of professional attitudes in PLE-integrated simulations? Interviews were transcribed, anonymized, and analyzed using Paillé and Mucchielli’s inductive thematic analysis.

Results: Out of 109 participants (77% response rate), none reported personal experience with PrEP, and only 8.3% had professional experience. The vast majority (97.1%) agreed that the simulation raised awareness of key issues, 96.3% acknowledged that the PLE’s presence heightened their awareness, and 98.2% found the simulation conducive to learning. Qualitative findings revealed that students recognized the value of lived experience and the patient-partner approach while becoming more aware of and better equipped to prevent microaggressions. Key factors influencing the simulation’s effectiveness included the psychological safety students felt, the small group sizes, and the PLE’s benevolence and open-mindedness.

Conclusion: Integrating PLEs throughout the simulation process—from design to debriefing—is promising for addressing unfamiliar realities involving unconscious biases. This approach highlights blind spots experienced by marginalized populations, enabling students to demystify these realities in a safe environment. PLE-integrated simulations contribute to preparing healthcare professionals to deliver more EDI-informed, effective care.

M-3

Benchmarking the inclusion of sexual and gender minority content in Canadian pharmacy education: A qualitative study

James Morrison¹, Stéphanie Madill ², Jaris Swidrovich ³, Brianna Groot¹, Holly Mansell¹

¹College of Pharmacy and Nutrition, University of Saskatchewan, ²School of Rehabilitation Science, University of Saskatchewan, ³Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Sexual and gender minority (SGM) people experience significant barriers to accessing culturally sensitive health care services. As such, the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) has recently revised standards to ensure students develop an understanding of cultural safety and health equity that includes SGM care. The purpose of this study was to characterize how SGM content is included in pharmacy programs across Canada.

Methods: A qualitative descriptive study was conducted with Canadian pharmacy schools. Faculty and staff with knowledge of SGM curricular content were purposively selected and interviewed using a semi-structured format. The interview guide was developed to gather insights into the current curriculum status and to describe barriers and facilitators to SGM curricular inclusion. The data were transcribed verbatim, deidentified and uploaded into Dedoose qualitative software. Qualitative content analysis was used to code transcripts according to categories and subcategories and results were presented in aggregate form.

Results: Eighteen participants representing all eleven schools were interviewed. The interview length ranged from 44 to 89 minutes (average 67 minutes). Curricular inclusion varied, with 5 schools indicating they had implemented changes irrespective of the new standards and 6 programs describing a range of implementation progress. Certain subjects were incorporated in every pharmacy school, including gender identity, sexual orientation, medical transition (hormone therapy), and social determinants of health. Other SGM subjects less commonly taught included: sex-based calculations in transgender patients (n=3), chronic disease risk (n=4), substance use (n=5), mental health (n=6), and sexually transmitted infections other than HIV for SGM people (n=6). Limited curricular time and competing priorities, limited guidance, limited instructors with expertise, and fear of getting it wrong were barriers to implementing SGM content. Facilitators included: administration support, internal or external experts, SGM curriculum mapping, champions, and student advocacy.

Conclusion: Canadian pharmacy schools had varying degrees of SGM content, with some participants admitting considerable effort is needed to meet the revised CCAPP standards. A baseline assessment of the status quo in 2024 is useful for benchmarking our collective progress as pharmacy curricula continue to evolve.

M-4

Student integration into hospital clinical pharmacy services in an advanced pharmacy practice experience: A process evaluation

Natalie Kennie-Kaulbach¹, Naomi Milner¹, Harriet Davies¹, Martina Greco¹, Jennifer MacDougall¹, Kyle Wilby¹

¹College of Pharmacy, Dalhousie University.

Purpose: Student integration into clinical pharmacy services during Advanced Pharmacy Practice Experiences (APPEs) is helpful for both student learning and patient care. Identifying how to integrate students into clinical pharmacy services during APPE experiences is likely to be site specific depending on the pharmacy department service emphasis and capacity in the health care setting.The aim of this project was to identify elements of rotation implementation that facilitated pharmacy student learning and integration into hospital clinical pharmacy services during a Collaborative Health Care Setting (CHC) Advanced Pharmacy Practice Experience (APPE).

Methods: A process evaluation approach was used to collect student and preceptor perceptions about student integration into clinical services during the rotation and types of clinical services students were able to complete. Data was collected and analyzed from virtual interviews with students and preceptors, rotation evaluations and patient-procedure logs submitted by students.Interviews were analyzed by thematic analysis. Responses to student and preceptor rotation evaluations were analyzed to triangulate the data source with participant interviews. Pt-Procedure logs were summarized using descriptive statistics.

Results: Eleven students (15%) and 17 preceptors representing nine rotation sites (43%) were interviewed. Seventy-one (100%) students and 56 preceptors (34% of primary and co-preceptors involved in rotations) completed online rotation evaluations. Analysis and triangulation of data sources identified six main theme categories related to student integration into clinical services during the CHC APPE rotation. Student integration was supported by targeted involvement in clinical activities, assigning focused tasks early in the rotation, establishment of trust with their preceptor and specific approaches to hosting students. Facilitators and barriers to student integration were identified. The perception of students’ ability to extend pharmacist care varied among preceptor participants. Student participants valued forming relationships, gaining independence which increased confidence and positively contributing to patient care in the practice setting.

Conclusion: The evaluation of pharmacy student integration into clinical services during an CHC APPE in the hospital setting identified elements that positively supported student learning and contribution to the practice setting. Both preceptors and students valued student integration. Lessons learned in this project may be helpful for other pharmacy experiential education programs.

M-5

Integrative and experiential learning in pharmacist-led clinic environment

Saniya Alwani, School of Pharmacy, Memorial University

Background: The Medication Therapy Services Clinic (MTSC) utilizes pharmacists' specialized knowledge to improve efficiencies in the healthcare system. MTSC offers consultations for comprehensive medication assessment (CMA), deprescribing, smoking and vaping cessation and also has an embedded drug information center. We accept referrals from patients, primary or specialty care physicians/nurse practitioners and allied healthcare professionals. MTSC is extensively involved in experiential pharmacy education.

Goals: (a) Provide sequential skills training to students in a real-time clinic environment, (b) Foster an environment to acquire expertise for optimizing complex pharmacotherapy regimens.

Description: Students’ MTSC exposure begins in year 2 of the program with observing systematic communication and performing medication reconciliation during CMA. In year 3 students assess for drug therapy problems and build evidence-based recommendations, then finally, in year 4, progress to a full student-led patient interview, assessment and care plan. Additionally, in year 2 students observe a smoking and vaping cessation consult and in year 3 lead the consult. Deprescribing framework and aspects from social determinants of health and EDI-AR are also incorporated in this learning and assessment. In final year of the program MTSC offers advanced pharmacy practice experience (APPE) in direct patient care, comprised of three components: CMAs, smoking and vaping cessation and drug information. MTSC also offer outcome-based research experiences within non-direct patient care APPEs.

Effectiveness of the Initiative: We offer a learning experience to more than 130 students annually. Clinic-based activities build upon the knowledge and skills developed in pharmacy practice courses and employ a scaffolding approach in which students progresses from observer, to co-participant, to leaders. All activities are assessed and improved annually based on formative feedback from students. Overall, feedback indicates that students:

• Appreciate opportunities to apply therapeutic knowledge in a real world setting and experience the expanding scope of pharmacy practice.

• Feel live patient experiences bridge their didactic learning and simulated casework in lab setting with practice.

• Enjoy exposure to interdisciplinary collaborative model of healthcare.

• Desire more MTSC exposure in their program.

Feedback from instructors in the pharmacy practice stream highlights effectiveness in similar categories, also indicating interest to incorporate clinic-based learning in the first year of the program which is currently under development.

M-6

Innovation three ways: Implementation and evaluation of primary care eLearning modules in two Canadian pharmacy programs

Marie Rocchi¹, Lisa Bishop², Rene Breault³, Jonathan Hunchuck¹, Mikaela Thorne²

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²School of Pharmacy, Memorial University, ³Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta.

Background: As pharmacy practice in Canada expands into a wider array of primary care environments, delivering a broader range of clinical services, there is a need for increased knowledge and application, enhanced collaboration skills and person-centered attitudes incorporating shared decision making across a complex healthcare system. In 2024 the Association of Faculties of Pharmacy of Canada (AFPC) developed five case-based, interactive online primary healthcare modules that integrated clinical decision making (in the face of decisional uncertainty) with core primary care skills. Each module included a 10-item quiz. The modules were piloted with students from four schools. The University of Alberta and Memorial University integrated the modules into their respective courses to prepare their learners for eventual practice.

Goals: To determine the utility of the modules for the education of upper year pharmacy students, evaluate their perceptions of the modules and disseminate the unique approaches each instructor used.

Description: At Memorial University, the intervention was used in two ways: 1) APPE students completed the five modules independently throughout the final year; 2) in a fourth-year skills lab course instructors led a debrief on each module. Students reflected on how their previous knowledge and experience influenced their initial reaction and approach, how external factors influenced their assessment, and how the skills gained could impact future patient care. In Alberta, year 3 students were given time to compete two of the case modules in a patient care skills lab course. Upon completion of the course, students were provided the option to complete the remaining modules. For both schools, evaluation data was collected on relevance, application in practice, impact on decision making/knowledge, module design, and length. Students were asked to comment on ongoing usefulness in their programs and for PEBC preparation.

Effectiveness of the Initiative: Preliminary data demonstrated strong support for the modules’ relevance, application, and approach. Students valued a range of module aspects, including the focus on primary literature, decisional uncertainty and, in one of the cases, gender affirming care. Students tended to prefer the clinical focus of the modules, rather than the primary care skills development. These interventions demonstrate an array of integration possibilities for other schools of pharmacy.

M-7

Interprofessional education in healthcare: A simulation-based transdisciplinary model fostering trust and empathy

Yvonne Khamla¹, Cruz-Panesso Ilian², Claude Mailhot¹, Patrick Lavoie², Ziadi Mona², Brien Louise-Andrée², Arielle Levy²

¹Faculté de pharmacie, Université de Montréal, ² Université de Montréal

Background: Interprofessional education (IPE) plays a crucial role in preparing healthcare students to communicate and collaborate effectively, ultimately enhancing patient safety. However, students are often trained in isolation, within their own disciplines, which restricts their awareness of the roles, boundaries, and collaborative practices of other healthcare professions. One of the major obstacles to implementing IPE is the logistical complexity of organizing impactful interprofessional activities.

Goals: This proposal presents a transdisciplinary pedagogical model utilizing telesimulation to overcome these challenges. The model focuses on developing attitudinal and emotional competencies, particularly trust and empathy, within multidisciplinary training for medical, nursing, and pharmacy students.

Description: A pilot project involving the three faculties (Pharmacy, Nursing and Medicine) has been established. The National interprofessional competency framework from CIHC was used as a basis for developing the activities. The telesimulation scenario features a collaborative, asynchronous patient management plan integrating all three professions. One group of professionals engages directly with the patient, while the other two observe the interaction, with an external perspective referred to as the “Interprofessional Window Model.”¹ During the scenario, the simulated patient prompts the active participants to clarify both their own roles and those of their colleagues who are not actively involved. A shared debriefing session conducted remotely and facilitated by instructors from all three professions, follows the scenario to reinforce learning and encourage reflection.

^[1] Cruz-Panesso, I., Brien, L.-A., & Drolet, P. (n.d.). Le modèle des fenêtres interprofessionnelles: Un modèle inédit de pédagogie transdisciplinaire en sciences de la santé, basé sur la simulation. Retrieved January 9, 2025, from https://innovationsocialeusp.ca/crits/blogue/le-modele-des-fenetres-interprofessionnelles-un-modele-inedit-de-pedagogie-transdisciplinaire-en-sciences-de-la-sante-base-sur-la-simulation

Effectiveness of the Initiative: We will share the results from a pilot project that implemented this innovative model. Additionally, we will present a conceptual analysis of the debriefing discussions, highlighting how transdisciplinary engagement fosters trust and empathy among healthcare students. This model offers significant potential for enhancing interprofessional education and improving collaborative practices in healthcare.

M-8

Integrating planetary health into pharmacy curricula: Insights from a scoping review and competency development

Randilynne Urslak¹, Simroop Ladhar², Geneviève Gauthier¹, Shellyza Sajwani¹, Salmaan Kanji³, Robert Pammett², Christine Landry¹

¹École des sciences pharmaceutiques, Université d'Ottawa, ²Faculty of Pharmaceutical Sciences, University of British Columbia, ³The Ottawa Hospital

Purpose: Climate change threatens humanity, biodiversity, and global health, with the healthcare system already experiencing its effects. The Canadian pharmacy profession must act to increase environmental sustainability, yet there is a dearth of literature on how to incorporate this into pharmacy education. Despite interest by educators and updates to Canadian accreditation standards to include “climate change and its effects on health” as a suggested content area in PharmD programs, resources on integrating this content remain limited. This scoping review aimed to summarize and describe the extent, range, and nature of research and implementation of planetary health content within pharmacy education globally.

Methods: A scoping review was conducted using the Arksey and O’Malley framework and the PRISMA-ScR checklist. Nine databases were searched using well-defined inclusion and exclusion criteria. Dual independent reviewers screened and assessed articles published up to March 2024 for eligibility, and data were charted to analyze results.

Results: The search yielded 1,827 articles, with 16 selected for analysis. These articles provided 28 examples of planetary health content integrated into 25 pharmacy schools across 12 countries. The content was organized using a novel framework with four main categories: the impact of environmental disruptions on health, the impact of health on the environment, mitigation strategies, and adaptation strategies. Integration varied, occurring across curricula, in mandatory courses, or through electives and extracurricular activities. Teaching methods also varied, with individualized and didactic learning being the most common.

Conclusion: While efforts to integrate planetary health into pharmacy education remain limited, international progress is evident. This review offers a framework for understanding the diverse perspectives and topics within this emerging field. It aims to support discussions on developing prioritized competencies for inclusion in pharmacy curricula.

M-9

It takes a village: Supporting professional identity formation in Canadian pharmacy schools' curricula

Teri Charrois ¹, Natalie Kennie-Kaulbach², Danielle Nagy³, Elizabeth Warren¹, Sandra Jarvis-Selinger¹, Jill Hall⁴

¹Faculty of Pharmaceutical Sciences, University of British Columbia, ²College of Pharmacy, Dalhousie University, ³Alberta Health, ⁴Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta.

Purpose: Pharmacist professional identity formation (PIF) is described as the transformative process from lay person to the embodiment of one who thinks, acts, and feels like a pharmacist. Updated accreditation standards for pharmacy programs in Canada require that curriculum supports PIF; however, it is not well known how academic institutions have implemented this. This study investigated pharmacy curriculum design, teaching, and assessment of PIF to uncover areas for improvement, collaboration, and opportunities for sharing effective approaches.

Methods: Between May and September 2024, focus groups composed of faculty members across curricular streams (pharmacotherapy, experiential education, patient care skills, pharmaceutical sciences, behavioural/administrative-related pharmacy) were conducted online with each of the 11 pharmacy programs across Canada. Each focus group followed a semi-structured format, using a standard set of questions to help guide the discussion. Interviews were audio-recorded and edited by research team members for accuracy. Common words, phrases, and ideas were identified from the transcripts using inductive coding and further thematic analysis. Codes were initially generated by research students, and then potential themes were iteratively discussed with the research team.

Results: A total of 51 individuals, with representation from each pharmacy program in Canada, participated in a focus group. Of the participants, 51% had over 10 years of experience working in higher education and 69% had a current role in curriculum development. Common themes identified were: approaches to PIF influenced by institutional structure and culture, intentionality of PIF implementation, authenticity of experiences, models shaping how PIF is taught, aspirations of programs and educators, and misconceptions of PIF. Examples of common activities supporting PIF include explicit lectures introducing the concept, guided reflection in multiple formats and contexts, and longitudinal portfolios to capture personal and professional growth in identity.

Conclusion: This study identified several aspects of how the PIF of pharmacy students in Canada is supported throughout curricula, along with areas for growth. This study supports collaboration among academic institutions to share their approaches to incorporating PIF in curriculum and develop learning materials for faculty, staff, and preceptors. Ongoing efforts to educate faculty and develop curriculum are essential to provide comprehensive support for professional identity formation amongst pharmacy students.

M-10

Redesigning a PY1 pharmacy practice skills lab using the universal design for learning framework

Ali Reza Ladak ¹, Gilly Lau¹, Tony Seet¹, Paulo Tchen¹, Jocelyn Micallef¹, Sonia Plaha¹, Michelle Chau¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: The Universal Design for Learning (UDL) framework aims to create a flexible and inclusive learning environment that removes barriers for learning and improves learning for all students in consideration of their unique backgrounds, abilities and preferences. The three principles of UDL include providing multiple means of (1) engagement, (2) representation, and (3) action and expression. The aim of this initiative is to pilot the revision of a pharmacy practice lab (PPL) in year 1 of the Entry-to-Practice PharmD (E2P PharmD) program at the University of British Columbia.

Goals: The goal of this project is to strategically redesign a PPL session following the principles of UDL to enhance student agency in developing knowledge and practical skills. A secondary is to provide faculty with exposure to UDL and guidance to apply future changes to skills lab curriculum.

Description: The project team is comprised of skills lab faculty, students and previous participants from UBC’s UDL Fellows program. From September 2024 to February 2025, team members met regularly to collaboratively redesign a PPL scheduled to be deployed in March 2025. Updates were made to pre-lab materials, session activities, and post-session resources. Notable changes provided (1) flexible opportunities for engagement such as options for individual or group work or options for presenting information, (2) multiple avenues for content representation such as a welcome video, product unboxing videos, and provision of both oral and written feedback, and (3) diverse opportunities to demonstrate learning such as students’ ability to choose their preferred topic for an OTC consultation summative assessment. Following the PPL, student perceptions will be evaluated using a mixed-methods survey with Likert scale and open-ended questions. Project team members perspectives will also be collected.

Effectiveness of the Initiative: Project team members agreed that redesigned PPL activities will improve accessibility and inclusivity while maintaining an appropriate learning environment and meeting course learning objectives. Members also acknowledged that redesigning a PPL session to incorporate UDL requires significant effort, adaptability, and a strong commitment to UDL principles. The results of the evaluation will be utilized to create guiding principles for incorporating UDL into skills lab curriculum in the E2P PharmD program.

M-11

Fostering career-readiness skillsets in pharmacy students through work-integrated learning: Qualitative analysis of co-op supervisor and rotation preceptor feedback on student performance

Ali Syed ¹, Jennifer Pereira², Wasem Alsabbagh¹, Sherilyn Houle¹, Nancy Waite¹

¹School of Pharmacy, University of Waterloo, ²JRL Research & Consulting Inc.

Purpose: Work-integrated learning (WIL) is a key component of many professional programs, including pharmacy, allowing students to apply classroom knowledge, explore career options and learn job-readiness skills in a variety of workplace settings. Despite the growing importance of WIL in pharmacy education, a standardized definition of practice readiness remains underdeveloped, with limited research exploring the perspectives of employers and preceptors on student preparedness for practice, particularly in programs with a co-operative (co-op) education model. The objective of this research is to examine student performance feedback from co-op supervisors and final-year rotation preceptors to understand the unique knowledge and skills that co-op and rotation experiences develop and factors influencing perceptions of a student’s readiness to practice.

Methods: Employer and preceptor feedback data on student performance during co-op work terms and clinical rotations, respectively, from the University of Waterloo (UW) Doctor of Pharmacy (PharmD) program was collated for students in the graduating classes of 2017-2019. Qualitative analysis explored perspectives on PharmD student preparedness for practice, with feedback coded independently by two researchers and content analysis performed to identify common themes and sub-themes.

Results: Themes of student development of patient care, professionalism, and healthcare provider communication skill sets emerged across both co-op work terms and clinical rotations. Sub-themes included growth in confidence and tailored patient engagement. In particular, second- and third-year co-op work terms provided students with foundational skills in professionalism, as evidenced by their increasing role as contributing team members and their increasing ability to adapt to workflow changes. Final-year rotations further enhanced students self-assurance in patient care, building on the foundation established during co-op, and allowing them to focus on activities that improved their pharmacy practice skills for that specific.

Conclusion: Practice readiness among UW PharmD students is fostered through co-op work terms and rotations providing overlapping, and complementary skill development that builds from co-op to rotation experiences. Co-op’s development of workplace/practice readiness skills (in professionalism, communication) then prepares students for a more advanced, focused and nuanced patient care skill development in the final year of the program.

M-12

Pharmacy students' beliefs about, attitudes toward, and talk to older patients

Cheryl Sadowski ¹, Sheree Kwong See², Emily Hussey²

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ²Faculty of Arts, University of Alberta.

Purpose: Stereotyped beliefs about and attitudes toward older people are pervasive and have been found to be both positive and negative in valence. The purpose of this research is to assess pharmacy student beliefs, attitudes, and behaviour relating to older adults. The objectives of this project were to _1_) Examine pharmacy student’s beliefs about typical older patients in the physical, cognitive and social domains; 2) examine pharmacy-related attitudes toward the care of older patients; 3) explore whether speech behavior in a mock medication consult with an older patient evinces elderspeak; and 4) explore how age-stereotypes relate to pharmacy-related attitudes and speech behavior.

Methods: Pharmacy students were introduced via video to a female younger (37 years-old) or older (73 years-old) patient and recorded a mock medication consultation with her. They then rated the patient and typical patients her age on a questionnaire measuring beliefs in the physical, cognitive and social domains; and rated typical patients on a questionnaire measuring pharmacy-related attitudes. Differences between the typical younger and typical older patient in ratings on the two questionnaires and in speech behavior provided evidence for age-stereotypes, attitudes, and elderspeak, respectively.

Results: Pharmacy students did not generally report age-stereotypes about the individual older patient but did express negative age-stereotypes about the typical older patient in social (negative only), cognitive and physical domains. There were negative attitudes toward caring for typical older patients and students used characteristics of elderspeak in talk directed at the older patient, whom they did not stereotype. The students’ stereotypes about typical older patients predicted care attitudes and elderspeak characteristics.

Conclusion: Pharmacy students expressed attitudes and demonstrated behaviours in a simulated interaction with an older adult that could impact care provided. These findings have implications for pharmacy education and training efforts aimed at increasing awareness of age-stereotyping and its impacts on attitudes, speech behavior and person-centred care of older patients.

M-13

PharmD students' perspectives on an integrated course within a three-year PharmD program

Andrew Vuong¹, Sheena Ye¹, Heather Abela¹, Leanne Perry¹, Certina Ho¹, Natalie Crown¹, Jamie Kellar¹, Jennifer Lake¹, Naomi Steenhof ¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: The PharmD program at the Leslie Dan Faculty of Pharmacy (LDFP) is undergoing curriculum renewal, transitioning from a four-year to a three-year format. Central to this renewal is the development of integrated pharmacotherapy courses, replacing traditional semester-based courses. The revised curriculum will be grounded in the principles of adaptive expertise to address the challenge of curricular overload by prioritizing deep conceptual understanding over exhaustive content coverage. This broader view of expertise serves as a useful framework for reshaping pharmacy education, preparing students to not only apply their existing knowledge but also to generate new knowledge in response to patient needs and clinical contexts. This study evaluates students’ perceptions of the first course design (pre-implementation) to inform its development and guide subsequent course design.

Methods: Qualitative data were collected through a one-on-one interview and a focus group to explore current PharmD students’ perspectives on the course design. Participants (n=6) were presented with an outline of the course’s structure and content. Immediately afterwards, semi-structured interviews were conducted. The interviews were recorded and transcribed. Data was stored in NVivo. Researchers analyzed the data thematically using an inductive coding of the transcribed interviews, followed by a deductive approach using the framework of adaptive expertise theory.

Results: Five key themes were identified: Relevance to Practice emphasized the opportunity for curriculum content to build transferable skills aligned with experiential education. Discussions about Alignment, Timing, and Sequencing highlighted the importance of scaffolding knowledge to strengthen deep conceptual understanding. Perceived Feasibility reflected students’ concerns about the program’s perceived demanding structure, particularly the cognitive load required for integration, emphasizing the need to balance depth with manageability. Feedback on Formal Administrative Processes illustrated the need for clear systems to support self-regulated learning. Finally, Wellness emphasized the importance of a sustainable curriculum that balances academic rigour with well-being, fostering reflective and critical thinking skills.

Conclusion: This research highlights student perspectives during the curriculum redesign process, identifying themes to guide the development of future courses. The findings also underscore the value of early engagement of current students in a curriculum renewal process.

M-14

Preceptors as extenders of the health equity, anti-racism, anti-oppression, and cultural safety curriculum

Kyle Wilby ¹, Natalie Kennie-Kaulbach¹, Jill Hall²

¹College of Pharmacy, Dalhousie University, ²Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta.

Purpose: Doctor of Pharmacy (PharmD) programs are incorporating content on health equity, including anti-racism, anti-oppression, and cultural safety. While on campus instruction and feedback can be provided by instructors with expertise, it is unknown how learning is extended within experiential training settings. The aims of this project were to determine preceptors’ experiences extending learning about health equity in practice settings at Dalhousie University and the University of Alberta and to evaluate a preceptor training program designed to improve preceptors’ ability to mentor and provide feedback to students with respect to these topics.

Methods: A cross-sectional survey was administered to preceptors at Dalhousie University and the University of Alberta that aimed to elicit their experiences and confidence observing and providing feedback to students about health equity and 2SLGBTQIA+ health. Results were summarized descriptively. A 1-hour case-based preceptor training program on health equity and systemic discrimination towards 2SLGBTQIA+ identifiers was delivered to live audiences in Halifax, Moncton, and Charlottetown. A voluntary cross-sectional survey was used to evaluate the training program.

Results: A total of 57 preceptors completed the survey (n=23 Dalhousie, n=20 Alberta, n=14 unspecified). The majority (65%) only occasionally or never observed students interacting with 2SLGBTQIA+ patients or had conversations with students about 2SLGBTQIA+ health or systemic oppression over the past year (68%). The majority (67%) of preceptors were confident in talking to students about these topics and providing feedback for student learning (65%). Direct content across a spectrum of topics, rather than precepting skills, was favoured for future development programming. Twenty-seven Maritime preceptors completed the preceptor training evaluation. All (100%) agreed the training met the stated objectives, enhanced knowledge, and satisfied expectations. Open-ended responses for program impact resulted in the themes of awareness, integration, preparedness, and development.

