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Introduction: Medication-related problems (MRPs) are common among older adults. The global population is ageing and there are health-related challenges linked to ageing in rural areas. Home-living rural older adults often face barriers to access healthcare, like long distances to healthcare services and poor continuity of care. Telepharmacy is the remote provision of pharmaceutical care, and telepharmacy could be of particular importance for rural older adults to improve their access to clinical pharmacy services and reduce the incidence of MRPs. The objective of this study is to develop and evaluate a novel telepharmacy service in primary care for home-living older adults in Northern Sweden’s rural areas. The primary objective is to evaluate the effect of the telepharmacy service regarding the identification, classification and resolution of MRPs.

Methods and analysis: This study will be conducted as a single-arm interventional study. A total of 100 people ≥65 years will receive the telepharmacy service for 12 weeks. The key principles of the telepharmacy service are to perform medication interviews and follow-up meetings with study participants, to conduct structured medication reviews, to conduct regular electronic medical record reviews and to have interprofessional collaboration with primary care physicians. All meetings will be conducted through video conferencing via a secure virtual care platform. Identified MRPs will be classified, and the acceptance rate of the pharmacists’ recommendations will be evaluated. The results will be presented with descriptive statistics. As secondary objectives, intra-individual changes in participants’ medication adherence, health-related quality of life and beliefs about medicines will be assessed through self-report questionnaires. Statistical analysis will be conducted using two-sided McNemar’s tests. Semi-structured interviews will also be conducted to explore participants’ and healthcare professionals’ experiences and attitudes towards this telepharmacy service.

Ethics and dissemination: This study has been granted ethical approval by the Swedish Ethical Review Authority (registration number 2022-03819-01 and 2024-08441-02). Participant informed consent is required. The results will be published in peer-reviewed journals and presented at scientific conferences.

Job satisfaction plays a critical role in shaping professional outcomes, as it has been positively associated with enhanced performance and greater motivation. Conversely, insufficient job satisfaction may contribute to higher rates of staff turnover, professional burnout, and intentions to leave the profession. The objective was to investigate job satisfaction among pharmacists educated at Umeå University in Sweden over time and to explore factors affecting job satisfaction. A survey was distributed to pharmacy graduates who had completed web-based pharmacy programs at Umeå University between 2019 and 2023. Questions regarding job satisfaction and factors related to it were included. The response rate was 38%. The results were compared with results from a previous investigation (graduation years 2015-2018) to enable comparisons over time. Compared to findings from the previous survey, job satisfaction was lower in the present study (76.4% vs. 91.4%, p = 0.004). Both greater opportunities for continuing professional development (CPD) and the perception that the knowledge and skills gained during education are beneficial in the current job were associated with high job satisfaction (OR: 5.360; 95% CI: 1.896-15.156 and OR: 3.983; 95% CI: 1.255-12.642, respectively). Understanding factors contributing to job satisfaction can help employers improve retention and work environment.

There is a need to develop dosage forms suitable for children to improve drug treatment. Extemporaneous compounding of drugs for children is one way to meet these needs. However, excipients generally considered as safe in adults may not be appropriate in dosage forms intended for children. The aim was to optimize the composition of two pediatric liquid preparations by substituting paraben as a microbiological preservative and ethanol as a solubilizer, with excipients more suitable for pediatric use. The oral liquids were Naloxone 1 mg/mL and Propranolol 10 mg/mL. Twelve different formulations were tested with propranolol and naloxone, respectively, during the screening process to select appropriate formulations. Sodium benzoate and glycerol were used as a preservative and solubilizer, respectively, and different pH of the formulations were evaluated. The formulations were characterized according to dispensed dose (dosing accuracy), viscosity and osmolality. The optimized formulations from the screening process were tested with two amounts of sodium benzoate and microbiological assays were performed. These formulations were shown to have satisfactory preservative properties and dosing accuracy. The results showed that the oral liquids could be prepared without the addition of solubilizer and with lower osmolality (naloxone), thus reducing the risk of gastrointestinal side effects.

Education satisfaction is considered important for development of a professional identity and to increase learning. The aim was to investigate and compare education satisfaction over time among pharmacists who have graduated from the pharmacy programs at Umea University, Sweden. Data concerning education satisfaction were collected using an alumni survey of pharmacists who graduated between 2015 and 2018. This was compared with pharmacists graduating between 2006 and 2014. The majority of the pharmacy graduates were very satisfied with their education (96%) and thought that the programs gave them a clear professional identity (92%). No differences in education satisfaction between graduation years 2015 and 2018 and 2006 and 2014 were found. A majority of the graduates considered that the knowledge and skills acquired during their education were useful in their present job (83%). Of the graduates who thought that the studies gave them a clear professional identity, a higher proportion were satisfied with their job (p < 0.001) and thought that their work duties reflected their studies (p = 0.005). Exploring education satisfaction may help educators to further develop the education and to better prepare the students for their professional working life.

