Contributions: AP conceived the study and coordinated and facilitated the data collection. GF and NH were responsible for data entry and data analysis. GF drafted the manuscript. RK coordinated the data analysis and contributed towards the critical revision of all versions of the manuscript. All authors read and approved the final manuscript.

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Objective Increased demands from healthcare services have led to new roles for healthcare professionals (HCPs). Simulation based learning (SBL) can offer multidisciplinary HCPs and students a format to train for such emerging roles. The aim of this work was to adapt existing nursing SBL to involve pharmacy students and evaluate perceptions and effectiveness of SBL when used for interprofessional education (IPE). Methods Settings were a simulated hospital ward and a general practitioner (GP) practice. Participants were pharmacy and nursing students. Evaluation was by questionnaires and interviews. Ethical approval was obtained from the University Ethics Committee. Key Findings A total of 440 students participated. The majority of respondents (317/330;96%) found the sessions useful. All elements were highly rated: briefing (315/340;93%), setting (301/321;94%), scenario (325/338;96%), feedback (303/327;93%), interaction with the “patient” (328/338;97%), interactions with other HCP trainee (293/329;89%). The majority (304/327;93%) agreed that they felt the sessions had enhanced their skills. Significant (p ≤ 0.05) enhancement in communication confidence was perceived by the students. Students gained understanding of each other's roles, and appreciated practicing communication and teamwork. Conclusions Students recognised the importance, usefulness and need for IPE. SBL has the potential to support a variety of HCPs to facilitate uptake of new roles and working in multidisciplinary teams.

Introduction: Pharmacy students in the United Kingdom (UK) need to efficiently navigate the British National Formulary (BNF), a standard medicines reference source. "Pharmacy Challenge" is a web based prototype game based on the BNF. This research aimed to evaluate the game in terms of design, content and impact on students' performance and confidence. Methods: Evaluation comprised three phases: implementation, perception and impact of a serious game. Game design and evaluation methods were modelled using adapted elements of the RETAIN framework. Qualitative and quantitative questionnaires were utilised to assess students' perceptions of the game and its role in their education and to evaluate changes in confidence and performance experienced by students after playing the game. Quizzes were developed to determine changes in performance through comparison of scores before and following game use.Results: The questionnaire evaluation (n=152) found students' confidence increased significantly (p<0.05) in: speed of using, knowledge of BNF sections, extracting information and knowing where to look for the answer. Students (88%;106/120) felt they had learnt something new, 86% (103/120) felt that it reinforced their learning. A significant (p<0.05) increase in pre and post BNF quiz marks was observed (n=33).Conclusions: Statistically significant improvement in students' perceived confidence was noted. The study identified design elements such as the need for a simple interface to encourage engagement.The prototype has undergone a design transformation based on the feedback provided and is now released under the name "DOSE" with a bank of 300 questions, improved graphics, a leadership board and medals.

Purpose Quantifying the impact of pharmacy interventions, such as tailored medicines optimisation, can be challenging owing to the sometimes-indirect nature of their effect on patient outcomes such A&E (Accident & Emergency) attendance, hospital admission and length of stay. This study aimed to assess the impact of the, Lewisham Integrated Medicines Optimisation Service (LIMOS) on medicines self-management, A&E attendances and hospital admissions. Patients and Methods The study was conducted as a retrospective and prospective observational evaluation of patients referred to LIMOS at University Hospital Lewisham between April and September 2016. Only patients with an appropriate referral that received a LIMOS intervention within the study period were considered eligible. The main outcomes examined pre- and post-LIMOS included medicines self-management, A&E attendance, number of admissions, as well as length of stay. Results Data were collected for a total of 193 patients. Over half (56.4%, n = 109) identified as female with a mean age of 78 years at the time of referral. The number of hospital admissions decreased significantly post-LIMOS (−0.36 ± 1.87, 95% CI −0.63–0.10). Furthermore, the mean reduction in length of stay was significant and decreased by over a week (19.58 vs 11.09 days post-LIMOS, −7.67 ± 48.57, 95% CI −14.57–−0.78). There was a significant increase in A&E visits observed post-intervention (0.78 ± 1.93, 95% CI 0.50–1.06); however, the majority (63%, n =165/261) occurred over 90 days post-intervention. There was a significant reduction in the number of patients self-managing medication post-LIMOS, with the number of patients receiving additional support with their medication increasing (−0.38 ± 0.50, 95% CI −0.45–−0.31). LIMOS, therefore, successfully identified patients who were unable to manage their medicines. Conclusion Specialist pharmacy interventions, which include support with medicines management, have a positive impact on admission avoidance and length of hospital stay.