Conclusion: Preceptors have limited experience interacting with students about health equity and 2SLGBTQIA+ health. A preceptor training program designed to improve preceptors’ abilities to extend learning in experiential settings for health equity concepts was perceived positively and may also be impactful for personal learning and growth. Future training should explicitly address health equity content, as well as precepting skill development in this area.

M-15

A Prescription for intraprofessional education: Bridging the gap between pharmacy and pharmacy technician students

Sandra Gerges ¹, Geneviève Mailloux¹, David Dubins², Jennifer Lake², Sarah Wilkinson¹

¹Humber Polytechnic, ²Leslie Dan Faculty of Pharmacy, University of Toronto.

Background: Although in recent years interprofessional education in pharmacy has gained momentum, there remains a significant need for intraprofessional education (IntraPE) within the field. Given the highly interconnected roles of pharmacists and pharmacy technicians, intraprofessional collaboration is critical to ensuring effective teamwork, especially with the evolving scope of practice for both professions. Despite IntraPE being an accreditation requirement, there are limited opportunities for students to engage in sustainable, effective and mandatory IntraPE activities in Ontario.

Goals: The goals were to implement and evaluate a new annual in-person IntraPE activity for pharmacy and pharmacy technician schools in Ontario.

Description: A half-day, in-person workshop was developed and piloted with students from the University of Toronto Doctor of Pharmacy program and Humber Polytechnic Pharmacy Technician program. The pilot was optional, and student participation was voluntary. Three main learning objectives were set: 1) Demonstrate role clarification by recognizing and respecting the diversity of other professions. 2) Communicate in a manner that ensures equal representation, demonstrates trust and maintains mutual respect during interprofessional conflict and decision making. 3) Provide examples of connections across multiple systems when explaining the need for competence in interprofessional collaboration. The workshop included interactive team activities, case-based scenarios and facilitated discussions.

Effectiveness of the Initiative: SPICE-R2 (Students Perceptions of Interprofessional Clinical Education Revised) was adapted to assess changes in students’ beliefs and understanding of intraprofessional roles and responsibilities. The pre-score average was 40/50 and the post-score average was 46/50, indicating an improvement, despite high baseline score. Students’ perceptions of this specific activity were measured using a modified W(e)Learn Interprofessional (IP) Program Assessment. Ninety-four percent of students agreed or strongly agreed with statements indicating that the experience promoted learning. Students were most surprised at learning pharmacy technician’s scope of practice and many students felt that pharmacy technician students knew a lot more about pharmacy students than the converse. Overall, students wanted more intraprofessional opportunities, and to make them mandatory. Plans are underway for a cross-institution IntraPE activity in March 2025, with over 300 students from 11 different institutions.

M-16

Building critical reflection into skills-based learning

Jennifer Lake ¹, Karen Cameron¹, Lisa Ferrara¹, Ashlee Brunt¹, Marcia McLean¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Background: Skills-based learning, both in skills lab and experiential, comprises a substantial portion of pharmacy education. Often students require guided teaching to identify what they have learned and their future learning needs in these areas. As part of ongoing quality assurance, a structure and process were created for critical reflective practice across skills-based learning environments at Leslie Dan Faculty of Pharmacy.

Goals: To create a critical reflective longitudinal experience that was pedagogically aligned for skills-based learning, which simultaneously taught students how to reflect (meta-cognitive) to train life-long learners, while simultaneously highlighting the learning gained during their skills-based learning.

Description: A critical reflection framework (Rolfe, Freshwater & Jasper, 2001) was selected and adapted because it emphasized the connection between theoretical and practical learning. This alignment was key, as our curriculum uses an Adaptive Expertise framework across the curriculum. The critical reflection was integrated starting in our fourth-year students for their interprofessional education in Advanced Pharmacy Practice Experience (APPE) and students were provided formative feedback and Early Pharmacy Experience-2 (EPE-2) where students noted their self-reflection. A multi-method approach was used to integrate available data and assess the students’ critical reflection. Initial data included the completion rates for reflections, instructor assessment of the quality of reflections, and students’ comments about the reflections.

Effectiveness of the Initiative: The guided reflection and feedback demonstrated a significant improvement in reflections compared to previous years. Students were more self-aware of their learning. Based on this success, a new assignment will be integrated into Early Pharmacy Experience-1 (EPE-1). To support this early adoption, a new lecture was integrated into in the first-year skills lab (Winter 2025) to introduce critical reflection and its importance in pharmacy practice. This supports early introduction to students and builds an educational spiral within the curriculum. Other improvements were shortening the length to improve students’ focus and clarity and signposting the rationale for students in early pharmacy experiences. Increased consistency supported ongoing monitoring over time and future student success.

M-17

"Soft Skills" and Preceptor's perceptions of their importance in Advanced Pharmacy Practice Experience (APPE)

Jennifer Lake ¹, Emily Bruni¹, Marcia McLean¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Experiential rotations are a bridge between theoretical knowledge and real-world application. Preceptors’ perceptions of students, and their own teaching and learning, is invaluable. Soft skills, also referred to as “people skills,” non-technical, or interpersonal, can complement pharmacy students’ content expertise, during their experiential learning. The purpose of this review was to explore preceptors’ perceptions about “soft skills” during experiential rotations and prepare recommendations for students’ future success in experiential learning.

Methods: A voluntary brief survey was administered to preceptors in 2024/2025 academic year. The survey link was sent to all preceptors one week after an APPE rotation was completed with a reminder one week later. The survey consisted of five Likert-type questions and three free-text short answer questions. A multi-method analysis of descriptive statistics and manifest content analysis was completed as part of a larger system of monitoring experiential learning at Leslie Dan Faculty of Pharmacy. Presented are narrative content regarding “soft skills” that from any of the three short-answer questions.

Results: As of January 31, 2025, 105 entries from ninety-three different preceptors were returned. This was an overall response rate of 7% with larger responses in Block 1 and 6. Two-thirds of responses were from preceptors delivering APPE direct patient care, which is consistent with the ratio of APPE delivered. More than 50% of responses stated there was nothing surprising about their student’s performance. More than 80% of respondents noted “soft skills” were needed for students to be successful in their APPE. Most common noted were adaptability, time management, and motivation to learn. Students often focus on content expertise, but this was a clear indication of a need for educators to highlight “soft skills” more clearly.

Conclusion: Ensuring students build and can enact “soft skills” in their APPE should be a focus of skills-based courses leading to the APPE year. Additionally, a need to ensure preceptors assess an individual student’s enactment of “soft skills” (e.g., adaptability and motivation), such that personality is not mistaken for enactment.

M-18

Nurturing professional identity formation: A framework for preceptor development

Natalie Kennie-Kaulbach ¹, Brittany Riley², Janet Cooley², Heidi Anksorus², Kristin K Janke², Teresa O'Sullivan²

¹College of Pharmacy, Dalhousie University, ²School of Pharmacy, Marshall University.

Purpose: While evidence-based competency frameworks for preceptor development exist, they were created before professional identity formation (PIF) became a developmental focus in pharmacy education. Currently, further direction is needed to guide preceptor development to support preceptors in their important role in nurturing pharmacy learner PIF. The aims of this study were: 1) to explore experiential education and preceptor development experts’ perceptions of priorities for preceptor training aimed at supporting learner PIF and 2) to create a framework for preceptor development, including preceptor learning outcomes, to inform the design of future preceptor training programs.

Methods: This multi-component study involved conducting four virtual focus groups to explore perceived preceptor development needs with 26 experiential education and preceptor development experts from the US and Canada. A modified nominal group technique (NGT) was used to identity key priorities for preceptor development and provide input for a preceptor development framework for supporting learner PIF. Focus group transcripts were analyzed to identify themes. Main themes and findings from the focus group and NGT priorities, informed by PIF and preceptor development literature, were used to create a preceptor development framework.

Results: Six main areas for preceptor development were identified through the NGT. Focus group transcript analysis identified specific themes related to program content and design, which informed the creation of a preceptor development framework. The framework consists of PIF content elements for preceptor learning (e.g., reflecting on the preceptors’ own PIF journey, using good precepting practices with a PIF lens), associated preceptor learning outcomes (e.g., identify possible learner responses to socialization in experiential placement settings), and program elements related to structure and delivery of programming that supports learning related to PIF (i.e., reflection, peer discussion, communities of practice, workplace learning).

Conclusion: This study provides a framework that may be used to guide experiential education and preceptor development programs to train and equip preceptors to support learners in their professional identity formation.

M-19

Self-assessment of educational outcomes: Validity evidence in the AFPC Graduating Students Survey

Mark Livingston¹, Robert Renaud ¹

¹College of Pharmacy, University of Manitoba.

Purpose: While validity evidence of students’ self-ratings of learning in health-care programs is encouraging (Gabbard and Romanelli, 2021), it may be influenced by factors such as students’ perceived level of knowledge (Gordon, 1991). This study measured the construct validity of graduating students’ self-ratings of educational outcomes in the AFPC Graduating Students Survey. More specifically, for a particular area of knowledge/skill (e.g., toxicology), higher self-ratings of learning should correlate with other measures of learning such as final grades in relevant courses (e.g., PHMD 3016 Toxicology).

Methods: Data was obtained from three sources associated with the University of Manitoba College of Pharmacy graduating classes 2019-2023: course outlines, mean final course grades, and mean ratings of knowledge/skill in the AFPC Graduating Students Survey. A course was included in the analysis if, based on the enabling competencies listed in the course outline, it showed sufficient coverage of an outcome listed in the survey (e.g., medicinal chemistry). The construct validity of graduating students’ mean self-ratings of each selected knowledge/skill was measured in terms of how strongly those ratings correlated with mean final grades in corresponding courses. As the survey responses were anonymous, which precluded analyses with individual student data, the correlations in this study were based on mean scores as the unit of analysis. Correlations were calculated for two AFPC roles and three areas of knowledge/skills.

Results: The correlations between survey ratings and final course grades ranged from .48 (Medicinal Chemistry) to .90 (Pharmacology). In other words, groups of students who reported in the survey that they acquired a higher level of knowledge in a particular area (e.g., toxicology), also tended to obtain higher grades in courses that focussed primarily on the same outcome.

Conclusion: Overall, these results indicate that graduating students’ survey ratings of their educational outcomes are supported with encouraging validity evidence. Considering inherent limitations such as data anonymity and shorter survey history, this study demonstrates a relatively straightforward approach to assess the validity of self-assessments in the AFPC Graduating Students Survey.

M-20

Implementation of the CADeN Indigenization Action Plan

Amber Ruben¹, Verna Arcand², Robin Guyer², Amy Lamb², Larry Leung ³, Jason Min ³, Cheryl A. Sadowski¹, Wade Thompson², Jennie Herbin², Inès Paschos², Emily G. McDonald²

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ²Indigneous Pharmacy Professionals of Canada, ³Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: Indigenous Peoples in Canada experience significant health inequities, including systemic barriers to accessing health care and higher rates of polypharmacy. The Canadian Medication and Appropriateness and Deprescribing Network (CADeN) promotes the safe and appropriate use of medications for all Canadians. Modeling community-led, reciprocity-based Indigenous engagement is challenging for many organizations. Recognizing this, in 2024, CADeN created an Indigenization Working Group (IWG) and developed a 5-year decolonization and Indigenization action plan. Our approach emphasizes humility and relationship-building, as we learn how to support medication appropriateness for Indigenous patients through community-led research and culturally appropriate, community-based solutions.

Goals: We have begun to implement elements of the plan by engaging with Indigenous communities, organizations and healthcare professionals. We are seeking perspectives on the needs and priorities of Indigenous peoples concerning medication appropriateness and deprescribing, as well as on the co-development of initiatives to address these concerns. Herein we describe some of our first steps through the organization and holding of a sharing circle.

Description: CADeN IWG members drew on their prior established relationships with Indigenous communities and organizations in the planning and recruitment for a sharing circle. The Indigenous Pharmacy Professionals of Canada (IPPC), a non-profit organization representing Indigenous pharmacists, technicians and assistants, was identified as an official partner. Fifteen invitees (IPPC members and Indigenous nurses) from five provinces were invited to attend, and an Elder opened the circle with ceremony. There were guiding questions and opportunities for dialogue among all participants.

Effectiveness of the Initiative: Over the course of one workday, participants shared stories and insights into community priorities and culturally appropriate strategies for addressing medication appropriateness. Key themes were recorded in an anonymized written report and graphic illustration. Participants retained control over the dissemination and approved uses of the data through consensus-based decision-making, thus upholding Indigenous data sovereignty. This initiative represented a significant step for CADeN in building relationships with Indigenous healthcare professionals and deepening our understanding of how to support pharmacists in offering culturally safe medication counselling for Indigenous patients. The insights gained will help shape pharmacy education, ensuring future pharmacists are better equipped to offer culturally safe care about medications and polypharmacy within Indigenous communities.

M-21

Factors that underpin student decisions to pursue the Doctor of Pharmacy degree

Tiffany Lee ¹, Gerald Galway², Amit Sundly², Stephen Coombs¹, Natalie Kennie-Kaulbach², Omar Bdair¹

¹School of Pharmacy, Memorial University, ²College of Pharmacy, Dalhousie University.

Purpose: The purpose of this study was to gain a better understanding of the factors influencing students’ decisions to pursue the PharmD degree in the Canadian context.

Methods: From March to July 2024, we surveyed students and graduates from PharmD programs at Memorial and Dalhousie Universities. Students accepted for Fall 2024 admission were also invited to participate. The survey consisted of 35 Likert items (5-point scale, 1 to 5 rating) relating to students’ decisions to pursue a PharmD degree as well as sociodemographic questions. Validity and reliability testing were performed; reliability testing showed good internal consistency (overall Cronbachs alpha = 0.827). Data were summarized using descriptive statistics. Differences across decision-making domains by gender and other demographics were analyzed using ANOVA, Chi-square, and t-tests, as appropriate. The relationship between predictor variables (e.g., gender, decision-making factors) and PharmD as first choice of degree program was examined using logistic regression.

Results: Data from 170 participants (27.5% response rate) were included in the analysis. Mean age was 22.8 years (SD 2.75); 80.7% identified as women and 34.7% reported belonging to an equity-deserving group. Most participants grew up in a two-parent household (80.6%) with well-educated parents (60.0% bachelor’s degree+) and family incomes ≥ $100,000 (55.4%). Decision-making was highly influenced by personal and career factors (mean score 4.22 (SD 0.67) and 4.03 (SD 0.77), respectively); institutional and financial factors were less likely to influence decision-making (mean score 1.83 (SD 0.75) and 2.14 (SD 0.76), respectively). Gendered differences were observed. Women were more likely to purse a degree in pharmacy due to their personal interest in helping people, achieving a work-life balance, and the many career options within pharmacy. University recruitment activities, personal desire to work in a healthcare field, and age were statistically significant predictors of PharmD as first choice of degree in the multivariate model.

Conclusion: Results suggest that personal and career factors play an influential role in students’ decisions to study pharmacy. However, students from low-income families and non-traditional family structures were underrepresented in our sample. Findings may inform future recruitment strategies and supports for low-income students as well as career counselling and outreach in secondary school systems.

M-22

Interprofessional collaboration competency development in community pharmacy

Kerry Wilbur ¹, Janice Yeung¹, George Pachev¹, Larry Leung¹, Jason Min¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Interprofessional education programming for pharmacy students in Canada aims to promote early understanding of roles and expertise among health professional trainees. How such early and structured campus-based exposure to shared-care translates into tangible cooperation between disciplines in the clinical learning environments of the experiential curriculum is not well characterized. We report how pharmacy students describe interprofessional experiences during workplace-based learning in community pharmacy patient care settings.

Methods: As part of a larger project, nineteen participants in a longitudinal diary study kept records during their fourth-year pharmacy rotations. At three pre-determined intervals during the 8-week community pharmacy rotation, participants submitted written reflections in response to specific diary prompts. Diary records included descriptions of how pharmacy students were performing collaborator roles and who was influencing collaborator competency development. Participants wrote freely and were not provided collaborator definitions from pharmacy or interprofessional frameworks. Participants gave follow-up interviews to offer further insights about their collaborator experiences. We conducted reflective thematic analysis of diary and interview data.

Results: We analyzed 45 diary entries and 13 follow-up interviews. Students identified many opportunities to collaborate with prescribers, mostly physicians. Students predominantly communicated (by fax and by phone) to solve patient drug access issues, answer drug information questions, and address identified drug therapy problems. Interaction with other health professionals seemed opportunistic based on practice site and without evidence of incorporation into routine work. Collaboration with pharmacy personnel, patients, or family was infrequent. Many students did identify encouraging preceptor feedback for effective communication with collaborators who prescribe. Students missed timely access to prescribers and relevant patient information they felt necessary for collaboration, in contrast to what they encountered in hospital learning environments.

Conclusion: Pharmacy students believed they practiced collaborator roles during the community pharmacy rotation, primarily with physicians. However, limited engagement with professionals from other disciplines was opportunistic and collaboration with patients and other pharmacy personnel were under-represented in their recorded experience. Given the reality of single discipline practices, like community pharmacies, IPE programming must equip health professional students with models and strategies to purposely establish collaborative relationships and share care across physical spaces.

M-23

Monitoring experiential education in real-time: Utilization of feedback and data to create a decision matrix to guide curriculum renewal

Marcia McLean ¹, Karen Cameron¹, Jennifer Lake¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: As experiential learning at LDFP prepares for curriculum renewal, a review of the current program and a clear map of potential changes needs to be evidence-informed, with thoughtful collection of multiples sources of feedback and data. An analysis of combined sources will form the rationale for proposed changes and ongoing monitoring.

Methods: Potential data sources were identified and analyzed for their utility in informing current performance and supporting proposed changes. Data selected involved student performance (OPPCAT assessments), student experience (% rotations filled, % students getting top choices), site and preceptor findings (through quality assurance procedures to monitor evaluations and Faculty outreach visits). Preceptors were surveyed electronically, answering 5 questions on a 5-point scale and 3 free text questions. Additionally, student feedback was sought for pilot programs and the new focused rotations. Overall, a decision matrix was created for data, analysis, and recommendations.

Results: The combination of data and feedback, decision points, and action steps in a decision matrix ensured determinations in the experiential education program are manageable and objective. For example, student performance data for EPE courses identified average scores that were higher than anticipated (e.g., level of guidance required) for the level of students at this stage in their pharmacy career, highlighting a need to improve preceptor benchmarking. Data on preceptors and sites informed ongoing preceptor support and the selection process for the new curriculum. Survey data identified changes to specialized experiential learning initiatives (e.g. activities for an MLE APPE), focused student orientation on key areas identified for success, and called attention to areas of growth (e.g. pilot projects in Toronto East and Northwestern Ontario).

Conclusion: Data analysis and feedback informed the design and delivery of experiential learning in the current design and in the design of new initiatives. A decision matrix facilitated utilization of data collection, analysis, and feedback through the decision-making process, leading to intentional development of new opportunities. Continued use of this tool will optimize the learning experiences for both students and preceptors, and support the development of future pharmacy professionals.

M-24

Translating evidence into action: Improving minor ailment consultations through literature review training

Sarah Fallis ¹, Nardine Nakhla¹, Caitlin Carter¹

¹School of Pharmacy, University of Waterloo.

Background: As medicine evolves, pharmacists must continuously review new literature and apply these findings to deliver evidence-based care. This fundamental skill is particularly crucial for minor ailments, where evidence is often limited or conflicting. In the University of Waterloo's Advanced Patient Self-Care course, third-year students conduct literature reviews exploring new treatments or misconceptions, and then develop clinical tools summarizing their results to support pharmacists in minor ailment consultations. Over the past three years, additional supports have been introduced to strengthen student research skills and enhance the applicability of their clinical tools for Canadian pharmacy practice.

Goals: The initiative aimed to enhance the quality of clinical pharmacist tools created by students by improving their literature review skills, understanding of evidence, and overall academic performance.

Description: The educational supports offered evolved over three years. In 2022, no additional guidance was provided. In 2023, an optional literature review tutorial held by the pharmacist teaching assistant (TA) was offered. In 2024, an optional collaborative tutorial between the pharmacist TA and pharmacy librarian was offered with additional opportunities to book meetings with the librarian to refine search strategies. In this same year, the assignment rubric was refined to enhance the evaluation criteria.

Effectiveness of the Initiative: Student performance on literature reviews improved following the inclusion of the tutorial, with class averages increasing from 88% (2022) to 99% (2023) and 93% (2024). The 2024 decrease is attributed to a more detailed rubric and stricter evaluation criteria, not declining performance. Following the 2024 collaborative tutorial, all 13 attendees rated it as a very or extremely effective teaching method. Furthermore, the pharmacy librarian's contribution to addressing questions regarding search strategies received an average rating of 4.4/5. Student performance on the clinical pharmacist tools remained consistent, with class averages of 94% (2022), 94% (2023), and 93% (2024). However, the tools developed in 2023 and 2024 demonstrated improved real-world applicability, likely due to stronger literature review skills from the first portion of the assignment. This interdisciplinary teaching model enhanced research competency and translated into higher-quality pharmacist tools that impact clinical practice.

M-25

Curbing assessment overload in pharmacy education: A case study

Kristin Janke, College of Pharmacy, University of Minnesota.

Background: Assessment overload is a contemporary challenge that can hinder effective learning and contribute to student stress and burnout. Overload may occur due to growth in the number of assessments within courses, or from pressures for program-level data.

Goals: This session aims to provide the audience with practical strategies to curtail assessment overload in pharmacy curricula.

Description: To foster a more conducive learning environment for pharmacy students and a more sustainable assessment-related workload for faculty, schools should periodically examine the collective assessments within the professional program. Strategies are needed for identifying the signs of assessment overload within pharmacy curricula and taking action to improve the quality of the assessment program. A case study will be presented of a pharmacy program that has engaged in the process of reducing assessment overload, including the signs that were encountered, the methods of discerning the presence of overload and the strategies used to reduce it. Common questions will be addressed including: What are the types of overload? What are the key indicators the curriculum may be suffering from assessment overload? What are examples of ways to reduce overload while still maintaining educational rigor?

Effectiveness of the Initiative: In a three step process, the program was able to reduce assessments by 50%, resulting in a more manageable, sustainable and useful set of learning assessments. This process included classifying types of assessments, gathering data on the status of assessments in the program, partnering with faculty, identifying low impact assessments, empowering decision-making, supporting change and communicating improvements. The insights developed during this initiative influenced the school in undertaking curricular change where additional reductions were made, along with tackling ambitious goals for collaborative exam writing, centrally coordinated assignments and enhanced student performance tracking over time.

M-26

Digital tools in minor ailment education: Insights from MAPflow implementation

Debra Sibbald ¹, Nardine Nakhla², Kristi Van Gaalen²

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²School of Pharmacy, University of Waterloo.

Background: As minor ailment prescribing expands across Canada, the integration of digital health technologies in pharmacy education requires careful consideration of teaching methodologies and assessment strategies to support effective curriculum transformation. Understanding how to effectively implement these tools becomes crucial for addressing evolving curriculum demands.

Goals: To evaluate the implementation and effectiveness of different MAPflow integration strategies in minor ailment education across two Canadian pharmacy schools, examining how digital health technologies can support diverse learning approaches and assessment methods. This analysis aims to provide educators with evidence-based insights for integrating digital clinical decision-support tools to enhance student preparedness for expanded pharmacy practice roles, while addressing the challenges of delivering comprehensive minor ailment education at scale.

Description: Two distinct implementation approaches were evaluated. At the University of Toronto, MAPflow was introduced as an optional educational support tool in both a required second-year course and a third-year elective course. Students were encouraged to use the platform independently to simulate real-world prescribing scenarios, with usage tracked and outcomes assessed through comprehensive surveys.

At the University of Waterloo, MAPflow was embedded within a structured competency-based framework in a required second-year course. Students completed standardized patient (SP) exercises through both practice sessions and formal assessments, with performance evaluated through structured rubrics focusing on information-gathering and documentation skills.

Effectiveness of the Initiative: Each implementation model yielded distinct outcomes. Toronto's self-directed approach achieved high student engagement with survey data demonstrating enhanced confidence in minor ailment prescribing and valuable exam preparation benefits. Waterloo's structured integration enabled systematic assessment of student documentation and communication skills through standardized patient interactions, providing objective evidence of skill development through rubric-based evaluations.

PE-01

PharmPath: Virtual immersive simulations and in-person experiential opportunity in pharmacy education for secondary and post-secondary students from underrepresented communities

Aleksandra Bjelajac Mejia ¹, Lachmi Singh²

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²University of Toronto.

Background: Pharmacists (RPh) and Pharmacy Technicians (RPhT) have seenexpansions to their scope of practice,notably regarding the assessment of minor ailments.Despite these professionals'importance, applicationsto pharmacy programs in North America have declined in recent years. Recent graduate surveys indicate that Black and Indigenous students areunderrepresented in pharmacy programs and comprise a disproportionately small percentage of the student body (3% to 4%) compared to the diversity of the communitiesthey serve(Association of Faculties of Pharmacy of Canada, 2020; Population Demographics, 2019).

Goals: Ourgoal is to determine if experiential days enhanceknowledge and interest in the pharmacy profession. We do this by exploring underrepresented students’ understanding about the scope of practice of pharmacists and pharmacy technicians and theirinterest in the pharmacy profession after participating in the PharmPath event. We also exploreperceived barriers topharmacy education. Our research question is two-fold: 1) To what extend did PharmPath provide a meaningful and engaging learning experience for participating students? 2) How did participation in PharmPath influence students’ interest, knowledge, and skills related to pharmacy careers?