Mini-tablets are suitable for paediatric as well as geriatric use since they may provide flexible and accurate dosing and administration. Due to the minute tablet size, there is a need for new standardized quality evaluation procedures and conventional techniques may have to be adopted. The main objective of the study was to evaluate different dissolution techniques for orally disintegrating mini-tablets. Dissolution tests using mini-paddle apparatus were compared with standard size paddle apparatus, and the effect of paddle rotation speed was evaluated. Also, the filter choice, and its impact on dissolution, was considered. Sodium salicylate was used as a model drug substance and was mixed with different size fractions of mannitol. The powder mixtures were compacted into 2 mm flat faced tablets. The mini-tablets were characterized regarding weight and content uniformity, tensile strength, friability, disintegration and dissolution. Similar dissolution profiles were obtained with both mini and standard equipment. The paddle rotation speed affected the dissolution profiles; a low paddle speed resulted in a slower dissolution. Furthermore, choosing a chemically inert filter will increase the likelihood of obtaining reliable and accurate results. An appropriately designed dissolution test using mini-paddle apparatus is required prior to further implementation in quality control procedures.

Understanding the role of pharmacists' job satisfaction is important because a lack of job satisfaction might have negative impacts on patient care and safety. The aim of this cross-sectional study was to explore and compare job satisfaction among pharmacists graduating from the pharmacy programs at Umea University, Sweden. Data concerning job satisfaction and associated factors were collected using an alumni survey conducted among pharmacists graduating between 2015 and 2018. Ethical committee approval is not required for this type of study in Sweden. A majority (92.6%) of the pharmacy graduates were female. A majority of the graduates (91.4%) were satisfied with their job most of the time or all of the time, which was similar to a previous investigation among pharmacists graduating between 2006 and 2014. High access to continuous professional development (CPD) was associated with higher job satisfaction (odds ratio (OR): 18.717 (95% confidence interval (CI): 1.685-207.871)). In total, 65.6% considered access to CPD to be high (i.e., satisfactory to very good). Variables like gender, age, employee category, workplace, years since graduation, and income did not affect job satisfaction. Knowledge regarding job satisfaction will enable employers to respond to employees' needs, decrease turnover, and improve the work environment.

Mentorskap bygger på att en erfaren yrkesutövare (mentor) hjälper någon annan (adept) att bli mer kompetent i sitt yrke. Den grundläggande idén är att ta vara på och sprida erfarenhetsbaserad kunskap inom organisationen. Genom att bidra till en kollegas professionella utveckling kan mentorn utveckla sina egna kunskaper, förmågor och förhållningssätt. För adepten är det en möjlighet att utveckla sig och sin egen roll som lärare inom akademin (Mathisen, 2009; Eastcott, 2016).

Syftet med denna presentation är att delge erfarenheter från ett pedagogiskt mentorskapsprogram som utvecklats, genomförts och utvärderats vid Umeå universitet. Mentorskapsprogrammet är ett komplement till det högskolepedagogiska utbildningsutbudet och samtidigt ett sätt att tillvara ta de pedagogiskt meriterade lärarnas kompetens och vilja att bidra till hållbar pedagogisk utveckling.

Umeå universitet har en pedagogisk meriteringsmodell där lärare kan ansöka om prövning mot kriterier för utnämning till meriterad eller excellent lärare. Modellen har haft stort genomslag och det finns över 200 utnämnda lärare. En fråga som uppstått är hur lärosätet kan ta tillvara dessa lärares erfarenhet, engagemang och kompetens. I en undersökning av de utnämnda lärarnas förväntningar och önskemål framkom en stark vilja att dela med sig av sin kunskap och inspirera andra till pedagogisk utveckling. Detta ledde till att ett pedagogiskt mentorsprogram initierades 2019 med syftet att främja erfarenhetsutbyte och kollegial samverkan inom lärosätet.