Description: The projectlaunched a social media campaign featuring video interviews with Black and Indigenous pharmacists, pharmacy technicians, andPharmD students. Next, three virtual immersive scenarios addressing topics relevant to students were developed to clarify the scopes of practice for pharmacists and pharmacy technicians (n=130).Finally, a cumulative one-day experiential opportunity was held at [redacted] on March 16, 2024, for interested students (n=39). Attendees were able to interact with pharmacy professors, PharmD students, and volunteers through various learning activities in different environments.

Effectiveness of the Initiative: Findings from 2024’s focus group indicated that 92% of respondents strongly agreed they are more familiar with the roles and responsibilities of pharmacists. 92% of respondents agreed/strongly agreed that the experiential day increased their interest in pharmacy. 77% indicated they are more familiar with PharmD admission requirements and 85% of respondents agreed/strongly agreedthey learned a lot from the experiential day. Focus group transcripts highlightedtwo key issues:Financial concernsand the need for more experiential opportunities. Findings from the expanded 2025 PharmPath event (March 2025) will be shared in this session.

PE-02

Innovating leadership education via coaching activities for emerging pharmacy leaders

Patricia Gerber ¹, Richard Price¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: The Graduate Diploma in Pharmacy Leadership (GDPL) was designed to pioneer leadership development in pharmacists. Effective leadership demands more than expertise—it requires the ability to inspire, empower, and engage others through meaningful conversations. Leaders who adopt a coaching mindset can foster stronger connections and guide individuals toward self-discovery, critical thinking, and problem-solving. Recognizing this, we designed a unique learning environment that incorporated coaching discussions and activities.

Goals: Our goal was to embed individual and group-based learning experiences across the curriculum that transcend traditional coursework. By emphasizing coaching principles, we aimed to instill a deep understanding of how adopting a coaching mindset enhances professional relationships and overall leadership effectiveness.

Description: Blending theory with hands-on application, we developed teaching and learning strategies centered on coaching conversations. The initiative began with a didactic in-person session introducing coaching foundations, theories, and their relevance to leadership development. Role-play and group discussions reinforced these concepts. This was followed by a series of online activities integrating coaching dialogues between students and professional coaches. As these working pharmacists journeyed through the Program, they had immediate opportunities to apply what they learned to their day-to-day workplace conversations. These real-time applications reinforced their learning, deepened their understanding of coaching as a leadership tool, and demonstrated the potential of adopting a coaching mindset to enhance both personal and professional effectiveness. The integration of coaching activities into the GDPL curriculum aligns with the growing recognition that effective leadership in healthcare requires more than technical expertise; it demands interpersonal agility and the ability to nurture high-functioning teams through conversation.

Effectiveness of the Initiative: Seizing the opportunities that the design of the GDPL curriculum presented, we developed a coaching stream strategically embedded into the Program. This innovative initiative represents an advancement in hybrid pharmacy education that will be of interest to those seeking to empower the next generation of pharmacy leaders through coaching as part of leadership development.

PE-03

Not today AI, perhaps tomorrow: A definitive approach to French translation for a smoking cessation module for pharmacy students in Canada

Marie Rocchi ¹, Darius Ramrattan², Vincent Dagenais-Beaulé³

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ³Faculté de pharmacie, Université de Montréal.

Background: Canada has three French language pharmacy programs out of ten. Most online educational materials developed in English by the Association of Faculties of Pharmacy (AFPC) are not translated into French due to cost, process, and the historic willingness of French schools to use English resources if relevant. However, for a bilingual country and academy, equity for francophone students and faculty should be improved, including for those serving francophone communities. An online module on Smoking Cessation was developed in 2024 in English. Funding for French translation was provided by the sponsor. Language translation by Artificial Intelligence (Machine Translation) is an emerging application. However, its use in domain-specific terminology, which requires specialized knowledge and contextual awareness, remains a challenge.

Goals: Given the unproven nature of AI for this intricate translation process, and with resources that were available, we employed a method that used human translation, domain and design expertise, and quality assurance techniques. Exporting an XLIFF file was another possible solution, although we lacked the ability to download this application.

Description: The module included several multi-media elements, guidelines, and government resources that posed additional translation challenges and complexity. Our process was: 1) Creation of a file output (PDF) with text, images, and interactive elements; 2) The funder’s translator produced a French document, which also identified areas for which French resources were not readily available; 3) Translated elements were laid out in the platform and alternative resources sought; 4) A bilingual student reviewed the layout for fidelity; 5) The faculty member reviewed the translated product making critical suggestions; and 6) Text for other elements were translated manually (e.g quiz, evaluation survey) although the Learning Management System afforded translation for some features.

Effectiveness of the Initiative: Forty-four students completed the evaluation survey for the French module: 100% strongly agreed or agreed that it was relevant and increased their knowledge; 98% planned to apply it in practice and found it interactive. The learning resource was well received. However, professional translation required revision by individuals with domain and design proficiency. Future translation work can utilize the process described here to promote equitable access to APFC resources for French language programs while harnessing AI for a possible sustainable fiscal approach.

PE-04

℞apid resources: A pharmacy resource consolidation project

Jason Min ¹, Olivia Bailey¹, Anna Crossman¹, London Gokarn¹, Sunny Qin¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: The Entry-to-Practice (E2P) PharmD Program at UBC is a four-year professional program with therapeutic content delivered in large, modular courses (15-18 credits each) and organized by body systems (e.g. cardiovascular, respiratory). Each module is accompanied by specific resources and guidelines, making it difficult at the course-level to have consolidated resources as part of the syllabi. As a result, students often feel overwhelmed trying to keep track of the resources they are expected to utilize. To address this challenge, ℞apid Resources was created.

Goals: ℞apid Resources is a student-led initiative that consolidates pharmacy-related resources into a user-friendly, open-source website, designed to support pharmacy students in navigating the overabundance of resources. This project aims to alleviate student burden by enabling quick access to relevant materials, improving navigation, and promoting awareness of open education resources (OER). The project is available to all UBC pharmacy students (approximately 880 students), however, our goal is to extend access to both students and practicing pharmacists in BC and beyond.

Description: ℞apid Resources is organized by module (e.g., cardiovascular) and further divided by medical condition (e.g., atrial fibrillation). Each condition is then divided into three subsections: 1.⁠ ⁠Tools/Resources: Links to clinical guidelines and scoring tools2.⁠ ⁠Student-Made Guides: Two page summaries of each condition, including pathophysiology, diagnosis, signs/symptoms, goals of therapy, risk factors, and treatment (drug and non-pharmacological measures)3.⁠ ⁠Test Your Knowledge: A student-made question bank and answer key designed to reinforce knowledge.

Content in ℞apid Resources has been peer-reviewed by pharmacists. A sustainability plan to update the resource every two years is being developed.

Effectiveness of the Initiative: Although this project continues to iterate, an evaluation survey was conducted to assess the effectiveness of the initiative. Among the 53 student respondents, 47% agreed that it is moderately challenging to locate and access relevant pharmacy resources. Encouragingly, 73% of students felt ℞apid Resources has improved their ability to access and utilize pharmacy-related educational materials and 58% would use the project during rotations. Future improvements include adding in elective content and increasing accessibility options.

PE-05

Evaluating Student Participation and Confidence in Minor Ailments Prescribing After Program Year 1 Curriculum

Gilly Lau ¹, Ali Reza Ladak¹, Tony Seet¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: In response to the expanded scope of practice for pharmacists in British Columbia, which now includes Pharmacist Prescribing for Minor Ailments and Contraception (PPMAC) services, three tutorials focused on minor ailments were introduced during the 2023W academic year. Of the 21 minor ailment conditions, 13 conditions are topics taught in year 1 of University of British Columbia’s (UBC) Entry-to-Practice Doctor of Pharmacy (E2P PharmD) program. Following completion of the third PPMAC tutorial, pharmacy year 1 (PY1) students completed a survey to evaluate their level of preparedness to participate in PPMAC services. In 2024S, students completed a mandatory four-week outpatient practicum.

Goals: To assess students’ participation levels and confidence in providing PPMAC services following their completion of their PY1 practicum and gather their feedback on improving the PPMAC tutorials.

Description: A post-practicum survey was distributed to PY1 students after completion of their summer outpatient practicum. Students were asked about the number of PPMAC services they provided, the conditions addressed, the resources utilized, and their confidence in assessing patients, diagnosing, and making recommendations for conditions covered in PPMAC tutorials. An open-ended question invited suggestions for how PPMAC tutorials can be improved. Responses were analyzed using descriptive statistics and qualitative thematic analysis.

Effectiveness of the Initiative: Twenty-six responses were included for analysis (n=26). Notably, 58% and 27% of respondents participated in PPMAC services 1-10 times and 11-20 times respectively during their practicum. The most common conditions encountered by respondents were urinary tract infection (92%), allergic rhinitis (92%), conjunctivitis (63%), and contraception (63%). Of these, the first three topics are covered in the PY1 PPMAC tutorials. The majority of students felt confident in assessing and diagnosing patients (67% agreed/strongly agreed) and making recommendations (62% agreed/strongly agreed) for conditions covered in PY1 tutorials. The most commonly used references to support prescribing were the MedSask prescribing algorithms and the Compendium of Therapeutic Choices. The most frequently suggested improvement for the PPMAC tutorials was to incorporate more opportunities for practice (42%). In response, the third PPMAC tutorial was revised to a jigsaw format for the 2024-2025 academic year.

PE-06

Teamwork in action: Enhancing pharmacy education through intraprofessional skills lab collaboration

Rene Breault ¹, Todd Prochnau², Lily Kriese², Trudy Huyghebaert², Lindsay Torok-Both³, Dylan Moulton¹, Damion Barnes¹, Amy Coneybeare², Kara Mohr²

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ²Red Deer Polytechnic, ³Norquest College

Background: Effective collaboration between pharmacists and pharmacy technicians is essential to optimize patient care and improve workflow efficiency within pharmacy practice. However, opportunities for intraprofessional learning between pharmacy students and pharmacy technician students are often limited within traditional curricula. To address this gap, an intraprofessional skills lab activity was developed to foster teamwork, communication and role clarity among students from both professions.

Goals: The primary goals of this initiative were to: 1) provide pharmacy and pharmacy technician students with hands-on experience working collaboratively in simulated practice scenarios; 2) enhance understanding of each profession's roles and responsibilities within the pharmacy team; and 3) assess the perceived value and impact of the activity on students' confidence and teamwork skills.

Description: Year 3 pharmacy students from the University of Alberta (n=135) and senior pharmacy technician students from four programs across the province (n=106) participated in a 2-hour skills lab delivered both virtually and in-person in the fall of 2024. Students role-played four scenarios involving a patient seeking care in a community pharmacy setting. The scenarios required students to demonstrate their respective scopes of practice and “hand-off” the patient to the other professional for further assessment and/or care. After the lab, students were invited to complete an evaluation of the activity to assess their understanding of each other's professional role and their confidence with intraprofessional collaboration. Students were also invited to provide responses related to their biggest takeaway from the activity and to identify areas for continued professional growth related to intraprofessional collaboration.

Effectiveness of the Initiative: One hundred and ninety four students responded to the survey (81%). The majority of students (89%) reported a strengthened understanding of the roles and responsibilities of technicians/pharmacists, 90% reported feeling confident in their ability to collaborate, and 93% recognized how others' skills and knowledge complement and overlap with their own. Students valued collaboration and teamwork, the opportunity to practice communication skills, and the potential for improved workflow and efficiency in practice. Areas for continued professional growth were related to transitions of care, building confidence, and improving communication skills.

PE-07

Development of an Advanced Vaccination Course for Practicing Pharmacists

Alexandre Chadi Faculté de pharmacie, Université de Montréal.

Background: The expansion of pharmacists' scope of practice now allows them, in most provinces, to prescribe and administer vaccines. However, the rapid evolution of vaccination science and recommendations makes it increasingly challenging for pharmacists to maintain proficiency. While mandatory theoretical and practical vaccine training is required to become a vaccinator, these foundational courses often fall short in equipping pharmacists to effectively implement vaccine services and promotion in community pharmacy settings.

Goal: To design an advanced vaccination course for practicing pharmacists, enhancing their knowledge of vaccines and confidence in delivering vaccination services in community pharmacies.

Description: From March to November 2024, a 14-hour virtual course was offered to Quebec community pharmacists in collaboration with the Centre Focus, Université de Montréal’s continuing education center. The program included seven 2-hour modules delivered monthly via Zoom by a multidisciplinary team of instructors (pharmacists and nurses with experience in both community and hospital settings). The course aimed to strengthen participants’ competencies in three core areas: 1) Critical analysis of vaccine literature, 2) Effective communication and 3) Organization of vaccination services. The modules covered key topics, including immunology and vaccinology principles, communication strategies, pediatric vaccination, adult vaccination, mass vaccination campaigns, and travel health (split into two sessions). A variety of learning activities were integrated, such as didactic presentations, case-based problem-solving, expert testimonies, and experience-sharing discussions. Participants completed an online survey after the final module.

Effectiveness of the Initiative: A total of 161 pharmacists registered for the course, with 66 participants (41%) completing all seven modules. Survey responses were received from 59 participants (37%). Feedback highlighted high satisfaction with the course structure, content, duration, and difficulty. Participants appreciated the inclusion of multiple speakers, the use of case studies, and the opportunity to share field experiences (e.g., managing vaccine costs, addressing hesitancy, and navigating diverse practice contexts). Notably, participants’ confidence in adult and travel health vaccination increased significantly following the training, with 36% and 55% more participants, respectively, reporting good to excellent confidence in these areas. These results underline the value of tailored, advanced training programs in supporting pharmacists’ expanding role in immunization services.

PE-08

An interdisciplinary team approach to providing education on feminizing and masculinizing hormone therapy to gender-diverse clients​

Tayyaba Mawani Queen Square Family Health Team.

Background: Gender affirming care is needed now more than ever before, with approximately 1 in 300 people in Canada identifying as transgender or non-binary. Many gender diverse people are accessing primary care services for help with their gender transition, specifically looking for assistance accessing gender-affirming hormone therapy – but clinicians often do not have the knowledge or confidence to provide education on transition related hormone therapy. At the same time, clients do not have access to the information they need to make these important informed decisions, often getting this information from unreliable sources on the internet.

In this presentation, we will outline the development and showcase the patient education modules developed by a team of pharmacists on gender-affirming hormone therapy. The aim of these patient education modules is to provide patients with evidence-based information about gender-affirming hormone therapy allowing them to make informed decisions about their healthcare. Each session focuses on the gender-affirming medication, indications, uses and changes that can occur while taking the medication. Engaging pharmacists into the program not only supports the patients but also provides additional support to the clinicians providing this care.

Goals: Following the presentation, attendees will be able to:

· Understand the newly developed pharmacy lead patient education modules on gender-affirming hormone therapy

· Discuss how leveraging the pharmacy team in your clinic can help reduce wait times, clinic visits and provide access to care to more clients seeking gender affirming care

· Develop a framework for evaluating client knowledge, skills, and confidence with gender-affirming hormone therapy after attending a workshop

Description: During this presentation we will help guide clinicians through what conversations to have with clients regarding hormone therapy, tips on starting your own workshop, how a workshop can improve efficiency at the clinic, resources you can access and tools to evaluate client knowledge, skills, and confidence.

Effectiveness of the Initiative: Results show participants were 55% more knowledgeable about the different medications and hormone therapy used in gender affirming care and 51% have a good understanding of the risks and benefits of medications and hormone therapy. Other successes will be shared in the presentation.

PE-09

Not quite ready to take flight: bringing back the connection as students prepare to launch

Jill Hall ¹, Pawan Gill ¹

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta.

Background: A fourth-year seminar course intended to support the development of the individual’s professional identity through self-directed group-based learning activities remains only partially effective. Student feedback indicated a desire for faculty connection and guided learning, which is not surprising given their transition from a structured didactic curriculum to diverse and independent experiential training environments.

Goals: To describe a new approach intended to foster meaningful connections and shared learning among students and faculty using selected guided educational offerings across the APPE placements.

Description: Four guided educational sessions intended to support students and facilitate their practice readiness were introduced along with ‘Practice Circles’, addressing prior feedback in the course. Students selected at least one placement-focused educational session (stress management and/or having difficult conversations) and at least one supporting transition to practice session (offered by the provincial licensing and advocacy bodies). Student queries were captured pre-session to tailor the content and feedback collected upon completion. Further, "Practice Circles" were purposefully held during the second rotation block to foster peer connection through students’ reflections on their diverse professional experiences, guided by near-peer facilitator prompts and group discussion.

Effectiveness of the Initiative: Students were asked to submit key takeaways from each session. They identified the importance of recognizing stress and implementing strategies to manage it, along with the need to establish open communication, set clear expectations, and define feedback methods early to avoid conflict with their preceptors. Feedback indicated that the sessions were motivating and informative. Themes that emerged from the Practice Circle social media posts (#todayyearsold or #lightbulbmoment) included the realization of how great their impact on a patient's life is, the roles included in a full-scope practice, and how rotations are supporting their growth across competency domains and preparing them for independent practice. Students noted that these sessions fostered connection as intended, while facilitators appreciated the opportunity as near peers and were impressed by student contributions. These activities are one way other educators could support learners’ practice readiness in their programs, to improve students’ confidence to launch as engaged professionals.

PE-10

Bridging the gap: Designing an intraprofessional patient-centred event for pharmacy and pharmacy technician students

Lisa Ferrara ¹, Clara Wong², Julee Joseph², Jennifer Lake¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²Centennial College.

Background: The Canadian Council for Accreditation of Pharmacy Programs (CCAPP) requires graduates to develop skills to effectively collaborate with an intraprofessional team, ensuring well-prepared graduates who can meet the needs of their communities. Point of care testing (POCT) was a recent legislated change in scope for both professions in Ontario, making it a great topic to ground shared learning.

Goals: The goals for this learning activity were to 1) pilot an intraprofessional event to build a larger slate of events in the future; 2) for students to describe each other’s scopes for POCT in community pharmacy practice; 3) develop effective teamwork, communication, and negotiation skills through simulated patient encounters.

Description: Intraprofessional education has been an identified gap in both programs with feedback from both Faculty and students noting the need for increased opportunities. In-person events were thought to allow maximum engagement for a collaborative experience. From a pedagogical design, we felt a combination of didactic teaching (e.g., legislated scope) and case-based simulated experiential learning opportunities would engage the students and highlight their scopes for POCT. The event included simulation experiences focused on various POCT devices, such as blood glucose monitoring, lipid testing and prothrombin time monitoring. The students worked in teams to perform tests, interpret results, and discuss clinical implications to patient care.

Effectiveness of the Initiative: Four experienced educators, two from each program identified gaps and selected a topic which supported their needs and was amenable to didactic teaching and simulated cases. Cases were peer-reviewed, and feedback was incorporated. Approximately 350 students completed this session in early April, using a rotating model of four sessions of two hours each, all students were in mixed groups. This project fostered stronger teamwork and professional growth between the Leslie Dan Faculty of Pharmacy and the Centennial College Pharmacy Technician Program, providing valuable insight into each other’s approaches and can lead to a new set of learning activities related to intraprofessional collaboration.

PE-11

Pharmacy and the social determinants of health: Empowering pharmacists to advance health equity through social prescribing

Tarek Hussein ¹, Nicole D'souza¹

¹International Social Prescribing Pharmacy Association

Background: Social determinants of health (SDOH)—such as social isolation, loneliness, housing instability, and access to community resources—are critical drivers of health disparities, profoundly impacting mental health and overall well-being. Pharmacists, as accessible healthcare providers, are uniquely positioned to address these factors through social prescribing, which connects individuals to non-medical resources that improve health outcomes. Despite this potential, integrating social prescribing into pharmacy practice and education remains limited.

Goals:

● Share findings from a national environmental scan evaluating the integration of social prescribing into Canadian pharmacy curricula, with a focus on addressing SDOH and mental health.

● Introduce highlights from the forthcoming position statement, "Transforming Health Equity and Outcomes: Why Pharmacies Are Key to Social Prescribing."

● Provide actionable strategies for embedding social prescribing into pharmacy education to prepare future pharmacists to address SDOH and mental health needs.

Description:

● Canadian Institute of Social Prescribing Environmental Scan results: A review of Canadian pharmacy curricula to assess the inclusion of social prescribing and related content on SDOH and mental health, including interviews with educators and practitioners to identify gaps and opportunities for curricular development.

● International Social Prescribing Pharmacy Association Position Statement Announcement: Collaboration with experts to articulate the pharmacy profession's role in advancing equity, addressing mental health challenges, and improving outcomes through social prescribing.

Results:

● Curricular Gaps: Canadian pharmacy programs have limited coverage of social prescribing, SDOH, and mental health, and the existing content is highly variable.

● Strong Stakeholder Support: Stakeholders consistently identify social prescribing as a priority area for advancing pharmacy practice, particularly addressing mental health and equity challenges.

● Opportunities for Innovation: Pathways for integration include case-based learning, experiential education, and interprofessional collaboration focused on mental health and SDOH.

Effectiveness of the Initiative: Pharmacies can play a pivotal role in addressing SDOH and mental health needs through social prescribing through:

● Pharmacy Education Reform: Recommendations for standardized curricular content on SDOH and social prescribing, focusing on practical skills to address social isolation, mental health, and inequities.

● Sustainable Practices: Strategies for aligning social prescribing with sustainability and equity principles.

● Practical Tools: Tools and frameworks to empower pharmacy students and professionals to address SDOH and connect patients to mental health and social resources effectively.

PE-12

Transforming Professional Practice Labs: Cultivating Collaborative Learning Spaces

Ashlee Brunt ¹, Lisa Ferrara¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Background: Traditionally, the first-year medication therapy management (MTM) laboratory relied on multiple timed assessments to evaluate students' knowledge and practical skills. Student feedback noted that these assessments induced stress, and we did not find that they accurately reflected students' understanding and abilities. Innovative teaching methods foster essential competencies, so we introduced a new format for MTM laboratory sessions focusing on a cumulative written task, enhancing experiential learning and reducing cognitive load.

Goals: This collaborative learning environment allows students to receive timely formative feedback, build confidence, and produce graduates who meet our professional program’s educational outcomes.

Description: The new lab format was introduced in the 2024-2025 academic year in response to previous student evaluations. Instead of timed assessments on individual lab skills, the lab now offers opportunities for collaborative problem-solving, group discussion, and practice during laboratory time to immerse them in a simulated but safe environment. Clinical instructors are encouraged to share their professional expertise and experiences with students while providing formative, real-time feedback and guidance about the learning activities. This builds a bridge between conceptual knowledge and real-world scenarios. A cumulative written task at the end of each lab integrates the skills and concepts practiced during the lab, allowing students to demonstrate understanding in a relaxed and reflective manner while reducing the assessment burden for students and Faculty.

Effectiveness of the Initiative: Preliminary feedback from students and Clinical Instructors was positive for the new format. Faculty have observed improved student performance and engagement during labs. Our Clinical Instructors reported increased personal and professional enrichment because of the shared learning. Due to this interactive nature, we expect improved material retention and a more enjoyable learning experience. The cumulative written tasks provide a more comprehensive assessment of students' knowledge and skills, aligning better with the course learning objectives.

PE-13

Dashboard development for the International Pharmacy bridging program (QeP)

Isabelle Boisclair ¹, Nathalie Dubois¹, Joannah Valma¹, Gilles Leclerc¹, Nathalie Letarte¹

¹Faculté de pharmacie, Université de Montréal.

Background: The international pharmacy bridging program called Qualification en Pharmacy (QeP) welcomed its 14th cohort at the end of August 2024. To assess the impact of the implementation in 2021 of a competency-based program approach, the program team, in collaboration with the Bureau en évaluation de l'amélioration continue (BEAC), designed a dashboard. This dynamic tool helps faculty management and the program team to monitor progress in terms of academic and pedagogical objectives, and to define continuous improvement strategies based on observed results.

Goals: Describe the development of the dashboard and analyze the challenges and opportunities associated with measuring and interpreting data in a collaborative approach.

Description: Guided by an iterative and participative evaluative approach, the dashboard was developed in five steps: (1) define needs; (2) identify key indicators; (3) validate data quality; (4) design a dynamic structure to present these data; and (5) set targets aligned with priority objectives. The first edition highlighted sensitive measures for assessing targets, such as age of enrolment, average time to graduation, and success rate after the first trimester. These indicators are closely monitored, enabling us to formulate proposals for improvement based on reactive data analysis. The program is also able to compare the data from pre (2015 to 2020) and post-program restructuring (2021 to now). With a view to continuous improvement, the team plans to fine-tune the dashboard on an ongoing basis. Among other things, this year it plans to integrate data from the preparatory program and develop new indicators concerning the QeP graduation rate of students enrolled in the preparatory year and the average time taken to complete the program.

Effectiveness of the Initiative: Setting up the dashboard requires ongoing investment and active collaboration. The design of indicators is a complex exercise that must take into account the institutional and methodological realities. Clear and timely communication of results to stakeholders is essential. By using this tool regularly, the team will be able to monitor the program's progress, validate the objectives of the redesign and identify priorities for continuous improvement.

PE-14

From 'kids these days' to the way forward - Busting generational myths

Jill Hall ¹, Teri Charrois², Marie-Laurence Tremblay³, Natalie Kennie-Kaulbach⁴, Sandra Jarvis-Selinger², Kaitlin Bynkoski ⁵, Taylor Raiche⁶

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ²Faculty of Pharmaceutical Sciences, University of British Columbia, ³Faculté de pharmacie, Université Laval, ⁴College of Pharmacy, Dalhousie University, ⁵School of Pharmacy, University of Waterloo, ⁶College of Pharmacy and Nutrition, University of Saskatchewan.

Background: Reflect on the last interaction you had with a student in your (virtual) office or the discussion with colleagues about the current cohort. Perhaps thoughts that went through your head included things like ‘entitled snowflakes without resiliency who don’t know how to problem solve because their helicopter, lawnmowing parents cleared all obstacles for them’. The truth is, we’re more alike than we think and it’s time to start working with the next generation. It’s not about lowering standards or expectations but understanding, compassion, and moving forward together with generational humility. People have complained about and feared for the younger generation for thousands of years - each generation has different experiences that shape who they are. While it’s true we can’t assume their experience is the same as ours, building an understanding of how times have changed will allow us to reframe and find a new way forward.

Goals: This session will provide perspectives from a diverse group of educators. Participants will be encouraged to participate in a pre-session poll and reflection questions during the session.

Description: We will start by myth-busting generational stereotypes and delve into what has shaped who our students are and how they come to education, how they react to change, and how they can also help lead change for a better world. Building from that new understanding, we will suggest revisions to historical teaching and assessment strategies that will better prepare students for their professional roles. We will present strategies for recruitment and orientation to get your learners started on the right foot and for what supports students and preceptors may need prior to experiential learning. We will back up the ‘why’ with theory and evidence and provide practical strategies you can take back to your classroom.

Effectiveness of the Initiative: (This is a different type of presentation, being considered for plenary but also wanted to submit for consideration as a concurrent session if not selected as a plenary. Noting that this is not an 'educational initiative' per se but a presentation that will be applicable to the broad CPERC audience)

PE-15

Breaking barriers in pharmacy education: Promoting student flexibility and autonomy through a new online elective

Paulo Tchen ¹, Gilly Lau ¹, Kayla Fang ¹, Jocelyn Micallef¹, Natasha Pestonji-Dixon²

¹Faculty of Pharmaceutical Sciences, University of British Columbia, ²Other.

Background: In 2024, the Entry-to-Practice PharmD program at the University of British Columbia offered a new summer term online pharmacy elective, Exploring Rural Pharmacy Practice. To reduce barriers and support students to reach course outcomes, Universal Design for Learning (UDL) principles of multiple means of representation, engagement, and action and expression were integrated throughout course content, assignments, project work, and feedback provided to students.

Goals: Develop a new, learner-centered, online pharmacy elective course that employs UDL principles in major course components. Support learner agency with emphasis on choice, flexibility and improved sense of community resulting in a better learning experience.

Description: The course design was aligned with UDL principles to help students engage in the course materials and to support learning. All course materials were available to students asynchronously at the beginning of the term with flexible assignment dates. To support multiple means of representation and promote learner agency, course media included generated captions, speed control options and interactive activities were also included. To support engagement, there was a dedicated course coordinator supporting project groups, strengthening connections with students and building community. To support action and expression, students were permitted to use text-alternative submissions for reflection assignments, providing students more options to express their learning.

Effectiveness of the Initiative: Students enrolled in this course (N=12) were invited to complete the UDL Evaluation survey. The survey was anonymous, deidentified and results analyzed externally. Ten responses were included for analysis.

The coures content, structure and flexibility received favorable responses (N=10). All respondents strongly agreed that the flexibility in course delivery helped with balancing course workload and other responsibilities. All respondents indicated that they strongly or somewhat agreed that they were presented with sufficient choice to engage with the course content, and the structure of this course supported them to take ownership of their learning. All students agreed that working with a dedicated course coordinator supported a sense of community. No accessibility barriers to learning were reported.

Overall, the survey data indicates that students’ agency, flexibility and sense of community were supported and aligned with the UDL course design approach.

PE-16

Enhancing Pharmacy Education with Generative AI: Development and Implementation of a Simulation Patient Role-Playing Program for Pharmacy Students

Fong Chan ¹, Jamie Yuen ¹, Brie Weir¹, Jon-Paul Marchand¹, Neelam Bancy¹, Nour Mishel Ghashghaei¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: Generative artificial intelligence (genAI) technology has many potential uses in higher education. The GenRx (Generative AI-Enhanced Role-Playing for Pharmacy Education and Physical Examination) Project utilizes genAI to create patient personas and simulate realistic patient scenarios for pharmacy students to role-play. These AI-driven simulations provide a controlled, accessible and virtual environment to support students as they practice developing their clinical skills. This helps address the AFPC educational outcome of Care Provider (provide patient-centred care).

Goals: To describe the development and implementation of the GENRX Project in the Entry-to-Practice Doctor of Pharmacy (E2P PharmD) Program at the University of British Columbia (UBC).

Description: The GENRx Project team engaged with the UBC Cloud Innovation Centre (CiC) to develop a web-based prototype that leverages genAI technology for patient role-playing. This platform integrates genAI simulated patient personas and patient cases which include chart and lab work, creating a comprehensive, interactive case scenario. The team has developed 4 clinical cases in various practice settings in preparation for implementation. Future phases of the GENRx Project include implementation of the genAI personas into all professional years of the E2P PharmD program and expansion of functionality to include physical assessment activities.

Effectiveness of the Initiative: The GENRx Project will provide pharmacy students with an accessible, flexible, and virtual platform to practice patient role-playing that will promote active learning and enhance clinical skills. Through these simulated, authentic patient encounters, pharmacy students will gain valuable skills of comprehensive history taking, physical assessment, and documentation, which should translate to improved competency on practicum and in future practice. The GENRx Project will also provide insight into how such programs can be applied to other health disciplines (e.g. nursing, medicine, and dietetics) and continuing education programs for practicing pharmacists. Implementation of the GENRx Project will allow for an AI-driven, innovative approach to be implemented into higher education (and beyond) by incorporating new and evolving technology into pharmacy education.

PE-17

The impact of online Parkinson Disease medication support groups on patient/caregiver and student learning

Larry Leung ¹, Elizabeth Chan¹, Olivia Lee², Amy Tran²

¹Faculty of Pharmaceutical Sciences, University of British Columbia, ²University of British Columbia.

Background: Parkinson Disease (PD) is a progressive neurodegenerative disorder affecting ~15,000 people in BC. Symptomatic treatment often requires multiple medications and neurologist intervention, however specialist wait times can range from 6-12 months. This often leaves patients and caregivers managing medications independently. Meanwhile, UBC PharmD students seek further opportunities to apply their knowledge through practical patient engagement and can help fulfill this gap in the PD community.

Goals: This education initiative involved the building, delivery, and evaluation of three student-led online medication support groups with the aim of: (1) improving patient and caregiver PD-related knowledge, and (2) providing student facilitators with practical application opportunities, enhancing their understanding of PD in real-life contexts.

Description: The initiative followed a modified Community-Based Participatory Action Research framework involving 4 iterative phases: 1) Discovery, 2) Defining, 3) Piloting and Receiving Feedback, 4) Analyzing and Reflecting on Results. In collaboration with Parkinson Wellness Projects in Victoria, BC, a PD Advisory Committee (comprising patients, care partners/caregivers, specialists, and healthcare providers), and UBC PharmD students, online medication support groups were designed featuring educational material, facilitation guides, and breakout discussions. The support groups were delivered six times, and a mixed-methods evaluation was conducted through surveys and focus groups. Results were then thematically analyzed to improve future iterations.

Effectiveness of the Initiative: Post-support group feedback from patients and caregivers (n=53) revealed they felt better equipped to manage medications, and had greater confidence to engage with healthcare professionals. Student facilitators (n=8) expressed they gained a deeper understanding of the PD patient perspective, connected better to clinical questions beyond lectures, and found a sense of reward from engaging with participants. Analyses of results suggest these support groups have: (1) Given patients and caregivers more agency to self-advocate, taking control of their health, (2) Highlighted the importance of pharmacists in the PD community, and (3) Solidified the idea that further practical learning opportunities should be integrated into student learning. The initiative will be expanded in 2025 through implementation in the PharmD Neurology curriculum and is set to feature 20 student learners and up to 100 patients/caregivers.

PE-18

The meandering path to advancing student accessibility

Jason Min ¹, Tracy Shu¹, Lutfiyya Devji¹, Irene Luong¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: Creating an inclusive and accessible learning environment is essential for fostering equitable educational experiences for all students. Institutions are increasingly emphasizing accessibility with recognition that students living with disabilities are coming with various accommodations. While many disability inequities are recognized in different learning platforms, addressing them in productive ways with student engagement is rife with challenges.

Goals: Our goal was to create a process to improve accessibility in teaching and learning environments, starting with the Academic Electronic Health Record (aEHR) as a tool used by pharmacy students across the country. Best practices were informed by UBC’s Strategic Equity and Anti-Racism Framework and the international Web Content Accessibility Guidelines 2.2.

Description: This initiative was carried out in three phases: (i) recruiting a student accessibility committee (SAC) through broad call-outs, conducting a literature review on best practices for accessibility, and exploring accessibility gaps in the aEHR, (ii) designing technological enhancements, and (iii) piloting new features such as screen reader compatibility. Qualitative and quantitative feedback were gathered from students.

Eligibility for participation in the SAC was limited to students currently enrolled with the Centre for Accessibility (CFA), an institution-wide unit. SAC members were diverse in their area of study including non-pharmacy programs. SAC met in-person twice and tasks were deployed through email.

Effectiveness of the Initiative: Many challenges emerged from this process. Institutional policies restricted the disclosure of the nature of the student disabilities. SAC members were only required to self-declare that they did have a disability, but the nature or type of disability were not available. Institutional support focussed on serving students rather than faculty seeking to support engagement with students with disabilities was lacking, despite emphasis to include student perspectives in accessibility work.

Students were comfortable sharing their perspectives. Relying on student self-identification as having disabilities made feedback difficult to contextualize. Feedback gathered was collated into 53 tangible improvements to the aEHR, suggesting that students are highly attuned to accessibility needs, can offer pragmatic feedback despite not disclosing their disabilities, and that the traditional use of student committees is a viable method of engagement in this context despite the limitations.

PE-19

Evaluation of 2-years of strategic planning

Martina Greco ¹, Kyle John Wilby¹, Lisa Caron², Chaz Thorne²

¹College of Pharmacy, Dalhousie University, ²Other.

Background: The College of Pharmacy at Dalhousie University embarked on a modernized strategic planning process in 2023. Working with consultants, a lighthouse that included a guiding light (equivalent to vision and mission), values, focus areas, and barometers was created. A series of projects were developed that aligned with each barometer to work towards achieving strategic goals. The components of the lighthouse were revisited in 2024 (1-year post creation) and new projects were generated.

Goals: The purpose of this study was to evaluate progress towards achieving strategic goals over two years of a modernized strategic planning process, as determined through project completion and barometer measurement.

Description: A total of 66 projects were identified in year 1 and 70 in year 2. Progress of project completion was monitored by the Program Evaluation Specialist through committee reporting and regular meetings with College administration. Barometer measurement was tracked through online software. A 1-year review of the lighthouse resulted in 2 changes to focus areas and barometers. Faculty and staff engagement sessions were held to seek interest for project leadership and contributions during each 1-year cycle.

Effectiveness of the Initiative: A lighthouse consisting of 1 guiding light, 6 values, 4 focus areas, and 3 barometers per focus area was created in 2023 and refined in 2024. During 2023, 29 (43%) projects were completed, which resulted in meeting of 7 barometers. A total of 15 projects were cancelled or deemed irrelevant. In 2024, 55 (70%) projects were completed, which resulted in 9 barometers met. A total of 11 projects were cancelled or deemed irrelevant. Strong engagement from faculty and staff was observed throughout both years of study.

PE-20

Minor ailments, major impact: Using small group learning to build confidence in Ontario pharmacy practice

Rosemary Killeen¹, Nardine Nakhla ¹, Kenny Chong¹, Jen Belcher², Kathy Tam², Ruth Ackerman²

¹School of Pharmacy, University of Waterloo, ²Other.

Background: Pharmacists in Ontario received prescriptive authority for minor ailments (MA) in January 2023. The University of Waterloo School of Pharmacy and the Ontario Pharmacists Association supported this scope expansion through co-developed self-directed, online educational modules.¹ While initial implementation of MA services has occurred, adoption and delivery patterns vary across the province. With regulatory approval pending for 14 additional conditions, assessing pharmacy team members’ confidence in providing MA services became crucial for designing additional targeted training and support tools.

Goals: Building on their previous collaboration, organizers representing the two organizations aimed to evaluate educational content and formats that enhance practitioner confidence, while also identifying barriers and solutions to effective MA service delivery.

Description: Ontario pharmacists and pharmacy technicians actively involved in MA service delivery were invited to participate in a small group, in-person workshop. The session featured both synchronous and asynchronous learning, combining interactive discussions with didactic instruction on service implementation and optimization. Anonymous pre-and post-workshop surveys assessed participants’ confidence levels in MA service delivery and evaluated the workshop’s impact on their professional practice. Baseline data revealed that self-reported confidence in providing MA services was suboptimal.

Effectiveness of the Initiative: Post-workshop, self-reported confidence in MA service delivery significantly increased (p<0.05). Workshop feedback was overwhelmingly positive, with participants specifically valuing the small group discussions in a “safe space” environment, practical guidance on audit preparation, and strategies for optimizing pharmacy team involvement in service delivery.

Facilitated small group learning, including peer discussions, tailored content, live demonstration and interactivity with comprehensive tools, effectively enhanced pharmacist and pharmacy technician confidence in delivering MA services. This educational approach provides a scalable framework for supporting pharmacy practice expansion as additional conditions are approved for pharmacist prescribing in Ontario.

1. Killeen R, Ackerman R, Nakhla N. Taking a collaborative approach to developing a minor ailments continuing professional development (CPD) programme in Ontario, Canada. Presented at LLLP Denver, CO, USA. July 3, 2023. https://pharmacyeducation.fip.org/pharmacyeducation/article/view/2782/1794

This study has been reviewed and received ethics clearance through a University of Waterloo Research Ethics Board (REB #46869). If you have questions for the Board, contact reb@uwaterloo.ca.

PE-21

Assessing student understanding of minor ailments prescribing in an E2P PharmD Program: A tool for guiding curriculum development

Matt Heymen ¹, Ali Reza A Ladak²

¹Other, ²Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: Changes to pharmacists' scope of practice under the Minor Ailments and Contraceptives Service (PPMACs) were introduced in British Columbia in June 2023. This major expansion in the responsibilities of pharmacists required revisions to the Entry-to-Practice (E2P) PharmD curriculum at UBC to ensure students are trained to serve the health needs of British Columbians. With a new Minor Ailments curriculum implemented, formative and practical evaluation of student ability to complete PPMACs services will help assess the effectiveness of curriculum updates and provide feedback to guide further improvements.

Goals: To assess the preparedness of Pharmacy Year 2 (PY2) students to conduct PPMACs services, identify aspects of the assessment and recommendation process where students require support, and provide feedback to optimize the PPMACs curriculum.

Description: A small group tutorial session was developed and completed by PY2 students in January 2025. Students worked in groups to complete 2 patient assessments and determine therapeutic recommendations, followed by an individual patient work-up and online quiz administered through our learning management software. This quiz assessed student ability to carry out a PPMACs assessment and included: assessing a patient; identifying red flags; determining a diagnosis; making a therapeutic recommendation; and creating a monitoring and follow-up plan. Before the session, students were informed that, while mandatory, the quiz was formative.

Effectiveness of the Initiative: In January 2025, 211 students completed the tutorial and associated assessment. Twenty students were randomly selected to be included in the initial analysis. Quantitative analysis found students performed best on questions assessing therapeutic knowledge; these including condition severity (mean=92.5%), therapeutic recommendation (mean=90%), and determining appropriateness to treat (mean=95%). However, students were less confident on questions specific to PPMACs, including selecting the correct DIN for billing (mean=60%), identifying when patients should be referred (mean=45%), and completing a differential assessment (mean=41.3%). Qualitative analyses showed similar findings, with students more confident in justifying answers to therapeutic knowledge questions compared to those involving diagnostic skills. These results confirmed PY2 students are confident in understanding conditions covered under PPMACs prescribing, but further curriculum changes should be considered to help students expand their diagnostic skills.

PE-22

Development and implementation of pharmacy point-of-care testing modules within an Entry-to-Practice PharmD program

Adrian Ziemczonek ¹, Jane Xia ¹, Anthony Wong¹, Jocelyn Micallef¹, Anita Kapanen¹, Tony Seet¹, Fong Chan¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: The Implementing Pharmacy Point of Care Testing (IMPPaCT) project was launched to address the need for pharmacy graduates to provide point-of-care testing (POCT) as part of expanding scope of practice in British Columbia. Despite its growing clinical significance and increased use in practice, students in the University of British Columbia’s Entry-to-Practice Doctor of Pharmacy (E2P PharmD) Program have limited exposure to POCT. In response, six hybrid modules were developed and integrated into pharmacy year (PY) 1, 2, and 3 to build the necessary POCT knowledge and skills.

Goals: To develop, implement and evaluate POCT modules in the UBC E2P PharmD program. The goal is to enhance students’ foundational POCT knowledge and skills, focusing on increasing confidence and competence in conducting and interpreting tests, and counselling patients.

Description: Six modules were developed collaboratively by faculty, students, and staff with learning design expertise. A hybrid approach of asynchronous modules and live tutorials was employed to provide comprehensive coverage of POCT topics. Topics included POCT introduction, COVID-19 testing, blood glucose monitoring and hemoglobin A1C testing, group A streptococcus and influenza testing, absolute neutrophil monitoring in the context of clozapine therapy, and pregnancy and ovulation testing. Asynchronous components included videos, interactive activities, and assessments, while tutorial sessions incorporated device demonstrations, and patient cases focused on result interpretation and counselling. Three modules were piloted in the 2023-2024 academic year, and all six modules were implemented in the 2024-2025 academic year.

Effectiveness of the Initiative: Student surveys were conducted following each of the live tutorial sessions. Preliminary findings emphasized the importance of hybrid learning design to enhance engagement with course content and improving preparation for pharmacy practice. Survey responses showed that 89% of students (n= 201/226) agreed that asynchronous content added value to the overall learning experience compared to traditional learning materials. Furthermore, 93% (n=203/218) felt the hybrid components complemented each other in enhancing the understanding of POCT concepts. This initiative represents an important advancement in the E2P PharmD program, ensuring that future pharmacists are better equipped to meet evolving patient care needs and adapt to an expanded professional role.

PE-23

Co-creating an integrated 2SLGBTQ+ pharmacy curriculum with communities: Three years of learnings from the Queer Curriculum Advisory Committee

Lillian (Pei Chun) Chen ¹, Tristan Lai¹, Alex Tang¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: Mindful and intentional efforts to integrate 2SLGBTQ+ competencies into pharmacy education is critical to address the health inequities 2SLGBTQ+ communities face when accessing healthcare. These efforts, in alignment with the call for trans and queer competency training for health care providers articulated in a 2019 House of Commons report on the health of LGBTQIA2 communities in Canada, should be informed by community perspectives and patient experiences. In partnership with the Queer Curriculum Advisory Committee (QCAC), UBC's PrideRx team co-created and embedded a longitudinal curriculum educating students on 2SLGBTQ+ topics across all four years of the UBC Entry-to-PharmD (E2P) Doctor of Pharmacy (PharmD) program. The QCAC is a seventeen-member committee representing community-based organizations, community members, UBC Faculty and staff, and E2P PharmD students with the mandate of providing recommendations on a pharmacy curriculum that prioritizes the lived experiences of 2SLGBTQ+ communities and creating actionable strategies to improve students’ access to inclusive learning spaces.

Goals: Annual evaluations identify strengths and areas of learning, ensuring the committee’s time and expertise are leveraged fully. Evaluation data inform future committee activities.

Description: Meeting attendance and meeting minutes were analyzed. Additional data was collected through anonymous surveys gathering quantitative and qualitative data about members’ perception of the committee’s operations, dynamic, structure, performance, and their own performance within the committee. Evaluation data from Year Three was analyzed quantitatively and qualitatively by assessment domain, and key findings compared to those from Year One and Two. Trends in data over the years will be reported, as well as learnings from the committee’s successes and areas of improvement.

Effectiveness of the Initiative: Annual evaluations of the QCAC provide insight into the strengths of the team’s engagement and identifies strategies to optimize committee operations. These learnings may also serve as a launching point for other health profession education programs wishing to integrate community perspectives in curriculum development.

PE-24

Fostering Competence in the Patient Care Process Using a Longitudinal Case-Base Approach

Lisa Bishop ¹, Mikaela Thorne¹

¹School of Pharmacy, Memorial University.

Background: The Pharmacists’ Patient Care Process (PPCP) provides a structured framework for delivering patient-centered care, emphasizing collaboration, communication, and documentation while adhering to evidence-based practice. This process involves five principles: collecting, assessing, planning, implementing, and monitoring. When preparing entry-to-practice PharmD students as competent care providers, the PPCP serves as an effective approach for guiding students through complex patient cases. Using an approach that introduces key components of a patient case through progressive disclosure, we aimed to enhance learning by presenting essential concepts first and progressively adding complexity. This method allows for reduced cognitive overload and a more focused and effective learning experience.

Goals: To assess the utility of using the PPCP framework in a progressive disclosure, case-based learning approach to enhance students' patient-centred care skills.

Description: In a final pharmacy skills course at Memorial University in the Winter 2025, 39 students engaged in a progressive disclosure, case-based learning experience using the PPCP. The case focused on a patient in a primary healthcare setting with suspected cannabis hyperemesis syndrome. Each stage of disclosure was paired with learning activities emphasizing different components of the PPCP followed by a debriefing session. The case was introduced as follows:

Part 1: Review of patient profile and medical chart to identify drug therapy problems (DTP); interview with simulated patient; assessment and identification of main DTP; literature search.

Part 2: Follow-up motivational interview with simulated patient to discuss management options; documentation note with management plan.

Part 3: Short-term follow-up with simulated patient on implementation of plan.

Part 4: Long-term follow-up with simulated patient; identification of new DTP; documentation note with management plan; verbal communication with prescriber.

Effectiveness of the Initiative: At the beginning of the activity, students reported the greatest confidence in the collecting and assessing stages of the PPCP, and were the least comfortable with the implementation and monitoring components. Students and instructors provided positive feedback on the effectiveness in enhancing students' confidence in applying the PPCP. At the end of the course, students will complete an anonymous survey to assess their perceptions of the longitudinal, case-based approach in strengthening their patient care skills and competence across all PPCP components.

PE-25

Innovative role in hospital pharmacy - Medical Director of Pharmacy (educational needs)

Swasti Bhajan Mathur ¹, Dr Susan John¹, Dr Elaine Yeung¹, Glyn Boatswain¹

¹Scarborough Health Network.

Background: Scarborough Health Network has recently implemented a Medical Director of Pharmacy role in addition to the established Director of Pharmacy. This is an innovative role in the Greater Toronto Area and in Ontario. Pharmacy education with a specific focus on the Medication Reconciliation Process (for Admission and Discharge) was identified on the Quality Improvement Plan. This initiative focused on the educational needs of the Pharmacy department (pharmacists, pharmacy students and pharmacy technicians who support Best Possible Medication History) and Physicians (for the Admission and Discharge Medication Reconciliation process).

Goals: The goal for this new position is to provide a Medical Director role to work in coordination with the administrative Director of Pharmacy and promote the initiatives of the Pharmacy department. The Quality Improvement Plan for Discharge Medication Reconciliation has a completion target of 90% which has not been achieved for the previous 2 years. The educational needs of pharmacy staff and prescribers (physicians, nurse practitioners, physician assistants) were identified and addressed.

Description: The Medical Director of Pharmacy completed a project plan with the Director of Pharmacy to address the target for the Quality Improvement Plan (Discharge Medication Reconciliation of 90%). Weekly metrics were collected and analyzed for all clinical programs and shared with the senior leadership team and medical directors for each clinical program. The educational needs for the pharmacy department were identified and a task force was created to address the needs with local and regional representatives. The educational needs of the prescriber group was also identified and addressed with this task force.

Effectiveness of the Initiative: The initiative was successful within 8 months of the initiation of the regional and local task force. The weekly metrics, sharing of educational tipsheets and Quick Study Guides supported the learning needs of both the pharmacy and prescriber group. The discharge medication reconciliation average increased from a baseline of 78% to exceeding target at 92% within 8 months. This has been sustained for a period of one year. The effectiveness of the initiative was shared with other hospitals in the region.

PE-26

Pass or fail criteria at risk; Improving experiential education evaluation forms to better monitor students' progress

Julie Méthot¹, Chantale Simard¹, Martin Darisse ¹

¹Faculté de pharmacie, Université Laval.

Background: For years, we used a two-level evaluation form for ExEd rotations with a free text area for comments. Following reading, faculty teachers act accordingly by either carrying out follow-ups, meetings or failures. Sometimes the level (pass or fail) doesn’t match the comments from the supervisor. Therefore, this might be confusing for the student since a success is shown while difficulties that must be addressed are present.

Goals: Our goal was to improve our evaluation form by adding levels of differentiation of the student's performance to better match the issued comments, allowing the student and us, to better monitor progress from one rotation to another.

Description: After many considerations, we opted for a three-level form that represents the best compromise between discrimination and simplicity for supervisors. This third level, named “At Risk”, aimed to be different from “To be improved” because it implies the concept of significant problems or risks of future failures. Intermediate objectives were therefore created with this vision in mind. A training session was organized for supervisors to explain our expectations regarding this level so it would not be overused, neither misused.

Effectiveness of the Initiative: To evaluate this new form, two consecutive cohorts (totaling 546 and 561 rotations) were compared by evaluating three measurement criteria.

At first, the number of interventions carried out after the rotations was evaluated. All four indicators increased: follow-up went from 53 to 77, emails to direction from 9 to 10, meetings from 3 to 6 and failures from 0 to 1. Secondly, during those three rotations, the new “At Risk” level has been used 12 times. The concordance between our actions and the use of this level was perfect, leading to in-person meetings or follow-ups in 100% of the time. The third and last component, more subjective, was about the evaluators' feelings. The additional actions certainly required more time, but both faculty evaluators felt that they better understood the supervisors' comments and thus obtained a better picture of the student's performance.

The use of a new platform allows us to submit the form when it is fully processed by a faculty member, decreasing possible confusion for students.

PE-27

Implementing a regional practicum model in pharmacy education

Janice Yeung ¹, Neelam Dhaliwal¹, Joshua Chen¹, Tala Maragha²

¹Faculty of Pharmaceutical Sciences, University of British Columbia, ²Other.