Mentorskapsprogrammet består av en utbildning för mentorerna och ett pedagogiskt mentorstöd för adepterna. Ett intyg motsvarande en veckas högskolepedagogisk kurs utfärdas för de som genomför mentorsutbildningen och agerar mentorer. Vid antagning till mentorsplatserna prioriteras sökande med lång undervisningserfarenhet och ett reflekterande förhållningssätt till lärarrollen. Med andra ord: utnämning i Umeå universitetets pedagogiska meriteringsmodell är meriterande. För adepterna gäller inga speciella urvalskriterier förutom intresse att utveckla sin pedagogiska kompetens.

I matchningen av mentorer och adepter lades särskild vikt vid fakultets- och ämnesöverskridande konstellationer. Potentiella ämnesmässiga kopplingar undveks med argumentet att den akademiska lärarrollen och den pedagogiska verksamheten ska vara i fokus. I pilotomgången ingick sju mentor/adeptpar varav sex slutförde programmet.

Utvärderingen bekräftade vikten av att programmet är universitetsövergripande och att mentorer och adepter matchas över fakultets- och ämnesgränser. Det utgör även ett exempel på hur de meriterade och excellenta lärarnas engagemang och drivkraft för pedagogisk utveckling kan tas tillvara. Som helhet representerar det pedagogiska mentorskapsprogrammet en win-win-situation, där både adepter och mentorer växer i sin identitet och professionella roll.

Målgruppen för presentationen inkluderar alla som är nyfikna på undervisning/utbildning/högskolepedagogik, pedagogiska utvecklare samt personer med pedagogiska ledarskapsuppdrag.

Referenser

Mathisen, P. 2009. Mentor: i teori och praktik. Studentlitteratur: Lund

Eastcott, D. (2016). Coaching and mentoring in academic development (pp. 86–102). In: Popovic, C., & Baume, D. (2016). Advancing practice in academic development. Taylor and Francis Inc.

Background: Several tools to evaluate the appropriateness of prescriptions have been developed over the years.

Objective: To compare the prevalence of potentially inappropriate medication (PIM) among elderly, using the European Union (EU) (7)-PIM list and the Swedish quality indicators. Secondary objectives were to investigate factors associated with the use of PIMs using the two tools.

Setting: Medical ward in a hospital in Northern Sweden.

Methods: Medical records for patients aged >= 65 years admitted to the medical ward were reviewed by clinical pharmacists from September to November 2015 and from February to April 2016. PIMs were identified through the abovementioned identification tools.

Main outcome measure: Prevalence of PIMs.

Results: Of 93 patients, 18.3% had one PIM according to the Swedish quality indicators. The most common PIM class was non-steroidal anti-inflammatory drugs and diclofenac was one of the most commonly prescribed PIMs. According to the EU (7)-PIM list, 45.2% of the study population was prescribed one or more PIMs. The most common PIM class was hypnotic and sedative drugs, and the most frequently prescribed PIM was apixaban. No significant associations between PIMs and different factors were found using either identification tool.

Conclusion: The prevalence of PIMs was relatively low in the study sample according to the Swedish guidelines but high according to the EU (7)-PIM list. Different evaluation tools might give inconclusive results, but it is still important to continuously evaluate the need for PIMs in older patients in order to improve drug treatment and to decrease the risk of adverse drug reactions.

Introduction: This study aims to present an implementation of reflective professional development portfolios in pharmacy programs. The overall aim with the project is to stimulate pharmacy students’ professional development. Reflection can be a way to deal with new knowledge and increase professional confidence and competence. Since the process of learning professional values, attitudes and behaviours starts early, an emphasis on students’ development is crucial.

Methods: New written reflective assignments have been introduced in about 10 different courses in the pharmacy programs at Umeå University, Sweden. Students’ level of reflection was measured (on a 6-degree level of reflection scale) to establish students’ level without any further introduction to reflective thinking and learning in the current curricula.

Results: Preliminary results show low reflection in the first introduction course in the program (mean 3.08, 22% reflective, n¼49) and the level has only slightly increased at the 6th semester (mean 3,48, 48,8% reflective, n¼66) and on the 10th semester (mean 3,5, 50% reflective, n¼46). Interrater reliability was calculated by Cohens kappa k¼0,37-0,63. Results from more courses, feasibility, and interrater reliability are going to be evaluated and calculated this spring and presented at the conference.

Conclusions: Umeå University are introducing “Reflective professional development portfolios (RPDP)” as a learning activity integrated in all theoretical courses as writing assignments combined with mentor discussions (4 occasions) and summative portfolios (2 assignments) in the pharmacy curricula. Assessments and feedback on reflective writing of portfolios are planned to occur on several occasions and different levels including level of reflection, discussions on professionalism, and content. This baseline measurement can be used to assess the suggested curricula developments.