Background: Experiential learning comprises 25% of the Entry-to-Practice Doctor of Pharmacy program at the University of British Columbia; students participate in 2-, 4-, or 8-week practicums across BC. Given these short timeframes, students may experience challenges with relocation, developing meaningful connections, and exploring career options in their practicum areas, particularly rural and remote regions. Following the third didactic year and leading into fourth year, there is a continuum of four concluding practicum courses (32 weeks total). For each course, an optimization program considers student preferences and practice site availability and allocates where students are placed. This may require students to relocate multiple times during their 32 weeks of practicum.

Goals: Inspired by longitudinal integrated clerkship models in medical education, and with confirmed student interest from within our own program, our goal was to design and implement a pilot Regional Practicum Model (RPM).

Description: Following prior student input to inform the approach and model design, two symposia brought together practice educators and pharmacist stakeholders from potential pilot regions. Thematic analysis was used to analyze participant input. Symposia participants identified several strengths to the proposed model including a potential increase in student interest to practice in these/similar regions and supporting student social wellbeing via community engagement activities. Post-symposia feedback was gathered via anonymous survey; 100% of respondents (n=16) strongly supported the model. Considering input from stakeholders, program curriculum, and logistics (e.g. available practice sites), a pilot RPM was designed and launched where students complete their required concluding pharmacy practice experiences within a selected rural/remote community or region of BC.

Effectiveness of the Initiative: For the pilot RPM, seven students opted to participate. To ensure all course requirements were met, each student was manually matched to practicum sites in their preferred region with a total of 21 placements established. For the subsequent academic year, 10 students opted to participate. While increased student interest serves as one measure, formal evaluation of student experiences will support refinement and further expansion of the model, which aims to optimize student learning, expand career opportunities, and support the healthcare needs of underserved communities across BC.

PE-28

Standardizing geriatric education: A comparative analysis of frameworks

Louise Papillon-Ferland ¹, Teresa DeLellis², Razmig Aredjian¹, Cheryl A. Sadowski³

¹Faculté de pharmacie, Université de Montréal, ²Other, ³Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta.

Background: There are challenges with curriculum overload and a trend toward a shorter PharmD degree and a focus on essential learning. These issues, in addition to ageism and limited availability of expertise, lead to underrepresentation of geriatrics in pharmacy curricula. There are organizations that have developed curriculum resources to support essential pharmacotherapy and geriatrics content. However, these organizations have had differing recommendations and the frameworks have unique structures. The American College of Clinical Pharmacy (ACCP) Pharmacotherapy Didactic Curriculum Toolkit includes a broad description of an entire PharmD curriculum with levels of content coverage with three Tier classification, and includes a section of selected geriatrics topics. The American Association of Consultant Pharmacists (ASCP) curriculum guide includes more detail regarding specific geriatric topics (stand-alone lecture or elective topics for both classroom and experiential curricula), timeline for when those topics are delivered across pharmacy education, and includes competencies for residency training for Post-graduate Year 1 and 2 in geriatrics.

Goals: To compare the ACCP Curriculum Toolkit components with the ASCP Geriatric Pharmacy Curriculum Guide to inform a practical approach to geriatrics PharmD curriculum.

Description: The curriculum frameworks were compared by category and topic with areas of overlap and gaps highlighted. Three different categories of content were assigned including geriatrics, general information that required additional geriatrics perspectives, and general topics for pharmacy curriculum. Topics were also compared if the frameworks recommended elective versus mandatory in the degree program.

Effectiveness of the Initiative: This process identified a need for standardization of geriatric didactic content. We identified a set of competencies and topics that are exclusively geriatrics in nature and should be prioritized for curriculum integration (e.g. falls).

Some general topics requiring a geriatrics focus (e.g. diabetes, hypertension) should be considered for inclusion in official frameworks to ensure that pharmacy students receive the essential knowledge required for competency development leading to optimal care of the older population. This comparison will be combined with a scoping review and systematic review that will inform a Delphi process to determine a practical mandatory geriatrics curriculum for current Doctor of Pharmacy programs.

PE-29

MAPflow integration in minor ailments education: A tale of two Canadian pharmacy schools

Debra Sibbald ¹, Kristi Van Gaalen², Nakhla Nardine²

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²School of Pharmacy, University of Waterloo.

Background: As pharmacists’ minor ailment prescribing authority expands across Canada, pharmacy curricula must evolve to prepare students for autonomous assessment and management. Covering all conditions through traditional instruction is impractical, necessitating innovative educational approaches.

Goals: To evaluate implementation of MAPflow, a digital clinical decision-support tool, in minor ailment instruction at two Canadian pharmacy schools. Comparing pedagogical approaches, we explore impact on student learning, confidence, and skill development. These insights may inform technology integration strategies in pharmacy education to address growing curriculum demands and evolving professional roles.

Description: University of Toronto introduced MAPflow as an optional educational support tool in a second-year required course (Fall 2023, 2024) and third-year elective (Winter 2024, 2025). Following platform training, students were encouraged to use it independently to simulate real-world prescribing scenarios. Post-course surveys captured student perceptions regarding learning impact, confidence, and competence in minor ailment prescribing. A grounded theory approach was used to analyze qualitative feedback.

University of Waterloo embedded MAPflow in a structured, competency-based assessment in a required second-year course (Fall 2024; N=122). Students completed standardized patient (SP) lab exercises, first as practice, then as a graded assessment. The platform was customized for labs to enable individualized, objective assessment of patient information-gathering and documentation skills. Lab facilitators evaluated student performance using a structured rubric, and feedback was provided.

Effectiveness of the Initiative: Toronto survey responses (2023: N=166/194 users; 2024: N=177/199 users) showed increased confidence and competence in minor ailment prescribing. Qualitative themes identified MAPflow as a valuable self-directed learning tool, noting key affordances including reinforcement of clinical concepts, facilitation of exam preparation, and exposure to critical skills for practice patient: assessment and documentation. Waterloo’s structured approach demonstrated effective integration of technology with skills assessment. Facilitators noted that guided MAPflow use enhanced communication and documentation skills more effectively than independent exploration.

This comparison revealed two distinct yet effective approaches to successfully incorporating digital health technology in pharmacy education. Toronto’s independent-use model fostered self-directed learning and prescribing confidence, while Waterloo’s structured, rubric-based approach strengthened communication and documentation competencies. As pharmacists’ scope expands, digital tools like MAPflow may offer scalable solutions to bridge curriculum gaps and optimize student learning.

PE-30

Beyond the prescription: Strengthening pharmacy students' literature review abilities and academic success

Sarah Fallis ¹, Nardine Nakhla¹, Caitlin Carter¹

¹School of Pharmacy, University of Waterloo.

Background: Strong literature review skills are essential in pharmacy, particularly for minor ailments where evidence is often limited or conflicting. Pharmacists must critically evaluate the ever-expanding available literature to make informed clinical decisions and deliver evidence-based care. The University of Waterloo’s Advanced Patient Self-Care course develops these lifelong skills through a minor ailment literature review and subsequent creation of a pharmacist clinical tool. Over the last three years, the supports provided to students during this course assignment has significantly expanded.

Goals: This initiative aimed to enhance student understanding and confidence in conducting literature reviews by expanding instructional support and resources. A secondary objective was to improve academic performance, as measured by the evaluation criteria in the assignment rubric. These changes aim to create a more effective and supportive learning experience, fostering stronger academic outcomes for students.

Description: The initiative evolved over three years: In 2022, 39 students completed the assignment without additional guidance. In 2023, 45 students were offered an optional literature review tutorial led by the pharmacist teaching assistant (TA). In 2024, the support expanded further for 29 students through a collaborative, but optional tutorial hosted by the pharmacist TA and pharmacy librarian, with additional opportunities for one-on-one librarian consultations on search strategies. To ensure consistent evaluation, the course coordinator, TA and librarian also developed a more detailed assignment rubric. Two student groups also sought additional post-tutorial guidance on refining their PubMed search strategies.

Effectiveness of the Initiative: Student performance demonstrated consistent improvement, with class averages increasing from 88% (2022) to 99% (2023). Although the average slightly decreased to 93% in 2024, this was due to the implementation of more rigorous evaluation criteria rather than a decline in student performance. Among the 13 students who attended and provided feedback on the 2024 tutorial, all rated the collaborative session as very or extremely effective. Post-tutorial confidence levels were strong, with 38% somewhat confident, 54% very confident, and 8% extremely confident. Notably, several literature reviews led to high-quality pharmacist clinical tools selected for publication, demonstrating real-world impact of this interdisciplinary collaboration.

PE-31

Better understanding of student progression through bi-weekly meetings of student support panels

Kristin Janke , University of Minnesota College of Pharmacy.

Background: In order to provide support as rapidly as possible, programs must identify students at-risk for academic challenges early and check-in on student/cohort progress frequently.

Goals: This session discusses the design and outcomes of a student support panel that convenes bi-weekly.

Description: Literature on medical education’s use of resident evaluation panels was examined, as well as an existing, one hour process that allows review of an entire cohort to make a judgment about student readiness for advanced pharmacy practice experiences. The resulting procedure was designed to be used in every semester of the program. The process identifies students who may benefit from additional support for academic success and mobilizes resources in the Office of Student Services (eg, advisors) and the Profession Education Division (eg, instructors, tutors, TAs) to engage with students and execute individualized action plans. In addition, data from this process are also used by program administrators and the assessment committee to evaluate the quality of the program.

Effectiveness of the Initiative: The support panel team is composed of three student advisors, two lead instructors and two curriculum staff members that are closely involved in academic and/or support work for the designated cohort. Panels run bi-weekly in every year of the program. Ten sources of information are examined, including course assignments, performance on formative and summative assessments, and participation and engagement. The panel agrees upon recommendations for individualized student support depending on the student’s needs. Action plans are developed using one or more of six possible support systems and delivered by advisors. Summaries are provided to course leads and are available, as needed, for post-course remediation planning. Students are tracked over time and semester status ratings are being developed to better understand longitudinal trends in the challenges experienced and the effectiveness of the support systems used. Cohort level summary data will be presented to help understand the types of interventions and types of status data that is being collected. With appropriate tracking and flow of information, focused groups of staff and faculty can identify students in need and move rapidly to provide support through individualized action plans.

PE-32

Development of immersive simulation at the Faculty of Pharmacy, Université de Montréal: Key steps

Francis Richard ¹, Jérôme Tousignant¹, Marie-Ève Larocque¹, Claude Mailhot¹

¹Faculté de pharmacie, Université de Montréal.

Background: As part of the optimization of skills laboratories, one of the key initiatives involves integrating immersive simulation (IS) into both the PharmD program and the international pharmacy graduate bridging program (QeP). A working group consisting of a professor, clinical professors, skills labs instructors, a coordinator, a pharmacy technician and a program director was formed. A thorough needs assessment and meticulous planning were conducted to guide this integration.

Goals: The addition of immersive simulations in complementarity to existing training activities in our skills labs aims to provide students with an experience that mimics real-world physical and emotional contexts. This approach facilitates the development of practical, technical, and interpersonal skills while fostering clinical judgment in an authentic learning environment.

Description: Initially, the working group defined the competencies targeted by IS for each trimester of the PharmD and QeP programs. Recognizing the extensive work required to develop training activities, efforts were consolidated to create scenarios applicable to both programs. A focus group with clinical professors and skills labs instructors generated over 20 relevant situations, including crisis resource management cases. Subsequently, the integration of IS activities into the respective courses was planned, guiding the selection of scenarios to be developed. Concurrently, simulated community pharmacy spaces were designed in collaboration with architects and IT specialists and incorporating a video capture system. The necessary infrastructure, including computer hardware, furniture, and pharmaceutical supplies, as well as human resources (pharmacists acting as facilitators for debriefing, simulated patients and support staff), were also identified. Construction of the simulation spaces and development of the educational activities are currently underway, with implementation scheduled for fall 2025.

Effectiveness of the Initiative: Integrating immersive simulation into pharmacy training will better prepare students for real-world professional situations, providing them with a diverse, hands-on learning experience in a controlled, secure environment before engaging with real patients. This initiative aims to enhance student readiness for the complexities of clinical practice.

PE-33

Evaluating the application of a complexity framework to the development of educational patient cases at different levels of complexity

George Pachev ¹, Arun Verma¹, Joycelyn Lac¹, Eleena He¹, Kanika Khosla¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Background: The complexity of patient cases presented to students for work-up is an important consideration in competency-based healthcare curricula. Developing the educational cases at specified level of complexity, however, often relies on the instructor’s subjective judgement, and warrants confirmation that the desired complexity level is achieved. Based on the literature on existing instruments for patient-complexity measurement, a group of faculty from Pharmaceutical Sciences at UBC compiled a complexity measurement tool to facilitate the development and evaluation of the cases used in the pharmacy curriculum. The framework underlying the tool identifies biological, psychological, social, and medication regimen factors that influence the complexity of a case.

Goals: The project aimed at developing three patient cases’ versions at three complexity levels each, and the evaluation of the interrater reliability of classifying the complexity levels of the nine resulting cases.

Description: The tool for quantifying complexity covers five factors contributing to patient-case complexity: biologic, psychologic, social, health system, each with five 0-3 ratings, and medications regimen scale with three 0-3 ratings. The tool yields a numeric score with a maximum of 69. Target ranges for low, low-to-moderate, and moderate complexity were set at 6-12, 13-19, and 20-26, respectively. Using the theoretical framework underlying the tool, three cases with versions at low, low-to-moderate and moderate complexity were developed through an iterative process of review, scoring and editing. For the evaluation, four faculty members and four students, not involved in the case-development, used the tool to evaluate the complexity of the nine cases. Overall average scores for each case were compared to the targeted score-ranges. Interrater reliability (absolute agreement) was estimated in the context of a fully-crossed mixed model design.

Effectiveness of the Initiative: Participants ranked all cases within the targeted score ranges, as intended. The mean interrater reliability was excellent for all participants, (ranges for low: 76-91; low-to-moderate: .84-.88; moderate: .87-.90), and for students and faculty separately. In conclusion, the results of the evaluation support the use of the tool’s theoretical framework to create patient cases at different levels of complexity for educational purposes.

PE-34

Implementation of a pharmacy student on-boarding process at a hospital network

Swasti Bhajan Mathur ¹, Dr Susan John¹, Allison Jocko¹, Shaun Lee¹, Sunil Patel¹, Joyce Tsang¹, Claudia Ho (Tam)¹, Glyn Boatswain¹

¹Scarborough Health Network

Background: SHN (Scarborough Health Network) recently joined the TAHSN (Toronto Academic Health Science Network). SHN pharmacy department supports three full-service acute hospitals and several community-based locations including ambulatory oncology and ambulatory nephrology. SHN pharmacy department recently streamlined our pharmacy student onboarding process from five academic institutions (University of Toronto, University of Waterloo, University of Ottawa, Centennial College and Humber College).

Goals: SHN pharmacy department accepts pharmacy students from University of Toronto, University of Waterloo, University of Ottawa and pharmacy technician students from Centennial College and Humber College. In 2024, Pharmacy leadership used a strategic planning opportunity to streamline the onboarding of all clinical placement and paid student positions. The strategy was to simplify the onboarding process and create a tracking document and checklist for all of the onboarding requirements.

Description: SHN pharmacy leadership used the strategic planning opportunity to plan for all of the anticipated students over the upcoming year. Pharmacy students and pharmacy technician students (clinical placements and paid summer students) were planned across the 3 hospitals by matching preceptors, work terms, experiential rotations and summer coverage. The pharmacy director, medical director of pharmacy and pharmacy practice leader worked with the pharmacy managers, senior pharmacists, supervisors and charge pharmacy technicians to clearly outline goals of the students. The automated onboarding process from pre-onboarding, documentation and orientation was outlined using a new Human Capital Management system. These students attended hospital orientation and specific pharmacy department orientations that are unique to each hospital and ambulatory outpatient area.

Effectiveness of the Initiative: The streamlining of the onboarding process was a successful initiative. Pharmacy leadership met quarterly to review existing and upcoming anticipated students. Challenges that were identified during the onboarding were shared and problem-solved using pharmacy department resources, human resources and professional practice. As a follow up to this initiative in 2024, SHN Pharmacy department held its first annual Pharmacy Student Event at one of the hospital locations. This was well attended with over 24 pharmacy students and leaders attending. The event was expanded to include pharmacy volunteers (high school and university student volunteers). An evaluation was conducted to elicit feedback from the students about the onboarding process.

PE-35

Professional practice skills - Removal of a (mile)stone to pass

Vinita Arora ¹, Ashlee Brunt ¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Background: Professional pharmacy practice skills have been taught in didactic settings and assessed in Medication Therapy Management (MTM) laboratory courses, streaming from introductory to advanced levels in the undergraduate PharmD program. The grading framework for the first of these four courses (MTM1) stipulates that multiple assessments throughout the term constitute a term grade. This grade is weighted equally with a final examination of the same skills. This is the milestone, essentially an additional lab under high-stakes examination conditions. Formal and informal feedback over the past decade indicates that the significant stressors facing students undertaking the milestone result in grades not commensurate with the knowledge and skills learned and practiced in this course. Specifically, basing 50% of the final grade on one lab does not seem equitable for assessing skills, nor does it necessarily reflect longitudinal student performance. Using term work alone would allow students to continue practising professional skills without the added stress of a skills-based examination.

Goals: Students build confidence in professional practice skills with multiple opportunities that come with reduced assessment burden: this can be endorsed with the removal of the milestone that must be passed and, further, is not reflective of their future practice environments.

Description: The current course framework combines term work and milestone grades to arrive at a final course grade: Honours, Pass or Fail. With the inclusion of the milestone, students’ term work performance may be adversely affected by having to demonstrate skills in a high-stakes situation. Therefore, the milestone was removed for the 2024-2025 MTM1 course iteration, with the bonus of additional laboratory time for further practice during the term.

Effectiveness of the Initiative: Reducing assessment burden and stress in the professional practice laboratory environment and providing more opportunities to practice skills is more conducive to learning in introductory pharmacy practice skills-based laboratories.

PE-36

The Pharmacist's rising roles during the pandemic and global crisis: Focusing more on 'patient self-care and mindful awareness'

Shahram Amin-Zadeh Ontario Pharmacist Education Centre.

Background: The COVID-19 pandemic has demonstrated vital roles for the community pharmacist in an emergency or a global crisis, including continuity of provision of essential medications and health consultations, providing preventive services, and ensuring health equity.

During difficult times, promoting 'Self-Care' and 'Mindful Awareness' practice in daily living could be very beneficial.

Goals: The goals of this study were to identify more caring roles of pharmacists in health and self-care, and empowering patient's whole health as a communicator, quality drug supplier, trainer and supervisor, collaborator, and health promoter.

Description: Over two hundred patients diagnosed with COVID-19, acute/chronic health issues, or experiencing drug therapy problems were included in the study (in a community pharmacy in Aurora, Ontario, 2020-2022). The majority of patients have received two or more professional pharmacy services (e.g. Medscheck), and the pharmacist suggested a 'Pharmaceutical Opinion' to the physician (by fax or phone) when in-person appointment(s) were not possible. All patients received self-care advice and symptom management, or disease awareness guides.

Effectiveness of the Initiative: This study identified self-care instructions and mindful awareness practice in daily living as key points and powerful tools to consider for providing professional health services in our communities. During this small-scale quality improvement initiative in the COVID-19 pandemic, focusing more on 'Self-Care and Mindful Awareness' became a new opportunity for the pharmacist to reach better health outcomes for patients. In every case, the pharmacist used evidence-based skillful conversations and motivational interviewing, clinical interventions, and strategies to actively and safely engage clients or patients in changing their health behaviors. In total, more than 60 percent of the suggested 'Pharmaceutical Opinions' to the physicians made 'Change to Rxs.'

PE-37

A guiding beacon for pharmacist education: A model for pan-Canadian development and evaluation of a novel series of modules to develop pharmacists' primary care skills

Marie Rocchi ¹, Janet Cooper², Jonathan Hunchuck¹, Jon Grossheusch³, Rene Breault⁴, Lisa Bishop⁵

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²Other, ³Faculty of Pharmaceutical Sciences, University of British Columbia, ⁴Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ⁵School of Pharmacy, Memorial University.

Background: The primary responsibility of pharmacy faculty members is to prepare students for practice; educators strive for excellence and innovation in their courses and programs. Although many are involved in continuing education initiatives, pharmacists are not always able to experience the benefits of this commitment and expertise on a broad scale, which is regrettable, given the potential for the academy to advance the profession. An e-learning course to develop primary care skills for practicing pharmacists was part of an AFPC funded project. An environmental scan revealed a lack of programs. A small cadre of faculty members embarked on development in November 2023.

Goals:

1. To develop a series of innovative educational modules for Canadian pharmacists

2. To evaluate their utility to determine their potential for future initiatives

Description: Five interactive modules were developed with three integrated, comprehensive cases with accompanying quizzes, and introductory and concluding modules.

The overall design approach was case based, which is authentic and relatable for learners; the intention was that the integration of key primary care skills would occur in the setting of the cases, rather than using the traditional topic-based approach. The developer worked with a case writer who created the clinical dimensions of each case. The developer "wrapped around" the clinical aspects to incorporate primary care skills, learning activities, formative assessment and other innovative features using Articulate Rise. The modules were embedded in AFPC's learning management system. Three peer reviewers reviewed the drafts for content validity and educational merit; an internal team performed quality assurance. Faculty members with expertise in key areas reviewed the cases. Pilots were conducted with three cohorts:

1. Pharmacists who had applied for AFPC’s experiential training program for advanced primary care skills (n=74)

2. Pharmacists who were practicing in Nova Scotia's Pharmacist Primary Care Clinic (n=40)

3. Pharmacists who had completed AFPC’s Advanced Skills Training Program (n=11)

Effectiveness of the Initiative: Evaluation data validated this highly engaging approach to e-learning, affirmed increased knowledge and skills, and provided valuable feedback. This effective, faculty-led, collaborative approach is scalable and reproducible, auguring well for future initiatives by AFPC while providing innovative education, guidance and leadership to an evolving profession.

PE-38

Professional identity formation of Black pharmacy professionals

Tyiesha Wright ¹,Sandra Jarvis-Selinger²,Jamie Kellar¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²University of British Columbia.

Background: Professional identity formation (PIF) is a process of transforming one’s identity to include the role of a healthcare provider. PIF begins during pharmacy education, and training, and continues throughout one's career. Black students are underrepresented in healthcare professions, including pharmacy. Understanding the PIF of Black pharmacy students can offer valuable insights into how academic institutions can better support students throughout their PharmD programs and improve diversity within the profession.

Goals: To identify and understand factors influencing PIF in Black pharmacy students.

Description: A single-site qualitative study was conducted with 3rd and 4th year pharmacy students at the Leslie Dan Faculty of Pharmacy, using semi-structured interviews to explore students’ experiences, challenges and facilitators related to PIF. Interviews were transcribed and thematic analysis was performed to identify themes.

Effectiveness of the Initiative: Eight Black pharmacy students participated, and four key themes emerged as influential in PIF among Black pharmacy students. (1) Reasons for choosing pharmacy: included job security, being a trusted healthcare professional, not being directly hands-on with patients and the salary. (2) Preceptors: PIF occurred during both positive (e.g., preceptors practicing to their full scope and prioritizing patient care and student development) and negative (e.g., prioritization of business metrics, such as med check quotas over patient care) encounters during practicums, which influences how the students wanted to practice themselves upon graduating. (3) Workplace environment: barriers to workplace satisfaction included inadequate compensation and lack of peer support in the workforce; facilitators such as direct patient care and professional autonomy enhanced workplace satisfaction. (4) Race: most participants had never seen a Black pharmacist before entering the PharmD program, highlighting the lack of diversity within the profession and shared stories of the excitement Black patients had when they saw them in pharmacies during practicums. The Black Pharmacy Student Association provides a sense of community and belonging. However, challenges such as finding Black pharmacy mentors and funding remains prevalent.

Conclusion: Supporting PIF among underrepresented groups contributes to an equitable healthcare workforce and addresses the needs of diverse populations. Providing mentorship opportunities and connecting students with Black pharmacy professionals can help promote professional identity and confidence in pursuing a career in pharmacy.

PS-01

Investigating the drug repurposing potential of venetoclax for Alzheimer's Disease: experimental and computational approaches

Sean Park ¹, Praveen Rao¹

¹School of Pharmacy, University of Waterloo.

Purpose: Alzheimer’s disease (AD) is a debilitating neurodegenerative condition affecting over 700,000 Canadians. In Canada, its burden is expected to grow due to an aging population and lack of effective treatments. New monoclonal antibodies like lecanemab target the amyloid cascade but are limited by adverse events, patient compliance issues, high costs, and frequent imaging requirements. Drug repurposing, which investigates new uses for existing drugs, offers reduction in time and cost involved in discovering new therapeutics. This study explores the potential of venetoclax (Venclexta®), an anticancer drug, to treat AD. Venetoclax is a highly lipophilic drug which is able to reach the brain by penetrating the blood-brain barrier (BBB) and its ability to reduce or prevent amyloid-beta (Aβ42) aggregation was evaluated.

Methods: We investigated the ability of venetoclax in preventing Aβ42 aggregation by conducting thioflavin (ThT)-based fluorescence aggregation kinetic studies, transmission electron microscopy (TEM) to study the aggregate morphology, cell culture studies to determine the cytotoxicity profile and computational modeling studies to determine the binding interactions of venetoclax with Aβ assembly.

Results: In the ThT aggregation kinetic study, venetoclax at 5, 10, and 25 µM exhibited a concentration dependent decline in Aβ42 aggregation with 18.4%, 26.6%, and 48.2% inhibition. TEM imaging showed that venetoclax reduced Aβ42 aggregation at 25 µM, confirming the ThT experiment results. Cell culture studies demonstrate the non-toxic nature of venetoclax to mouse hippocampal cells. Computational modeling studies in the Aβ42 pentamer model (PDB: 5KK3) shows that venetoclax undergoes lipophilic (van der Waal’s and hydrophobic) interactions to stabilize the assembly and prevent further aggregation.

Conclusion: These in vitro and computational studies demonstrate the anti-Aβ42 activity of the anticancer agent venetoclax and highlights the potential of this drug in repurposing for AD. It is anticipated that these study will stimulate further research to design novel anti-Aβ small molecule based drugs which can be given orally, are affordable and effective in treating AD.

PS-02

Anticholinergic drug burden and polypharmacy in older adults diagnosed with delirium in a tertiary care hospital: A case-control study

Victoria Nguyen ¹, Chris Fan-Lun², Romina Marchesano ³, Linda Ou³, Rishabh Sharma¹, Tejal Patel¹

¹School of Pharmacy, University of Waterloo, ²Leslie Dan Faculty of Pharmacy, University of Toronto, ³Other.

Purpose: Hospitalized older adults commonly experience delirium, a neuropsychiatric condition associated with poor outcomes and increased mortality. Medication-related factors like polypharmacy and anticholinergic burden are associated with an increased risk of delirium. This study aimed to describe prescribing practices in hospitalized older adults by comparing the prevalence of polypharmacy and anticholinergic burden at admission and discharge between patients with and without delirium.

Methods: This retrospective case-control study analyzed electronic health records of patients aged ≥65 years admitted to general internal medicine units at a tertiary hospital from June to September 2023. Patients with delirium were identified using the CHART-DEL tool and matched 1:2 by age and sex to controls without delirium. Data on demographics, medication number, dosing and class were collected. The Anticholinergic Burden (ACB) scale was used to quantify anticholinergic burden. Polypharmacy was defined as 5 to 9 scheduled medications, and hyper-polypharmacy as 10 or more scheduled medications. Descriptive statistics analyzed demographic variables. Chi-square, Mann-Whitney U, and Wilcoxon signed-rank tests were conducted as appropriate to compare differences in medication use and anticholinergic burden between or within groups.

Results: A total of 75 cases and 150 controls were included. The median age was 85 years in both groups. The prevalence of polypharmacy was comparable between cases and controls at admission (49% vs. 59%, p=0.184) and discharge (47% vs. 56%, p=0.186). The prevalence of hyper-polypharmacy was comparable between cases and controls at admission (27% vs. 21%, p=0.311) and discharge (22% vs. 16%, p=0.222). Median ACB scores were comparable at admission (p = 0.109) but significantly higher in cases at discharge (2 [IQR 3] vs. 2 [IQR 2], p = 0.038). A greater proportion of cases had ACB scores ≥3 at discharge (43% vs. 31%).

Conclusion: Patients with delirium demonstrated significantly higher anticholinergic burden at discharge but no significant differences in polypharmacy rates compared to controls. This highlights the need to assess the appropriateness of increased anticholinergic use in older adults with delirium.

PS-02

Anticholinergic drug burden and polypharmacy in older adults diagnosed with Delirium in a tertiary care hospital: A case-control study

Victoria Nguyen ¹, Chris Fan-Lun², Romina Marchesano ³, Linda Ou³, Rishabh Sharma¹, Tejal Patel¹

¹School of Pharmacy, University of Waterloo, ²Leslie Dan Faculty of Pharmacy, University of Toronto, ³Other.

Purpose: Hospitalized older adults commonly experience delirium, a neuropsychiatric condition associated with poor outcomes and increased mortality. Medication-related factors like polypharmacy and anticholinergic burden are associated with an increased risk of delirium. This study aimed to describe prescribing practices in hospitalized older adults by comparing the prevalence of polypharmacy and anticholinergic burden at admission and discharge between patients with and without delirium.

Methods: This retrospective case-control study analyzed electronic health records of patients aged ≥65 years admitted to general internal medicine units at a tertiary hospital from June to September 2023. Patients with delirium were identified using the CHART-DEL tool and matched 1:2 by age and sex to controls without delirium. Data on demographics, medication number, dosing and class were collected. The Anticholinergic Burden (ACB) scale was used to quantify anticholinergic burden. Polypharmacy was defined as 5 to 9 scheduled medications, and hyper-polypharmacy as 10 or more scheduled medications. Descriptive statistics analyzed demographic variables. Chi-square, Mann-Whitney U, and Wilcoxon signed-rank tests were conducted as appropriate to compare differences in medication use and anticholinergic burden between or within groups.

Results: A total of 75 cases and 150 controls were included. The median age was 85 years in both groups. The prevalence of polypharmacy was comparable between cases and controls at admission (49% vs. 59%, p=0.184) and discharge (47% vs. 56%, p=0.186). The prevalence of hyper-polypharmacy was comparable between cases and controls at admission (27% vs. 21%, p=0.311) and discharge (22% vs. 16%, p=0.222). Median ACB scores were comparable at admission (p = 0.109) but significantly higher in cases at discharge (2 [IQR 3] vs. 2 [IQR 2], p = 0.038). A greater proportion of cases had ACB scores ≥3 at discharge (43% vs. 31%).

Conclusion: Patients with delirium demonstrated significantly higher anticholinergic burden at discharge but no significant differences in polypharmacy rates compared to controls. This highlights the need to assess the appropriateness of increased anticholinergic use in older adults with delirium.

PS-03

Stability of injectable ceftobiprole medocaril (ZevteraTM) in the Intermate® ambulatory infusion system

Chantale Simard ¹, Alexandra Porlier², Audrey Vachon², Isabelle Cloutier², Benoit Drolet¹

¹Faculté de pharmacie, Université Laval, ²Other.

Purpose: Ceftobiprole medocaril (ZevteraTM) is an injectable antibiotic covering both Pseudomonas aeruginosa_ _and methicillin-resistant Staphylococcus aureus (MRSA). Some patients, including those suffering from cystic fibrosis, are often colonized by both of these bacteria. Although ceftobiprole is usually initiated in hospitalized patients, it is not uncommon for them to complete their antibiotic treatment at home, via an ambulatory administration of IV antibiotic program. The aim of tis study was to evaluate the stability of ceftobiprole medocaril reconstituted in NaCl 0.9% in the Intermate® LV 100 infusion system, in view of optimizing drug administration in ambulatory patients at home.

Methods: Fifteen reconstitutions of ceftobiprole medocaril at 3.34 mg/mL were prepared using the Intermate® LV 100 infusion system, from 500 mg ZevteraTM vials. The preparations were stored at 4°C until analysis. At Time zero (from the refrigerator) of Day 0, 1, 2, 3 and 4, a sample from each preparation was quantified in triplicate by HPLC. Each day, these Intermate® were then kept at room temperature (RT) during 8 hours, before a second sample was quantified again in triplicate.

Results: More than 90% of the initial antibiotic concentration was still measured in all Intermate® when stored at 4°C, and then kept during 8 hours at room temperature (100.8±1.1% and 97.5±1.4%, respectively).

Conclusion: This study shows that ceftobiprole medocaril solution in Intermate® LV 100 infusion system is stable during at least four days at 4°C following reconstitution, and then for an extra 8-hour period, when Intermate® are kept at room temperature; thus allowing ambulatory administration at home.

PS-04

Assessing the 12-month persistence of Selective Serotonin Reuptake Inhibitors (SSRIs) in individuals with mood, anxiety, and related disorders

Abdullah Al Maruf¹, Christine Leong¹, Md. Abdul Aziz ¹

¹College of Pharmacy, University of Manitoba.

Purpose: Despite being the most frequently prescribed first-line pharmacotherapeutic agents, the persistence of selective serotonin reuptake inhibitors (SSRIs) remains low. Practice guidelines recommend continuing treatment for at least 6 to 12 months after symptom remission to reduce the risk of relapse. This study assessed the real-world persistence of SSRIs among Manitobans diagnosed with mood, anxiety, and related disorders.

Methods: This retrospective cohort study utilized outpatient prescription dispensation data from the Population Health Research Data Repository housed at the Manitoba Centre for Health Policy, which covers the residents of Manitoba. Individuals who initiated an SSRI between 2016 and 2022 were identified. Persistence was defined as a continuous days’ supply of a prescription with no gap greater than 60 days between the last day of the days supply provided and the first day of the subsequent prescription refill. The proportion of individuals who persisted with their first antidepressant prescription was evaluated at 3, 6, 9, and 12 months. Multiple logistic regression models were used to estimate the odds ratio (OR) for the persistence of SSRIs over time.

Results: Among 53,079 individuals, 65% were female, 63% resided in urban Manitoba, and 58% were between 25 and 65 years of age. About 26.42% of individuals filled their first SSRI prescription only once, and 73.53% of users discontinued therapy before 1 year. The proportion of individuals who persisted with their initial SSRIs declined at 3, 6, 9, and 12 months (60.22%, 44.13%, 35.71%, and 26.47%, respectively). Among SSRIs, the proportions of citalopram, escitalopram, sertraline, fluoxetine, paroxetine, and fluvoxamine users were 32.23%, 17.13%, 29.22%, 16.27%, 5.01%, and 0.12%, respectively. Escitalopram users were the most persistent.

Conclusion: This study shows that only one-fourth of individuals persisted with SSRIs at 12 months, and persistence declined based on individual characteristics. These findings highlight the need for further investigation into the factors associated with low persistence to improve treatment outcomes.

PS-05

Formulation, Characterization, and Stability of Kaurenoic Acid-Loaded Nanoliposomes

Remigius Agu ¹, Ikechukwu Peter¹, Nworu Chukwuemeka²

¹College of Pharmacy, Dalhousie University, ²Other.

Purpose: Kaurenoic acid is a diterpene found in numerous medicinal plants and possesses various pharmacological properties. However, it is insoluble in water and polar solvents. This study aimed to develop and characterize kaurenoic acid-loaded nanoliposomes (KALNL) to enhance their bioavailability.

Methods: Nanoliposomes were prepared by thin-film hydration using soy phosphatidylcholine and cholesterol in a 7.5:2.5 ratio. Active drug loading was performed to incorporate kaurenoic acid into the preformed nanoliposomes. KALNL was characterized for particle size, polydispersity index (PDI), zeta potential, entrapment efficiency, Fourier transform infrared spectroscopy (FTIR), and stability. Rhodamine B-loaded nanoliposomes were used in the in vitro release study.

Results: The average size, PDI, zeta potential, and entrapment efficiency of KALNL were 52.18 ± 1.89 nm, 0.26 ± 0.05, −34.2 ± 0.41 mV, and 87.0 ± 2.65%, respectively. The FTIR analysis indicated interactions between soy phosphatidylcholine and kaurenoic acid. The drug storage stability study revealed no significant changes in these values after 28 days of storage at 4°C. In vitro drug release studies demonstrated that rhodamine B-loaded nanoliposomes released 46.40 ± 0.00% of the loaded drug over an extended period, while free rhodamine B was released more rapidly (73.14 ± 0.11%).

Conclusion: The study suggested that the nanoliposome can be used as an effective delivery system for kaurenoic acid.

PS-06

Liposomal Nanocarriers for targeted delivery of kaurenoic acid in breast and lung cancer cell line

Remigius Agu ¹, Ikechukwu Peter¹, Chukwuemeka Nworu²

¹College of Pharmacy, Dalhousie University, ²Other.

Purpose: Kaurenoic acid, a bioactive compound, has demonstrated potential in inhibiting cancer cell growth; however, its therapeutic application is hindered by poor bioavailability. In this study, we formulated nanoliposomes containing kaurenoic acid (KALNL) to assess their effects on breast (MCF-7) and lung (Calu-3) cancer cells in vitro.

Methods: To determine the effects of KALNL and free kaurenoic acid (KA) on cell viability, an MTT assay was performed on MCF-7 and Calu-3 cells. An endocytotic uptake assay was utilized to ascertain the mechanism of nanoliposomal uptake, using nystatin and sucrose as endocytosis inhibitors.

An ELISA assay was conducted to evaluate the effects on cytokine production in vitro in KALNL and free KA-treated MCF-7 and Calu-3 cells, with the pro-inflammatory cytokine IL-8 quantified. A scratch assay was employed to assess the anti-migratory effects of KALNL and free KA.

Conclusion: The nanoliposomal formulation enhanced the delivery of kaurenoic acid and improved its anti-cancer effects against breast and lung cancer cells in vitro.

PS-07

Dissolving microarray patches containing Fluphenazine for Schizophrenia: Optimization of in vitro fabrication variables

Remigius Agu ¹, Chigozie Okorie¹, Ikechukwu Peter¹

¹College of Pharmacy, Dalhousie University.

Purpose: The treatment of schizophrenia is often challenging due to issues with patient adherence. Adherence challenges are multifactorial and involve both patient-related and medication-related factors. Formulations of dissolving microneedles for the drug could enhance its bioavailability and improve patient compliance. However, achieving consistent fabrication of these needles poses difficulties. This study aimed to assess the effects of polymer ratios (such as polyvinylpyrrolidone (PVP) and gelatin), plasticizer concentrations (like glycerol), filling methods (including tapping, vacuum, and centrifugation), and drying conditions on the mechanical strength and morphology of dissolving microneedles.

Methods: Fluphenazine-dissolving microneedles were fabricated using PVP and gelatin, with glycerol serving as a plasticizer and 1% genipin acting as a crosslinker. Various formulations were developed and cast into molds, including 15% PVP/15% gelatin/5% glycerol (with or without genipin). The fabrication process included vacuum-assisted mold filling and drying under controlled conditions. The effects of plasticizer concentrations, filling methods (tapping, vacuum, centrifugation), and drying conditions (temperature and drying methods) on the mechanical properties and morphological characteristics of the microneedles were evaluated using digital and scanning electron microscopy and load-assister fracture methods.

Results: Six microneedle formulations were prepared: (1) 15% PVP, 15% gelatin, 5% glycerol; (2) 20% PVP, 10% gelatin, 2% glycerol; and (3) 20% PVP, 10% gelatin, 5% glycerol, with genipin included as a crosslinker in the other three formulations. The initial fabrication process using centrifugation at 5000 rpm caused polymer leakage, prompting the switch to vacuum-assisted mold filling. However, continuous vacuum drying at 30°C produced waffle-shaped microneedles, which required optimization of temperature and pressure. The formulations with 20% PVP and 10% gelatin (2 and 3) exhibited the highest resistance to breakage during weight-based mechanical strength testing, with formulation (3) performing best among microneedles that did not contain genipin. Overall, the genipin formulations yielded better results than those without genipin.

Conclusion: Dissolving microneedles containing fluphenazine were successfully fabricated using PVP and gelatin, with glycerol and genipin enhancing flexibility and stability. Optimized drying conditions improved the microneedles structural integrity.

PS-08

Glucagon-Like Peptide-1 (GLP-1) agonist treatment modulates extracellular vesicles released from isolated human islets during amyloid formation

Rushie Tyagi ¹, Ayesha Saleem², Berkay Ozerklig², Lucy Marzban¹

¹College of Pharmacy, University of Manitoba, ²Other.

Purpose: Progressive β-cell dysfunction and death associated with islet inflammation is a key defect in type 2 diabetes (T2D) that leads to hyperglycemia. Formation of toxic protein aggregates named amyloid in pancreatic islets plays an important role in islet inflammation and β-cell death in T2D, but the cellular mechanisms remain unclear. Islet amyloid is mainly formed by aggregation of normally produced β-cell hormone, human islet amyloid polypeptide (hIAPP, amylin). We recently showed that hIAPP and its aggregates are elevated in small extracellular vesicles (EVs) released from human islets during amyloid formation and likely act as mediators of amyloid-induced β-cell death. In this study, we examined if treatment with liraglutide, a glucagon-like peptide-1 (GLP-1) agonist, can modulate EV content of toxic hIAPP species.

Methods: Human islets (n=3 cadaveric donors) were cultured in normal glucose (5.5 mM) as control (no or minimal amyloid) or elevated glucose (11.1 mM; islets form amyloid) without or with liraglutide (10 nM, 7 days). Small EVs were isolated from islet culture medium, characterized by Tunable Resistive Pulse Sensing (TRPS), and their purity was assessed by small EV markers. Human IAPP and its aggregates were detected in purified EVs from islet culture medium by Western blot. Islet amyloid, IL-1beta (inflammation marker), and beta-cell apoptosis were assessed by quantitative immunolabelling of paraffin-embedded islet sections for insulin/thioflavin S, insulin/IL-1beta, and insulin/TUNEL, respectively.

Results: Pre-culture human islets contained little or no detectable amyloid formation but culture in elevated glucose resulted in progressive amyloid formation, which was associated with increased EV content of (pro)hIAPP and its aggregates, elevated islet IL-1beta, and proportion of TUNEL-positive beta cells, as compared to islets cultured at normal glucose. Liraglutide treatment reduced amyloid formation and EV content of hIAPP species in islets cultured at elevated glucose, which was associated with lower islet IL-1beta and beta-cell apoptosis than corresponding non-treated islets.

Conclusion: In summary, these findings suggest that liraglutide treatment reduces amyloid formation, modulates EV content of toxic hIAPP species, and improves beta-cell survival in human islets. Treatment with GLP-1 agonists may provide a potential strategy to reduce EV content of toxic hIAPP species thereby reduce amyloid toxicity.

PS-09

Treatment with an Interleukin-1 Receptor antagonist reduces formation of toxic islet amyloid polypeptide oligomers and improves beta-cell survival in human islets

Janessa Sawatzky¹, Rushie Tyagi ¹, Lucy Marzban¹

¹College of Pharmacy, University of Manitoba.

Purpose: Type 2 diabetes (T2D) is associated with progressive beta-cell dysfunction and death, which leads to elevated blood glucose levels. Formation of toxic protein aggregates named amyloid in the pancreatic islets, due to aggregation of the beta-cell hormone human islet amyloid polypeptide (hIAPP), plays a key role in beta-cell death during T2D, but the underlying mechanisms are not clear. Human IAPP aggregates also form during islet culture and following transplantation and contribute to islet graft failure. Small hIAPP aggregates (oligomers) that form at early stages of amyloid formation are the major toxic form which promote islet IL-1 beta production, activation of the IL-1 beta signaling, and beta-cell apoptosis. In this study, we examined if treatment with an IL-1 receptor antagonist (IL-1Ra), can reduce formation of hIAPP oligomers in human islets, thereby reduce amyloid toxicity.

Methods: Isolated human islets from cadaveric pancreas donors (n=3 donors) were cultured at normal glucose (5.5 mM; no or little amyloid formation) or elevated glucose (11.1 mM; amyloid formation) in the absence or presence of an IL-1 receptor antagonist (IL-1Ra; 10 g/mL; Sigma) for 7 days (37ᵅC). Islets were fixed in 4% paraformaldehyde and paraffin-embedded islet sections were used for assessment of hIAPP oligomers and beta-cell apoptosis, by quantitative immunolabelling for insulin and A11 (oligomer), insulin and TUNEL (or caspase-3), respectively.

Results: Pre-culture human islets had little or no detectable hIAPP oligomers, but hIAPP aggregation progressively occurred during 7-day islet culture at elevated glucose, which was associated with increased number of caspase-3 and TUNEL-positive beta cells. Treatment with IL-1Ra reduced formation of hIAPP oligomers in human islets during 7-day culture at elevated glucose, which was associated with lower number of caspase-3 and apoptotic beta cells as compared to non-treated islets cultured at elevated glucose.

Conclusion: These findings suggest that IL-1Ra treatment reduces formation of hIAPP oligomers and beta-cell death in human islets. Treatment with IL-1Ra at early stages of amyloid formation may provide an effective strategy to protect islets from beta-cell toxic hIAPP oligomers.

PS-10

Development of a practical fact sheet to help families manage eating behavior changes associated with at-home oral chemotherapy in children with acute lymphoblastic leukemia

Laurence Turpin-Langlois Faculté de pharmacie, Université Laval.

Purpose: Acute lymphoblastic leukemia is the most common pediatric cancer. Treatment includes oral chemotherapy, such as intermittent doses of dexamethasone (ex: 5 days of DEX on a 21-day cycle basis), taken for about two years. This results in physical and psychological side effects that must be managed daily by families. Some of these effects affect the childs eating behavior by causing polyphagia and food cravings. We report here on the development of an evidence-based practical fact sheet to help parents manage at home dexamethasone-induced eating behavior changes safely and autonomously.

Methods: A search, formulated according to the PICO model, was conducted in MEDLINE and PsycInfo to identify studies that have evaluated strategies for enhancing targeted eating behavior changes. Articles were selected using a structured method with inclusion and exclusion criteria. Strategies that have proven effective and applicable to our clinical context has been summarized and used to develop a practical fact sheet.

Results: Collected data were used to develop a practical fact sheet to support parents. The strategies identified from the literature were translated into concrete activities to try out with the child, including calm and active options to divert their attention from food cravings or educate them about healthy foods. The practical fact sheet was written in simple terms and includes the definition of eating behavior changes, signs and symptoms to help identify them, warning signs requiring medical assistance, and activities and tips to try with the child.

Conclusion: This practical fact sheet will be reviewed with our stakeholder-partner advisory committee (parents and healthcare professionals), who guide our work in leukemia, and then will be finalized. It will be included in the material of a program developed by our multidisciplinary team to support families with oral chemotherapy at home. The program’s acceptability, feasibility and preliminary effects will be evaluated in a single-center pilot study.

T-01

What Omega-3 supplements are good for cognitive health? A tool for pharmacists' education

Alina Kotchetkov Barrie North Collegiate.

Purpose: To assess efficacy of Omega-3 fatty acids (FAs) and specific components for cognitive health based on published clinical evidence. The results provide novel information to facilitate pharmacists in patient counselling on benefits of Omega-3 FAs on cognitive health.

Methods: Performed PubMed searches for publications reporting clinical evidence on randomized controlled trials (RCTs) on Omega-3 FAs and components, such as docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA), for cognitive health. Publications reporting non-clinical or laboratory results (e.g., Omega-3 blood concentration), or irrelevant patients (e.g., non-cognitive conditions, infants) were excluded. Trials referenced in included articles were identified if meeting the inclusion/exclusion criteria. Efficacy of each study was categorized by a scale from 0 to 5: where 0=no effect, 1=marginal, 2=mild, 3=moderate, 4=prominent.

Results: 23 RCTs were analyzed. Participant median age was 74±5.5 years. Omega-3 doses applied ranged from 200 to 2,300mg/day. No studies showed negative effects on cognitive health. Supplements with Omega-3 showed clinical benefits in three patient groups: mild cognitive impairment (MCI) (12 studies), Alzheimers disease (AD) (10 studies), and dementia (3 studies). Three trials included both MCI and AD cohorts. Omega-3 total dose >1,000mg/day showed more prominent efficacy. Response to Omega-3 supplements correlated with total dose, r=0.7945, R-squared=0.6312, 95% CI [0.5607-0.9110] and in a lesser degree with DHA dose, r=0.6340, R-squared=0.4020, 95% CI [0.2899 to 0.8330]. Studies with DHA:EPA ratio 3:1 and 4:1 showed the highest efficacy (p=0.0002) versus no efficacy (p=0.0082). The difference between DHA:EPA ratios for 1:1, 2:1, 3:1 and 4:1 groups however did not reach statistical significance (p=0.158).

Conclusion: There is a strong evidence of Omega-3 FAs efficacy in improving cognitive health in patients with MCI, AD, and dementia. Higher Omega-3 doses (≥1,000mg) with high DHA content, and high DHA:EPA ratio are more effective.

T-02

Engaging students through test-enhanced learning: Insights from a second-year pharmacotherapy course

Erica Pietrangelo ¹, Joham Ahmad¹, Heather Kertland¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Test-enhanced learning (TEL) is an educational strategy incorporating frequent testing to improve knowledge retention and comprehension. Using student-developed multiple-choice quizzes, TEL was integrated into a second-year pharmacotherapy course at the Leslie Dan Faculty of Pharmacy Doctor of Pharmacy Program. The objective of this study is to evaluate quiz-taking behaviours across three cohorts to assess student engagement with TEL. For the first two cohorts, quizzes were available after the relevant topics were taught, while the last cohort had access to all quizzes from the start of the course.

Methods: A retrospective analysis of quiz access data was conducted for three cohorts (2021-22, 2022-23, and 2023-24). For each cohort, the percentages of students accessing a quiz at least once, more than once, and more than two days relative to midterm and final exams were calculated. For the 2023-24 cohort, the percentage of students accessing quizzes before the material was covered in class was also determined.

Results: Overall, 65% of students in 2021-22, 63% in 2022-23, and 77% in 2023-24 accessed a quiz. In the 2023-24 cohort, a higher percentage of students accessed quizzes multiple times (36-43%) compared to the earlier cohorts (16-40%). Additionally, more students in the 2023-24 cohort accessed quizzes more than two days before exams (26-57%) compared to previous years (3-33%). Lastly, 19-32% of the 2023-24 cohort accessed quizzes before the corresponding material was covered in class.

Conclusion: TEL engaged most students, with differences in timing and frequency of quiz access across cohorts. Providing earlier access to quizzes may encourage more proactive and frequent engagement with TEL materials. Further research into these differences may offer insights to optimize strategies. These results support implementing and TEL strategies to enhance student learning outcomes and knowledge retention.

T-03

Enhancing scholarly teaching: The impact of health professional education journal clubs on university curricula and practitioner knowledge

Duncan Carlson¹, Ali Reza Ladak ¹, Fong Chan¹, Tina Chen¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Education-focused journal clubs in health professions serve as collaborative sessions where faculty and clinicians discuss and critically appraise articles related to educational practices, aiming to enhance knowledge of pedagogy and promote evidence-based teaching. The growing interest in these programs across health professions has led to increased implementation and research in recent years. Therefore, this review aims to search the literature and assess the impact of these journal clubs on practitioner knowledge and health profession education curricula.

Methods: A systematic literature review was conducted to synthesize the existing research on education-focused journal clubs in health professions. Databases including CINAHL, Embase, Google Scholar, and MEDLINE were searched for relevant studies. Inclusion criteria focused on articles that evaluated the impact of these journal clubs on behavioral practices and knowledge acquisition. Data were extracted and analyzed to identify common themes, strengths, and limitations of the studies.

Results: The search yielded 740 unique articles, and after screening titles, abstracts, and full texts, ten studies were included in the review. The populations consisted of faculty, students, and residents in various health professions including medicine, pharmacy and nursing. Survey results were generally positive, with seven studies finding the journal clubs to be effective or beneficial in some manner. Six studies noted increased knowledge amongst the participants, and three studies reported specific instances of pedagogical change as a result of the sessions. One study also demonstrated statistically significant increases in participants’ consultation of published literature (Cohen’s r = 0.85) and discussions with students regarding the scientific basis of the educational activities (Cohen’s r = 0.86). However, the reviewed studies had significant risk of bias, and variations in journal club design, setting, and outcome measures limited the confidence and comparability of the data.

Conclusion: Education-focused journal clubs show promise in enhancing knowledge and influencing teaching practice among health professionals. Journal clubs can also be valuable tools for collaborative learning and improving research skills. Future research should focus on employing more rigorous methodologies and objective outcome measures to provide robust evidence of their effectiveness.

T-04

An environmental scan of content related to respiratory tract infections in Canadian university curricula

Katelyn Zwicker ¹, Emily Black¹, Daniel Rainkie¹, Kyle Wilby¹, Andrea Bishop², Emma Reid², Jeannette Comeau², Jenny Curran², Tasha Ramsey¹

¹College of Pharmacy, Dalhousie University, ²Other.

Purpose: Pharmacists in some jurisdictions across Canada are assessing and prescribing for select respiratory tract infections (RTIs). We aimed to summarize curricular content on RTIs within Canadian Entry-to-Practice Pharmacy Programs which may be used to determine curricular modifications and/or continuing professional development needs based on recent changes to scope across Canada.

Methods: A survey was disseminated electronically via email to a representative at each of the 11 Canadian pharmacy schools to determine curricular content on RTIs. This survey gathered information on curricular content related to diagnosis, microbiology testing, physical assessment, therapeutics, and pharmacist prescribing. Each school was asked to collaborate with faculty responsible for teaching these topics within their respective institutions. The data was analyzed descriptively using proportions.

Results: All 11 Canadian schools of pharmacy completed the survey (response rate 100%). Respondents indicated that most common infections that may be treated with pharmacotherapy are included within curriculum. However, fewer than a third (27%) of programs deliver content on less common infections with a broad differential diagnosis, including, mastoiditis, lymphadenitis, infectious mononucleosis, diphtheria, pertussis, tracheitis, and epiglottitis. Physical assessment techniques relevant to RTI assessment, where included are primarily taught didactically (19%) or through a combination of didactic and skills lab instruction (19%). No programs reported an expectation of physical assessment instruction during experiential rotations. Half of all respondents do not feel their students can independently assess and prescribe for RTIs upon exit of degree.

Conclusion: This environmental scan identified gaps in curricular content related to assessment and diagnosis of RTIs in Canadian Entry-to-Practice Pharmacy Programs. To prepare pharmacists for practicing at full scope, there is a need to increase instruction on assessment, including physical assessment, and diagnoses, in pharmacy programs. Continuing professional development will be required for pharmacists who have not obtained these competencies in undergraduate training.

T-05

Evaluation of a management/leadership/entrepreneurship (MLE) APPE course

Karen Cameron ¹, Marcia McLean ¹, Jennifer Lake¹, Zubin Austin¹, Dhruvi Patel¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Management, leadership, and entrepreneurship (MLE) are important topics in pharmacy education. At the Leslie Dan Faculty of Pharmacy (LDFP), MLE APPE courses are offered as project or administration/management/leadership rotation as a component of the new MLE Certificate. We aimed to evaluate this course during its initial year to refine and enhance the program.

Methods: A multi-faceted, interim analysis (Blocks 1-6 of 10) was completed to incorporate revisions for the subsequent year. Data collected included students’ mandatory site and preceptor evaluations, preceptor surveys from the subgroup of MLE preceptors, and summaries from a student-led interview with volunteer students who completed the course. A multi-method evaluation using content analysis of written comments and tabulation of numeric scores and preceptor survey data from the subgroup was conducted. Revisions were presented to various coordinators and committees for next year.

Results: At the interim analysis, 43 students had completed their rotation across 16 different sites, working with 23 preceptors. Preceptors received an average score of 4.67/5.0 (range: 3.44–5.0), while sites scored 4.69/5.0 (range: 3.33–5.0). Preceptor surveys, completed by nine preceptors (39%), indicated agreement that MLE activities were essential for skill development, with most preceptors actively providing students with feedback and guidance. Suggested improvements included clearer structure for preceptors and additional activities for students. Interviews with four students (9.3%) highlighted appreciation for the manageable workload and reflective opportunities, such as the philosophy of leadership statement. Challenges included completions of the 360-degree review in smaller companies, and topic selection and integration of MLE work for their designated activity.

Conclusion: Data suggested that the inaugural MLE APPE contributed to skill development in management, leadership, and entrepreneurship, with positive evaluations from both preceptors and students. Next steps include modifications to the student activities and guide to support clarity and relevance.

T-06

Implementation of brief reflective statements in experiential assessment

Karen Cameron ¹, Marcia McLean¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: To date, second year experiential learning at the Leslie Dan Faculty of Pharmacy has not prompted students to reflect on the direction or impact of their learning past the initial learning contract. By adding one self-reflection prompt to midpoint and final assessments, our goal was to encourage student reflection on progress, to understand the desired areas of focus for the second half of the course, and to appreciate what students were most proud of upon conclusion.

Methods: Questions encouraging reflective thought were added to the Early Practice Experience – 2 (EPE-2) midpoint and final assessment in 2024. At midpoint, students were asked to identify one item that they would like to focus on in the remaining two weeks to achieve their educational goals. At the final, students were asked to describe what they were most proud of upon completion. The responses were downloaded, de-identified, reviewed and categorized.

Results: Two hundred and twenty-five students completed EPE-2 in summer 2024 (156 students in community and 69 in hospital). All students completed the required assessments and reflective questions. At the midpoint, students in community pharmacy sites identified improving their medication knowledge/ability to identify DTPs, patient counseling, and minor ailment assessments as intended areas of focus. Improvement in completing patient assessments and therapeutic knowledge were most identified by hospital students. In addition, hospital students noted patient and interprofessional communication and relationships as areas to target. At the final point, students in both groups stated they were most proud of the knowledge gained. Community students also noted pride in their injection and patient counseling skills. Hospital students noted their ability to complete patient assessments and improved confidence.

Conclusion: The addition of one brief reflection question was easily implemented and provided insight into the areas where students felt they needed to focus and what they were most proud of. The overlap between areas to improve at the midpoint and what students were most proud of at the end was consistent for students in both practice sites. Next steps include incorporating self-reflection into first year, and analysis of the impact of reflective questions on student learning.

T-07

Co-designing the MedManageSCI prototype: A medication self-management toolkit for adults with spinal cord injury/dysfunction

Lauren Cadel ¹, Rasha El-Kotob¹, Sander Hitzig², Lisa McCarthy¹, Shoshana Hahn-Goldberg¹, Tanya Packer², Chester Ho², Tejal Patel³, Stephanie Cimino², Aisha Lofters², Maliha Asif¹, Sara Guilcher¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto, ²Other, ³School of Pharmacy, University of Waterloo.

Purpose: Adults with spinal cord injury/dysfunction (SCI/D) are commonly prescribed multiple medications to manage numerous secondary conditions that occur post-injury, such as pain, spasticity, and neurogenic bowel and bladder. Even though medication use is common, tools to comprehensively support medication self-management are lacking. Therefore, the objective of this study was to co-design the prototype of a toolkit to support medication self-management among adults with SCI/D.

Methods: This was a participatory, multi-methods study that used the Good Things Foundation Pathfinder Model as a guide for the co-design process, which followed three stages. Participants included adults with SCI/D, care partners, and healthcare providers from across Canada. In Stage 1, we conducted a scoping review, concept mapping study, and working group sessions to understand and define the problem. In Stage 2, we conducted working group sessions and website development meetings to create a prototype of the toolkit. In Stage 3, we conducted one working group session to test and revise the prototype of the toolkit.

Results: In Stage 1, our scoping review identified the need for a medication self-management resource. The concept mapping study (n=44) and working group sessions (n=19) identified, thematized, and prioritized content to include in the toolkit. These sessions also identified the ideal method of delivery of the toolkit as a website. In Stage 2, feedback provided by the working group on the visual content was categorized into five areas: first impressions, message and purpose, visual elements, layout and flow, and graphics. MedManageSCI was chosen as the name by the working group. An online version of the MedManageSCI toolkit prototype was created in consultation with a website development company (www.medmanagesci.ca). In Stage 3, the working group provided feedback to enhance the functionality and navigation of the website.

Conclusion: By engaging adults with SCI/D, care partners, and healthcare providers throughout the co-design process, we created the prototype of a toolkit that addresses the unique challenges of medication self-management in this population. Feedback obtained throughout this process informed critical adjustments to the content, design, and functionality of MedManageSCI, which will enhance its relevance to the target audience and support implementation.

T-08

Assessing pharmacists' perspectives of generative AI tools in pharmacy practice and the need for AI literacy education

Mimi Nguyen¹, Kayla Fang¹, Gilly Lau ¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: The rapid integration of generative artificial intelligence (GenAI) into various fields highlights its potential to revolutionize healthcare practices, including pharmacy. There is a lack of information in the literature on pharmacists’ views on GenAI, despite its growing adoption in health education. This study aims to solicit the perspectives of pharmacists in British Columbia (BC) regarding their use of GenAI in pharmacy practice and potential learning objectives for GenAI literacy curriculum development in the University of British Columbia’s Entry-to-Practice PharmD program.

Methods: A mixed-methods approach was employed using an online, web-based, anonymous Qualtrics survey. The survey comprised of 18 items including multiple-choice, Likert-scale, ranking, and open-ended questions. The survey was distributed to BC pharmacists through the local pharmacy association’s weekly e-newsletter and snowball sampling. The survey was open for six weeks and four $25 gift card incentives were provided. Data was analyzed using descriptive statistics and thematic analysis.

Results: A total of 103 responses were included for analysis. Respondents reported varying levels of understanding of GenAI, with the majority reporting either having a basic understanding (46%), or having awareness of GenAI but lacking detailed knowledge (45%). Over three-quarters (78%) of respondents agreed/strongly agreed that GenAI could improve efficiency in pharmacy practice, and 72% agreed/strongly agreed that it would play a significant role in future practice. When asked about integrating GenAI literacy into the pharmacy curriculum, 64% of respondents agreed/strongly agreed that it should be included. Despite this, 78% felt unconfident in their own knowledge of GenAI tools to explain its application in pharmacy practice to pharmacy students. The top three learning objectives ranked by respondents were: 1) understanding and interpreting results from GenAI tools with respect to its accuracy and relevance, 2) identifying when using GenAI technology is appropriate for a given clinical context, and 3) identifying data privacy and security issues of using GenAI.

Conclusion: These findings indicate a positive outlook among BC pharmacists towards the adoption of GenAI in pharmacy practice and the need for targeted education to address the existing knowledge gaps in GenAI literacy among both pharmacy students and current pharmacists, who in-turn support the learning of students.

T-09

OSCE self-awareness - "I know I bombed that station!"

Cynthia Richard ¹, Ali Syed¹, Kristen Archbell¹, Kristi Van Gaalen¹, Allison Tario¹

¹School of Pharmacy, University of Waterloo.

Purpose: Students at the University of Waterloo School of Pharmacy complete Objective Structured Clinical Examinations (OSCEs) throughout their program, including a Midpoint OSCE to identify students requiring additional remediation support midway through the program. The purpose of this study was to determine what OSCE preparation strategies are more strongly correlated with exam success, and to identify whether students demonstrate self-awareness with regards to their performance.

Methods: Immediately after completing the Midpoint OSCE, students complete a post-OSCE reflection form where they record information such as preparation strategies, perceptions of their overall performance as well as their strongest and weakest OSCE stations, and areas where they would like to continue to learn and grow based on how they perceive they performed. In this study, we used data from this self-reflection form to identify which preparation strategies were most commonly reported, to understand which strategies were correlated with exam success, and to determine how accurately students predicted their overall exam result (pass, at-risk, or fail) and their strongest and weakest stations.

Results: We found practice cases in lab and reviewing course notes to be the most common preparation strategies, followed by a good night’s rest. Reviewing textbooks and layout of resources were also frequently selected, as well as practicing cases with classmates. Students less frequently selected reviewing post-OSCE feedback and participating in mock OSCEs. The preparation strategies showing the strongest correlation with exam success were reviewing information in textbooks and reviewing layout of common resources (e.g., drug monographs). Interestingly, we found that students were more likely to accurately predict their worst OSCE station than their highest OSCE station (X2 = 10.46, p = .001) and that 75% accurately predicted their overall OSCE result.

Conclusion: In this study, we found that students exhibit stronger self-awareness of areas for improvement based on OSCE performance; this is reassuring as it may lead students to improve their knowledge and skill acquisition in areas where they perceive deficits. Identification of preparation strategies that were most strongly correlated with exam success will ultimately inform support for students in future exams.

T-11

Implementing a formative Situational Judgement Test to support the development of professionalism among pharmacy students

Kristen Archbell¹, Kaitlin Bynkoski ¹, Cynthia Richard¹, Gill Sitarenios², Rodica Ivan²

¹School of Pharmacy, University of Waterloo, ²Other.

Purpose: Traits of professionalism, including ethical judgment and interpersonal skills, are critical for future pharmacists (CCAPP, 2023). While the importance of professionalism is widely recognized, professionalism remains challenging to assess. However, emerging tools, such as Situational Judgment Tests (SJTs), have shown early evidence of supporting development and evaluation of professionalism competencies (Cullen et al., 2022). SJTs can aid in identifying students requiring intervention to provide pre-emptive remediation (Cullen et al., 2017; Cullen et al., 2020). The current study examined the efficacy adding a SJT (the Acuity Competency Enhancer – ACE) to the Midpoint Assessment.

Methods: The ACE was developed by Acuity Insights and is a formative assessment of non-technical skills, currently in the pilot phase. The Midpoint Assessment evaluates pharmacy student performance halfway through the program and is comprised of a multiple-choice and practical examination. During the ACE, students were presented with 13 ethical dilemmas and responded to open-ended and multiple-choice questions (operated through Survey Monkey), requiring critical reasoning and social interpretation. Students were told it would take approximately 90 minutes and completed it as an activity in a course. While all students completing the Midpoint Assessment also completed the ACE, 61 students (N = 61) provided consent for their data to be used for research.

Results: Student results were categorized into four domains: (1) reading the situation, (2) how it affects you, (3) effective interaction, and (4) resolution enactment. A remediation scheme was developed to determine the level of student support. While 83% of students demonstrated moderate-to-high competency across domains, 10% had one domain requiring additional support materials/resources, and 8% had two or more domains identified for growth, necessitating a meeting with an academic advisor in addition to receiving support materials/resources. Correlations were observed between ACE domain scores and other student metrics.

Conclusion: Overall, the ACE demonstrated good utility at the Midpoint Assessment by identifying a distinct group of students requiring professionalism remediation. This three-assessment approach to the Midpoint Assessment (i.e., MCQ Exam, practical exam, ACE) has the potential to foster holistic development among pharmacy students, balancing core content knowledge with the critical soft skills needed to succeed in an ever-evolving healthcare landscape.

T-12

Exploring the role of AI-generated patient cases in pharmacy education: Educator and student perspectives

Jamie Yuen ¹, Jocelyn Micallef¹, Brie Weir¹, JungAh Lee¹, Martin Dammert¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Generative artificial intelligence (genAI) offers opportunities to enhance pharmacy education. Early literature has demonstrated the potential of genAI in developing student pharmacists’ knowledge and skills, particularly when coupled with expertise from an educator; however, little has been reported on AI-generated patient cases. The objective of this study was to gain the perspectives of students and educators regarding the efficacy, authenticity and ethical use of AI-generated patient cases.

Methods: Within the Entry-to-Practice PharmD program at the University of British Columbia, an elective course with 30 third-year students integrated an AI generated case activity. Students were then invited to complete a survey that included Likert-scale and open-ended questions regarding their experiences and perspectives of AI in pharmacy education, and the efficacy, authenticity and ethical use of the case activity they participated in. A similar survey was deployed in parallel to all educators within the Faculty. The data were analyzed using descriptive statistics and content analysis.

Results: Nine educators and six students completed the surveys. The majority of students (66.7%) and educators (66.7%) agreed that AI-generated cases can help students build a systematic approach to history taking. Educators reported that AI-generated cases could be reflective of real-life practice (77.8%). Most students (66.7%) reported it felt like they were interacting with a real patient during the genAI case activity. Despite consensus that case creation is an ethical use of genAI, a minority of students (16.7%) and educators (22.2%) perceived these cases as potentially more biased than human-created ones. Open-ended responses emphasized the need for human oversight in sourcing and processes, and highlighted the absence of human elements such as emotion or uncertainty in genAI cases.

Conclusion: These findings provide pharmacy educators considerations on how they may incorporate AI-generated patient cases into their teaching practices. There is agreement across both educators and students that genAI can be used to create, authentic, ethical and effective patient cases. Cases should be created alongside educator’s expertise and reviewed with an attention to bias and accuracy. Future studies should explore the role of genAI patient cases within larger samples and different contexts of pharmacy education.

T-13

Enhancing pharmacy education with generative AI: Student perspectives on a simulation patient role-playing program

Jamie Yuen ¹, Fong Chan¹, Jon-Paul Marchand¹, Brie Weir¹, Nour Mishel Ghashghaei¹, Neelam Bancy¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Generative artificial intelligence (genAI) technology is new to higher education and has many potential use cases for teaching and learning. The GENRx (Generative AI-Enhanced Role-Playing for Pharmacy Education and Physical Examination) Project utilizes genAI to create patient personas and simulate realistic patient scenarios for pharmacy students to practice history taking and documentation. The objective of this quality assurance initiative was to evaluate student perspectives of a case developed through the GENRx Project, which may help determine how it can best enhance student learning.

Methods: The GENRx Project team deployed one of four genAI enabled cases for pilot testing. Thirty students enrolled in a Primary Care Pharmacy Practice elective at the University of British Columbia were invited to participate. Students completed a case while interacting with a simulated patient persona on the Virtual Interactive Case platform. Following the activity, students provided feedback through an anonymous online survey using the Qualtrics Survey tool. The survey consisted of three open-ended questions aimed at evaluating the student experience as they interacted with the genAI simulated patient. Qualitative analysis of responses was independently performed using Microsoft Excel software to determine themes, which were finalized by team consensus.

Results: Fifteen students (50%) participated in the pilot testing and responded to the anonymous survey. Several key themes emerged from the analysis of the survey responses. Students identified the platform included 1) a realistic simulation experience, 2) helpful practice for information gathering during patient interviews, 3) ease of use, and 4) the desire for expanded use in pharmacy teaching. Opportunities for improvement included 1) refining responses for a more realistic patient interaction, 2) enhancing user experience and guidance, 3) incorporating AI-related societal issues into future discussions, and 4) additional functionalities.

Conclusion: Students provided valuable insights into the use of genAI patient simulations in pharmacy education. The results highlight strengths of the tool and areas for improvement to enhance its effectiveness for student learning. These findings will guide future refinements and support the integration of genAI into pharmacy education through the GENRx Project.

T-14

Utilization of generative artificial intelligence (Gen-AI) in a health systems assignment. Lessons learned and planned future applications

Marcia McLean ¹, Mina Tadrous¹, Andrea Swanson¹, Jennifer Lake¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose:Generative artificial intelligence (Gen-AI) has been recognized as a potential tool in education and the health care system for a variety of applications. The third-year health systems course term assignments focused on a health system problem. While the primary objective of this assignment was advocacy-oriented communication related to the health system issue, the secondary objective was understanding the student experience of utilizing a Gen-AI tool to aide in completing the assignment. We sought feedback from students to iteratively improve for future use.

Methods:An assignment was modified to integrate Gen-AI in writing an advocacy letter. Students were asked to analyze the advocacy environment prior to using Gen-AI, were given instructions on generating AI prompts, and then asked to critique the Gen-AI output. After submission, students were provided a voluntary, anonymized survey with Likert-type and open-ended questions to improve the quality of this assignment. Students were asked to rate their prior Gen-AI use, their understanding of Gen-AI after completion, and their prediction for future use.

Results:Forty-seven students (20.6%) responded to the survey. Students were bimodal in their use of Gen-AI prior to the assignment with approximately 40% using weekly and less than monthly, respectively. The majority of students (74.5%) were comfortable using Gen-AI prior to the assignment and the majority (78.8%) stated that the assignment helped them understand a use for Gen-AI in future practice. Most students (87.3%) felt that Gen-AI has a role to play in efficient health care professional communication.

Conclusion:While the majority of students were comfortable using GenAI prior to the assignment, less than half of students used the tool frequently. This assignment provided a practical future use example while supporting Gen-AI good practice principles in higher education. The meaningful feedback will be used to improve the integration if Gen-AI into teaching in scholarly work and future practice. Next steps include gaining a better understanding of use examples and guiding students in the use of AI beyond the didactic curriculum, to experiential learning.

T-15

A scoping review of AI-powered language tools in pharmacy experiential learning

Musab Iqbal ¹, Musab Iqbal¹, Jeff Nagge¹, Brian Hui¹, Caitlin Carter¹

¹School of Pharmacy, University of Waterloo.

Purpose: Artificial Intelligence (AI) technologies have the potential to transform pharmacy experiential learning by replicating critical components of clinical training, including patient interactions, expert feedback, clinical decision making, interprofessional communication, and patient care documentation. Traditional didactic learning methods often face challenges such as limited access to clinical instructors, inconsistent quality, and restricted opportunities for diverse, repeatable practice. Generative AI tools address these barriers by simulating scalable, low-risk clinical training environments. This scoping review mapped the use of generative AI and natural language processing (NLP) in virtual pharmacy experiential training, focusing on (1) type of AI technologies used, (2) their role in supporting traditional experiential training, (3) their impact on training outcomes, and (4) best practices for integration.

Methods: The Arksey and O’Malley’s scoping review framework and PRISMA-ScR reporting guidelines were followed. A comprehensive search was conducted across five databases (PubMed, EMBASE, Scopus, ERIC, IPA) with English language and 2000-2024 date restrictions. Search terms combined controlled vocabulary and keywords related to AI, machine learning, NLP, experiential learning, and pharmacy education. Titles, abstracts, and full texts were screened by pairs of authors. A secondary analysis verified AI classification using company websites and public resources for unclear study descriptions. Studies on AI for clinical decision support or non-educational purposes were excluded.

Results: Of 1,415 studies identified, only one met inclusion criteria. This study evaluated a gamified pharmacy simulation (PharmG) to replicate clinical practice for 70 senior pharmacy students. In a 2021 hybrid iteration of the PharmG simulation, Microsoft Power Virtual Agents was used for their AI and NLP capabilities. Course evaluation scores in 2021 (4.2 and 4.7 out of 5) showed modest improvements over 2020 asynchronous-only virtual course delivery (4.0 and 4.1 out of 5), but were lower than 2019 in-person training (4.7 and 4.9 out of 5). Study limitations included a lack of controlled comparisons and statistical testing.

Conclusion: Evidence for AI in pharmacy experiential learning remains limited, with significant gaps in adoption, standardized reporting, and rigorous evaluation of its effectiveness. Future research should focus on comparative trials and standardized frameworks to assess AI’s ability to replicate critical experiential learning outcomes and support scalable, high-quality training.

T-16

Gaps and trends in peripartum mental health education in Canadian pharmacy curricula

Randilynne Urslak ¹, Catherine Deng², Nardine Nakhla², Cynthia Richard², Colleen Maxwell²

¹École des sciences pharmaceutiques, Université d'Ottawa, ²School of Pharmacy, University of Waterloo.

Purpose: Peripartum mental health conditions are common in Canada, yet many women lack proper support. Pharmacists are a potentially underutilized resource for these patients, but it is unclear whether Canadian PharmD programs adequately train future pharmacists to address this need. The goals of this study were to assess the quantity and quality of peripartum mental health instruction in Canadian PharmD programs, evaluate its perceived importance within the curriculum, and identify potential gaps and opportunities for enhancing this education.

Methods: A national cross-sectional survey was conducted during November 2023–August 2024 to assess peripartum mental health content in Canadian pharmacy programs. The survey was distributed via email by members of the Association of Faculties of Pharmacy of Canada (AFPC) to one representative from each pharmacy school. The survey included 34 questions across four sections: demographics, curriculum, course status, and instructional methodology. It featured a mix of Likert scale, multiple-choice, and open-ended questions. Descriptive statistics were used to analyze the data.

Results: The survey response rate was 60% (6/10 eligible pharmacy schools). All respondents agreed that pharmacists can play a critical role in supporting peripartum patients with mental health conditions. While most schools include topics such as depression, anxiety and drug safety in pregnancy within therapeutic courses, many respondents felt that peripartum mental health content is not covered in sufficient depth. Most schools dedicate 1-3 hours to this topic, with lectures being the primary teaching method. Two schools (2/6) include a laboratory component, such as mock patient interviews. Notably, no school offers a stand-alone course on peripartum mental health care. Despite the consensus on its importance, respondents expressed difficulty fitting peripartum mental health content into an already overloaded curriculum. Most agreed that the third year of the pharmacy program is an appropriate time for instruction.

Conclusion: This survey highlights that while peripartum mental health is recognized as an important area of pharmacy practice, its coverage in Canadian PharmD programs is limited. To ensure graduates feel confident in caring for this population, programs should explore innovative ways to integrate and enhance peripartum mental health content throughout the curriculum, such as incorporating case-based learning and standardized patient interactions.

T-17

Generative Artificial Intelligence in pharmaceutical education: Assessing the utility of ChatGPT in case-based learning for pharmacy students

Frank Chen ¹, Arun Verma¹, Brie Weir¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: The interest in generative artificial intelligence in pharmaceutical education has significantly increased since the inception of ChatGPT. This study seeks to identify the feasibility, accuracy, and role of ChatGPT in case-based learning for third-year Doctor of Pharmacy students in an advanced renal pharmacotherapeutics course.

Methods: Standardized prompts for ChatGPT-4o were developed by investigators to generate nephrology-related examinations consisting of a patient case, a series of five associated short-answer or multiple-choice questions, and an answer key. Questions were based on learning objectives sourced from pre-made lectures of the 2023-2024 Winter Session Advanced Renal Pharmacotherapeutics course at the University of British Columbia. Following the initial generation of examinations, question relevance to learning objectives, diversity of question difficulty levels, comprehensiveness of examination material, and accuracy of answer keys were recorded. Subsequent adjustment prompts to enhance the clarity and accuracy of answer keys, question diversity, and question relevance were then made. The time and number of adjustment prompts required for investigators to finalize each lecture’s associated examination were reported.

Results: Learning objectives were extracted from 17 lecture presentations to generate a total of 85 questions across 17 examinations and patient cases. Of the initial 17 examinations drafted, 76.5 % were determined to be relevant to lecture learning objectives, 11.8 % were moderately relevant, and 11.8 % exhibited minimal relevance. 70.1% exhibited an adequate level of diversity in question difficulty levels while 76.5% of the case studies comprehensively covered most of the lecture content. Of the 85 questions generated, the answer key provided by ChatGPT-4o had an overall accuracy rate of 62.5 %. The mean number of minutes and number of adjustment prompts required to finalize each examination were 6.2 and 2.1 respectively.

Conclusion: ChatGPT offers a feasible and time-efficient means of generating case-based educational material for third-year Doctor of Pharmacy students. Its ability to utilize learning objective inputs and provide format-consistent outputs without the need for excessive adjustment prompts emphasizes its potential for widespread use in healthcare academia. Future research is necessary for further prompt refinement to reduce the number of adjustments required and to explore other platforms.

T-18

Gamification in pharmacy education: Application in pharmacist prescribing for minor ailments

Fatima Hashemi-Sabet ¹, Certina Ho ¹, Zhiting (Tina) Zhou¹, Xinyue (Iris) Zhao¹, Samir Kanji¹, Laura Brady¹, Yong Hwan (Tom) Lim¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Since October 2023, Ontario pharmacists have been authorized to prescribe for 19 minor ailments (MA). To build on learning in this area, our study explored gamified education as a tool for senior pharmacy students. Gamification in health professions education has been shown to improve knowledge retention in a more engaging and interactive manner compared to traditional teaching methods. This project was aimed to design and evaluate educational games related to pharmacist prescribing for minor ailments (PPMA).

Methods: We conducted an online needs assessment surveying 230 fourth-year PharmD students using a six-item questionnaire to identify the MA conditions that may benefit from educational games. Next, we developed six multiple-choice questions (MCQs) for each of the top three identified MA. In May 2024, we hosted Quizizz sessions to fourth-year students in two formats: online synchronous and asynchronous homework mode. Participants completed a 12-item post-game evaluation questionnaire. Quantitative data collected were analyzed using descriptive statistics, and free-text input was subject to thematic analysis.

Results: Pinworms and threadworms, nausea and vomiting of pregnancy, and impetigo were perceived to be the three most challenging MAs. Sixty-nine (30%) fourth-year students participated in our Quizizz games. The average knowledge accuracy scores for nausea and vomiting of pregnancy, pinworms and threadworms, and impetigo were 50%, 58%, and 55%, respectively, for the online synchronous sessions. The asynchronous homework mode knowledge accuracy scores were 53%, 42%, and 35%, respectively. On average, the Quizizz games took 337 seconds for students to complete the online synchronous sessions and 260 seconds the homework mode (_p_=0.048). Twenty students (29% response rate) from both formats completed our post-game evaluation. Notably, 90% respondents strongly agreed or agreed that the game experience improved their knowledge of the MA conditions.

Conclusion: Gamification is an effective tool for improving knowledge retention and identifying knowledge gaps in learning. This project will inform further development in MA gamification application, supporting pharmacy education and continuing professional development for early-career pharmacists.

T-19

Evaluation of biosimilars massive open online courses for patients, caregivers and healthcare professionals

Kathy Vu ¹, Annalise Mathers¹, Shiropa Noor¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: The primary aim of this quality improvement initiative was to evaluate two accredited, curriculum-based massive open online courses (MOOCs) dedicated to the safe and effective adoption of biosimilars. This evaluation targeted changes in knowledge, confidence, communication skills, and perceptions among healthcare providers, students, and patients/caregivers regarding biosimilar medications, comparing pre- and post-completion results from two distinct MOOCs: a patient-facing course titled "Fundamentals of Originator and Biosimilar Biologics" and a healthcare provider-facing course called "Advanced Knowledge and Skills of Originator and Biosimilar Biologics." Previous literature indicates a significant need for online educational resources covering biosimilars, along with an evaluation of their efficacy in educating learners.

Methods: To guide the evaluation, we employed the Kirkpatrick Model, enhanced by Kaufman’s framework to encompass societal benefits. We conducted the evaluation using a mixed method approach to address the question, “What are the impacts of the biosimilars massive open online courses (MOOCs) on learners knowledge, confidence, and communication skills?” An anonymous online survey was distributed pre-course, post-course, and six months after course completion to all participants enrolled in one or both MOOCs. The survey collected demographic information and assessed changes in knowledge, confidence, communication skills, and perceptions regarding biosimilars. Learners were invited to participate in a virtual focus group to discuss their experiences 6 months after completing the course(s).

Results: In the Fundamentals course, 103 learners (12.0%) completed the pre-survey, and 42 (4.6%) completed the post-survey. In the Advanced course, 67 learners (9.7%) took the pre-survey, while 22 (3.2%) completed the post-survey. The majority of respondents were healthcare providers from Canada. Positive outcomes were observed between the surveys indicating a beneficial impact of the courses on learner knowledge, confidence, communication skills, and perceptions. However, the findings should be interpreted with caution due to the low response rates and challenges with participant follow-up.

Conclusion: MOOCs may enhance understanding and trust with biosimilars among patients, caregivers, and healthcare professionals. Ongoing evaluation is essential to ensure they meet the needs of diverse learner populations and effectively contribute to safe biosimilar usage in clinical practice. Further research could explore supplementary methods to increase participation and address the evolving landscape of biosimilar education.

T-20

Impact of a brief clinical immersion in shaping pharmacy students' professional identity

Jillian Reardon¹, Adrian Ziemczonek ¹, Teri Charrois ¹, Jamie Yuen¹, Anita Kapanen¹, Arwa Nemir¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Professional identity formation (PIF) starts in undergraduate pharmacy education, where learners begin to understand future professional roles and expected behaviors. There is limited data, particularly in primary care, on the most effective approaches to fostering PIF. With the expansion of primary care pharmacist roles and scope of practice in many Canadian jurisdictions, it is increasingly important to determine how to best prepare students for these evolving responsibilities. This study aimed to evaluate whether a brief immersion in a primary care setting with clinical pharmacists as role models can support PIF in pharmacy students.

Methods: This was a qualitative analysis of surveys completed by undergraduate pharmacy students enrolled in a third-year primary care elective. Students participated in a half-day clinical immersion at the UBC Pharmacist Clinic where they observed pharmacists providing direct patient care to patients with complex medication needs followed by a debrief with the pharmacist. They completed an electronic survey within 1-week pre and post activity and were invited to consent to the use of their responses for analysis. Surveys posed open ended reflection questions about student’s socialization into the pharmacy profession and impressions of the immersion experience. Content analysis was used to identify themes from survey responses, employing a deductive approach.

Results: Among 30 students enrolled in the elective, thirty (100%) and twenty-nine (97%) consented for data to be included in the pre and post survey analysis, respectively. Most students (93%) had past or current experience working in pharmacy settings outside of practicums, primarily in community practice (86%). Only 23% of students reported regular interactions with pharmacists who were not preceptors, instructors, peers or work colleagues. Themes identified included surprise at the breadth of pharmacist’s role, patient complexity, the power of shared decision making and importance of relationship building in longitudinal care.

Conclusion: A brief clinical immersion in a primary care setting has the potential to impact PIF and was generally valued by students who had previously been exposed mainly to community pharmacy practice. Insights gained will be used to guide and develop future educational activities to support PIF in clinical pharmacy settings.

T-21

Pharmacists' readiness for cannabis-related patient care: Exploring their knowledge and education needs

Sandra Gerges ¹, Lisa Bishop², Kelsey Westall¹, Ashley Hosker-Field¹, Jennifer Donnan³, Marilyn Cresswell¹, Kati Whelan², Daniel Bear¹

¹Humber Polytechnic, ²School of Pharmacy, Memorial University, ³Memorial University.

Purpose: Cannabis legalization in Canada has resulted in more people exploring its use without the guidance of a healthcare provider. The latest review of the Cannabis Act suggests making cannabis accessible in pharmacies. Pharmacists are well positioned to provide support to patients through harm reduction and safe and appropriate cannabis use decisions. The purpose of this study was to assess pharmacists’ and pharmacy students’ cannabis knowledge, education needs, and preparedness to provide cannabis-related patient care.

Methods: A cross-sectional national online survey was distributed via Qualtrics between March 20 to October 12, 2024, to Canadian pharmacists and pharmacy students. The survey included demographic questions, questions to examine cannabis and harm reduction education, attitudes towards providing medical cannabis, perceived cannabis knowledge, and the perceived presence of stigma.

Results: Of the 345 participants who responded, 230 (67%) were licensed pharmacists and 115 (33%) were pharmacy students. Pharmacists demonstrated varying levels of knowledge about cannabis use, side effects, and therapeutic applications. Sixty-three percent reported minimal to no cannabis education during their academic training. Almost everyone (98%) indicated a need for additional education. Self-reported knowledge about cannabis was moderate, averaging 5.21/10 for medical cannabis and 5.04/10 for harm reduction strategies. Pharmacists reported being underprepared for practical applications, with over two-thirds feeling not at all or only slightly prepared to provide counselling for both medical (68%) and recreational (68%) cannabis. Pharmacists identified several key areas for further education, with the highest priorities being drug/disease interactions (88%), contraindications (89%), and adverse effects (90%). The results suggest that pharmacists and pharmacy students may exhibit some degree of stigma toward people who use cannabis.

Conclusion: This study highlights significant gaps in pharmacist and pharmacy student’s cannabis-related knowledge and preparedness to provide cannabis-related care. Findings suggest that stigma may also play a role in the ability of pharmacist to provide cannabis-related patient care. Addressing both educational needs and stigma is essential to prepare Canadian pharmacists and pharmacy students for the evolving patient care roles in cannabis-related patient care and harm reduction.

T-22

Bridging the rural pharmacy gap through virtual education and partnership: piloting a rural pharmacy elective

Alexis Webster¹, Gilly Lau¹, Paulo Tchen¹, Mimi Nguyen¹, Kayla Fang ¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Rural pharmacy education is essential for addressing healthcare priorities in rural contexts. In Summer 2024, a virtual rural pharmacy elective was piloted for second-year Entry-to-Practice PharmD students at the University of British Columbia. This elective featured a virtual community engaged learning (CEL) project, where student groups collaborated with community partners on a project to benefit rural communities. This study evaluated the efficacy of virtual course design in supporting pharmacy education and relationships in rural practice contexts.

Methods: This qualitative evaluation explored the learning experiences of students enrolled in the course through semi-structured interviews. Community partners were interviewed regarding their experience supervising students in CEL projects. Twelve students and three partners were invited to participate. Reflexive thematic analysis was conducted, and coding discrepancies were addressed through discussion.

Results: Three students and two community partners were interviewed, and the analysis generated several themes. Students reported perception shifts towards deeper understanding of health challenges and diversity in rural settings, with the virtual modality increasing course accessibility given conflicts with concurrent mandatory practicum placements taking place in municipalities throughout BC. Peer collaboration benefited students’ experience with the CEL project, and online tools facilitated teamwork and workflow. The level of support from the community partner influenced students’ experiences, with consistent communication and guidance contributing to positive experiences. Community partners regarded students as motivated and organized but felt at times virtual delivery limited their connection with students, also noting connections between students and rural community members could be improved. Partners perceived the project as providing a unique learning opportunity for students and the final product enhanced knowledge mobilization within partner organizations and communities. Partners and students identified the course coordinators as a supporting role in project activities.

Conclusion: This study’s findings highlight that virtual delivery of education and CEL about rural pharmacy practice can be effective and accessible. Virtual CEL projects can foster reciprocal relationships among students and rural community partners, serving as a useful tool to introduce students to rural practice. Intentional effort to encourage connection and relationship building can improve virtual partnerships. These findings will further inform the efficacy of rural pharmacy education through virtual delivery.

T-23

Community preceptors' perceptions of pharmacy student involvement in minor ailments and contraception prescribing activities in British Columbia during experiential rotations

Paul Lao ¹, Asal Taheri²

¹Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, ²Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: In June 2023, pharmacists in British Columbia gained authorization to prescribe for 21 minor ailments and contraception. There is currently limited information about student involvement in this new activity during clerkships and how preceptors feel about students’ readiness to prescribe. To prepare students for their practicums and their evolving roles in future practice, we sought to capture a snapshot of the current landscape by “Examining the Participation of Learners on Outpatient Rotations in Encounters involving the Minor Ailments and Contraception Service” (EXPLORE-MACS) through preceptors’ lenses. Using the results, we aimed to identify areas for curriculum enhancement, inform faculty of support strategies for preceptors, and guide future learning initiatives.

Methods: Using the University of British Columbia Faculty of Pharmaceutical Sciences Office of Experiential Education preceptor database, we invited community pharmacy preceptors (n=469) to complete a retrospective online survey consisting of multiple-choice, short-answer and Likert-type questions. The questions gathered insights on students engagement level, performance, and preceptors’ perspectives on the benefits and challenges related to student participation. Close-ended responses were analyzed using descriptive statistics, and open-ended answers were grouped into themes.

Results: We received 27 valid responses (5.8%). Preceptors reported student participation in all aspects of prescribing (e.g. information gathering, documentation) and across all 22 prescribing indications, except for dysmenorrhea among first-year students. Notably, students engaged in prescribing activities even for conditions they had not yet covered in school. All but one preceptor felt that student participation in these activities provided valuable patient-care learning experiences. While most students met preceptor expectations, challenges were noted in student confidence, knowledge, communication and time management. Nearly two-thirds of preceptors stated a preference for receiving more information from the Faculty about students’ training prior to their rotations.

Conclusion: Most students were exposed to a range of prescribing activities and indications during their rotations, providing opportunities to reinforce and complement didactic learning. Our findings highlight the need for instilling strong prescribing competencies before practicums and more communication from the Faculty to support preceptors. Additional practice would help students become more assertive, efficient in using resources, and better equipped to navigate indications they have not yet been taught.

T-24

Employing a student-faculty partnership model to support innovative education

Mina Rim ¹, Ryan Kwok¹, Sunny Qin¹, Irene Luong¹, Alyssa Azote¹, Patty Chang¹, Fong Chan¹

¹Faculty of Pharmaceutical Sciences, University of British Columbia.

Purpose: Creativity and flexibility are required to meet the evolving learning needs of students. Therefore, it is important to consider moving beyond traditional methods used to obtain student feedback of learning such as evaluation surveys and focus groups. As such, we propose that a student-faculty partnership model can leverage innovative student perspectives by prioritizing open communication, promoting inclusivity and creativity, and maximizing the strengths of each partner. This will enable the development of novel educational practices to improve the student learning experience. The student-faculty partnership model was adopted in 2023W, with 4 students and 1 faculty partner, in the redesign of the Nephrology module in the Entry-to-Practice Doctor of Pharmacy (E2P PharmD) Program at the University of British Columbia (UBC). By examining the effectiveness of this model, we hope to endorse further conversation on creating inclusive, dynamic partnerships that inspire excellence in teaching and learning.

Methods: To measure the effectiveness of the student-faculty partnership, each partner completed 5 bi-monthly reflection surveys. These surveys included Likert scale and open-ended questions to assess each partner’s perception of available resources, support, feedback, level of initiative taken, and growth in personal skills.

Results: At the start of the project, 50% of the student partners strongly agreed they had adequate support, clear expectations, and felt comfortable sharing ideas with peers, while 75% felt comfortable with faculty partners (n=4). Partner engagement varied, but all agreed that every partner was supportive of learning. While no students strongly agreed they received sufficient peer feedback, all felt adequately supported by faculty. Comfort in giving feedback was reported by 50% for peers and 75% for faculty. By project completion, results had improved, and all partners (100%) strongly agreed on every measure (n=5). Preliminary qualitative analysis highlighted enhanced creativity, empowerment, innovation, independence, and excitement through partnership.

Conclusion: The overall student-faculty partnership model experience was positive which was likely why the innovative learning activities, which resulted from the partnership, received overwhelmingly positive student response. Based on the successful collaboration between students and faculty, we would advocate for educational frameworks across Canada to embrace similar partnership models.

T-25

AI-powered feedback in virtual clinical training: A scoping review of implementation and research gaps

Caitlin Philbrook ¹, Caitlin Philbrook¹, Jeff Nagge¹, Caitlin Carter¹

¹School of Pharmacy, University of Waterloo.

Purpose: Effective feedback is essential in clinical training. with the increasing use of virtual learning and artificial intelligence (ai), new opportunities exist for delivering immediate, personalized feedback. this scoping review explored ai-driven feedback in virtual clinical training and examined existing approaches, effectiveness, and research gaps in feedback delivery.

Methods: A systematic search of pubmed, embase, and scopus was conducted to identify studies involving healthcare learners, ai, feedback, and virtual learning. after removing duplicates, two independent reviewers screened studies by titles, abstracts and full-text. studies were excluded if they lacked ai-driven feedback interventions, or focused solely on ai development without application in clinical training. data extraction included methodology, participants, study design, ai tool, feedback delivery mechanism, and outcomes.

Results: Of 2290 screened articles, five met the inclusion criteria. studies examined diverse healthcare learners, including nurses and nursing students, pediatric residents, and multidisciplinary healthcare professions. four out of five studies reported improvements in clinical knowledge and communication skills, but only three directly assessed feedback-specific outcomes. two studies found ai-driven feedback was useful, with moderate to high participant satisfaction. limitations included lack of realism and occasional illogical responses.

Conclusion: AI-driven feedback systems show promise in enhancing clinical training by delivering structured, data-driven insights. ai enables training in complex topics, such as suicide safety planning and empathy development. future research should evaluate optimal feedback strategies, including timing (real-time vs post-simulation), mode (written, verbal, visual), frequency, and level of detail required for engagement and learning outcomes.

T-24

Integrating quality improvement education into pharmacy curriculum: What we learned from the literature

Ayman Lakhani ¹, Certina Ho¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Integrating quality improvement (QI) education in PharmD curriculum will equip pharmacy students with the knowledge and skills needed to conduct QI initiatives in practice. This project is aimed to share lessons learned from the literature, including how pharmacy faculties integrate QI education into their programs, barriers to its implementation, and student perceptions of QI education delivery.

Methods: A literature search was conducted in Scopus and ProQuest. The search did not limit articles by timeline, country/region, or study design. Articles were screened with search terms “quality improvement” or “continuous improvement” in titles; and “pharmacy student”, “pharmacy training”, or “pharmacy education” in abstracts or keywords. Relevant papers were selected for an in-depth review and thematic analysis.

Results: Scopus and ProQuest searches generated 27 and 26 results, respectively. After removing duplicates and screening, six papers were included for thematic analysis, three of which were affiliated with Canadian pharmacy faculties and three with American schools. QI principles are well received and effectively applied by pharmacy students, especially in experiential and interprofessional practice settings. Students who were engaged in elective QI training strongly supported its integration as a core component of the PharmD curriculum. Some American pharmacy schools were successful in implementing QI practicums as mandatory curricular components, with similar positive feedback received from students and faculty. Barriers to deliver widespread and hands-on/practical QI education/training include a lack of faculty expertise on the subject matter and limited time within the curriculum.

Conclusion: A key competency for pharmacy graduates, pertaining to the Association of Faculties of Pharmacy of Canada (AFPC) Educational Outcomes [1], is the ability to contribute to optimizing health care delivery by applying QI strategies. Despite strong support for QI education, a lack of faculty expertise on QI and time constraints within the curriculum present challenges. Future work could explore integration of QI education in existing PharmD curricular components, such as, interprofessional education activities and Advanced Pharmacy Practice Experience rotations. Faculty development in QI may also help advance delivery of QI education going forward.Links:------[1] https://www.afpc.info/node/39

T-27

Conceptions of "not-ready" for practicum

George Pachev ¹, Neelam Dhaliwal ¹, Martin Dammert Freundt Thurne²

¹Faculty of Pharmaceutical Sciences, University of British Columbia, ²Other.

Purpose: In the UBC Entry-to-Practice Doctor of Pharmacy Program, student readiness to proceed to practicum is assessed with Integrated Comprehensive Exams (ICE) at the end of each term. The ICEs are developed by faculty teaching during the term and by experiential educators, who coordinate the practicum offerings in the summer. However, students identified as “ready for practicum” by this measure, continue to be judged as “not ready” by preceptors. The goal of this study was to understand educators’ conceptions of what defines the “not ready” student. As there are conceptions that reflect what programs believe it means to be ready for practicum, this study purposefully framed the question in the negative, to avoid restating the conceptions of “ready” for practicum.

Methods: Qualitative interviews were conducted with faculty educators involved in the development of the ICE. The interview aimed at eliciting the characteristics associated with judging a student to be “not ready,” and to evaluate these characteristics as to their importance, how easy they would be to identify, and remediate. Phenomenography was employed to analyze the data and build the “not ready” student profile.

Results: Participants generally described the challenges of “not ready” students as related to two broad domains: professionalism/attitudes and knowledge/skill. The outcome space of the conceptions also included varied, and sometimes central in importance, sources of challenges like the receiving, accepting, and acting on feedback, lack or underdevelopment of specific skills, and presence of mental health and wellbeing challenges. Notable is the parallel in evaluating the challenges: characteristics judged as more severe, like rigid mental set or failure to reconcile feedback, were also judged as more difficult to identify and less responsive to remediation.

Conclusion: This study demonstrated that some of the identified features of the “not ready” student will not be easily measurable by exams, and will be missing from the assessment of readiness such as the ICE. For future research, describing the conceptions of other groups involved in the decision-making around student readiness (e.g. preceptors), would help inform improvements to the assessment blueprints that currently exist and inform the program of assessment.

T-28

AI-assisted clinical debriefing in virtual healthcare training: A scoping review

Brian Hui ¹, Jeff Nagge¹, Musab Iqbal¹, Caitlin Carter¹

¹School of Pharmacy, University of Waterloo.

Purpose: Clinical debriefing (CD) is an invaluable tool in healthcare education, fostering reflective practice, clinical reasoning, and teamwork. The integration of artificial intelligence (AI) offers potential to enhance CD by enabling scalable, personalized, and data-driven feedback. However, the extent to which AI has been applied in this context remains uncertain. This scoping review investigated what current literature exists on AI-assisted debriefing practices in virtual healthcare training environments and identified gaps preventing the implementation of AI-assisted CD in virtual training environments.

Methods: The review adhered to the Arksey and OMalley framework, with guidance from the PRISMA-ScR reporting standards. PubMed, Embase, and Scopus were systematically searched for studies published from January 1, 2000 to October 31, 2024, focusing on the integration of AI-driven technologies to facilitate CD within virtual healthcare education. Eligible studies were written in English and focused on the use of AI systems to generate or deliver CD. Excluded studies were those unrelated to healthcare education, focused exclusively on surgical training, and lacked full-text availability. Titles, abstracts, and full texts were screened by two separate reviewers and data was extracted using a standardized charting process.

Results: Of 2142 identified articles, 72 were eligible for full text review. Although four articles were closely aligned with the inclusion criteria, none demonstrated the direct integration of AI into CD. Instead, AI was leveraged in related areas, such as scenario creation and learner interactions. For example, one study used AI to generate clinical scenarios and provide tutoring, while another utilized chatbots to facilitate asynchronous engagement. These applications reflect growing interest in AI in healthcare education but do not address its potential for reflective debriefing.

Conclusion: Although interest in AI-driven education is growing, no studies in nonsurgical training settings have yet demonstrated the use of AI for conducting or enhancing CD. This review highlights a significant gap in the literature and underscores the need for educators and researchers to develop and evaluate AI-driven CD frameworks to enhance experiential learning in healthcare education.

T-29

Brewing scholarly interest in non-direct patient care education APPEs: Coffee chats

Irendeep Johal¹, Marcia McLean¹, Andrea Swanson ¹

¹Leslie Dan Faculty of Pharmacy, University of Toronto.

Purpose: Coffee chats are informal, unstructured conversations usually associated with networking in the business world. In academia, coffee chats can help bridge the gap between faculty members and students. Education scholarship is often an unknown concept for pharmacy learners, hence weekly “coffee chats with an education article” were initiated at the Leslie Dan Faculty of Pharmacy to expose students to evidence that evaluates teaching and learning and informs curriculum design and academic decision-making. A secondary objective of this initiate was to spark students’ interest in scholarly literature and potentially a future career in health professions education.

Methods: The coffee chat initiative consisted of 30-minute weekly virtual sessions with faculty members and fourth year pharmacy students completing their non-direct patient care education APPE elective. All participants were provided with a facilitator’s guide that encouraged the selection of any health professions education article of interest (a list of 11 potential journals were provided as example sources). A different participant led the discussion every week, which was casual, and included the rationale behind selecting their article, a brief summary of the article, and pre-planned questions to stimulate discussion if needed.

Results: A retrospective analysis was done to explore topics and trends each week. Twenty-four students and eight faculty members engaged over eight five-week blocks. As of January 2025, 27 articles have been discussed. The most popular genre of article selected described curriculum design (22%), followed by teaching and learning innovation (19%), assessment (19%), well-being and mental health (15%), social determinants of health and health equity (15%), experiential learning (7%), and emerging technologies in education (4%). The majority of articles were from “Currents in Pharmacy Teaching and Learning” (30%) and the “American Journal of Pharmaceutical Education” (22%). Informal feedback from students and faculty members was positive.

Conclusion: The coffee chats were a positive experience for students and faculty members. The selection of articles showed the breadth of pharmacy educational scholarship and the ideas generated during discussion showed student adaptability to it. Our next step is to survey participants to more comprehensively describe their experience and further applications of content discussed.