Workshop schedule, for the summaries of the Workshops, see below.

Wednesday, Oct.22; 13.30-15.30

WS04 The workplace as an educational environment for clinical teaching within everyday pharmacy
practice
WS08 Tailored communication in promoting medication intake behaviour
WS10 One Stop Dispensing on a Danish hospital ward - how to convince nurses to dispense
medicine bedside
WS12 The clinical pharmacist as a link in the medication process
WS13 STOPP-START Version 2 - Polypharmacy Care of the Older Person What is the potential
role of a pharmacists
WS17 How to recognize homecare patients who benefit most of clinical pharmacy services
WS18 Safety monitoring of patients on psychiatric pharmacotherapy
WS20 NNT game_ NNT NNH and TUB and their use in developing a pharmaceutical care plan
for individual patients
WS22 Challenges in discontinuation of medicine; N-of-1 trials as an individualized treatment
approach

Wednesday, Oct.22, 16.00-18.00

WS01 Writing Original Papers
WS03 The Challenge of Competent Pharmacists in Individualized Pharmaceutical Care Plan
WS06 Medication use in pregnant and breastfeeding women - useful information sources
WS09 From Socrates to Georgetown - Ethical Problems in Pharmacy Practice
WS11 Mismatch between Regulatory Affairs and Clinical Practice
WS19 Workplace learning and assessment in the (post)graduate education of pharmacists
WS21 Pharmacoeconomics a practical approach to assessing the literature

WS23 Health Information Technology and Patient Safety

WS24 CDSCP2 Tackling drug-drug interactions clinical decision support vs clinical pharmacists

Thursday, Oct 23, 13.30-15.30

WS05 Role of the pharmacist to assure efficacy and security of medications in Nursing homes
WS07 Sharing Care of Medicines across Primary and Secondary Care
WS09 From Socrates to Georgetown - Ethical Problems in Pharmacy Practice
WS15 Student-led med review_ A debate- Pharmacy students should receive training in medication
review with real patients
WS16 TDM Workshop _ Therapeutic Drug Monitoring
WS19 Workplace learning and assessment in the (post)graduate education of pharmacists
WS20 NNT game_ NNT NNH and TUB and their use in developing a pharmaceutical care plan
for individual patients
WS23 Health Information Technology and Patient Safety
WS25 Supporting development of Advanced Clinical Pharmacy Practice to ensure Patient Safety

Thursday, Oct.23, 16.00-18.00

WS02 Getting abstracts accepted
WS03 The Challenge of Competent Pharmacists in Individualized Pharmaceutical Care Plan
WS08 Tailored communication in promoting medication intake behaviour
WS10 One Stop Dispensing on a Danish hospital ward - how to convince nurses to dispense
medicine bedside
WS14 Developing a patient safety focused systematic review protocol
WS16 TDM Workshop _ Therapeutic Drug Monitoring
WS17 How to recognize homecare patients who benefit most of clinical pharmacy services
WS18 Safety monitoring of patients on psychiatric pharmacotherapy
WS22 Challenges in discontinuation of medicine; N-of-1 trials as an individualized treatment
approach

Friday, Oct.24, 13.30-15.30

WS05 Role of the pharmacist to assure efficacy and security of medications in Nursing homes

WS06 Medication use in pregnant and breastfeeding women - useful information sources
WS07 Sharing Care of Medicines across Primary and Secondary Care
WS11 Mismatch between Regulatory Affairs and Clinical Practice
WS12 The clinical pharmacist as a link in the medication process
WS15 Student-led med review_ A debate- Pharmacy students should receive training in medication
review with real patients
WS21 Pharmacoeconomics a practical approach to assessing the literature
WS24 CDSCP2 Tackling drug-drug interactions clinical decision support vs clinical pharmacists
WS25 Supporting development of Advanced Clinical Pharmacy Practice to ensure Patient Safety

WS01
Successful Scientific Writing: original research papers.
ESCP Communication Committee
Moderator:
Dr. J.W.Foppe van Mil (FESCP), Pharmacy Practice Consultant, member of the ESCP SIGMI and of the Communication Committee of ESCP, Editor-in-Chief of the International
Journal of Clinical Pharmacy (previously PWS). Perhaps the workshop will be co-moderated
by another member of the Communication Committee.
Background:
The results of scientific research are only valuable for society, if they can be shared with
others in an understandable written or oral format. There are several possible formats for
written information such as abstracts or scientific articles. Writing research papers that can be
accepted by a peer reviewed journal, can be a challenging experience. There are a number of
important aspects that authors should pay attention to, and that will facilitate acceptance. The
reason behind the different sections of articles will be explained.
This workshop will especially focus on scientific articles in the format for the International
Journal of Clinical Pharmacy but most other scientific journals have similar compulsory
formats.
After an introduction, the participants will study and discuss examples of the different stages
of scientific papers in smaller groups, the selection of appropriate journals and important
issues such as impact factors and authorship.
Learning objectives
After the workshop, the participant should be able to:
- Understand the structure and elements of a quality scientific paper;
- Select an appropriate journal for his publication(s)
- Understand the differences between the different peer reviewed scientific journals;

WS02
Successful Scientific Writing: getting conference abstracts accepted.
ESCP Communication Committee
Moderator:
Dr. J.W.Foppe van Mil (FESCP), Pharmacy Practice Consultant, member of the ESCP SIGMI and of the Communication Committee of ESCP, Editor-in-Chief of the International
Journal of Clinical Pharmacy (previously PWS). Perhaps the workshop will be co-moderated
by another member of the Communication Committee.
Background:
There are several possible formats for written scientific information such as abstracts or
scientific articles. Writing a good conference abstract is important because it may lead to
having an (oral) presentation at a conference.
Writing conference abstracts that will be accepted for presentation at a conference, is a
challenging experience. Apart from writing a condensed text, that represents the study well,
there are a number of other important aspects that will facilitate acceptance.
This workshop will focus on abstracts, such as expected by ESCP. But participants will also
discuss more general and ethical considerations about submitting abstracts, such as
authorships and responsibilities.
After an introduction, the participants will study and discuss examples of the different stages
of abstracts in smaller groups.
Learning objectives:
After the workshop, the participant should be able to:
- Understand the structure and elements of a quality conference abstract;
- Select an appropriate conference and presenter for the study
- Understand the differences between the different scientific presentation platforms;

WS03
The Challenge of Competent Pharmacists in Individualized Pharmaceutical Care Plan
ESCP Education Committee
Moderators:
Assist.Prof.Dr. Betl Okuyan, Marmara Univ. Faculty of Pharmacy, Clinical Pharmacy Dept
Turkey Coordinator of Clinical Clerkships of Pharmacy Students
Assoc.Prof.Dr. Mesut Sancar, Marmara Univ. Faculty of Pharmacy, Clinical Pharmacy Dept
Turkey Coordinator of Clinical Clerkships of Pharmacy Students
Prof.Dr. Fikret Vehbi Izzettin (FESCP), Marmara Univ. Faculty of Pharmacy, Clinical
Pharmacy Dept.Turkey,Head of Clinical Pharmacy Department and Head of Society of
Clinical Pharmacy in Turkey

Background:
When the competent pharmacists decide to perform pharmaceutical care; which has been
defined as taking professional responsibility of pharmacists as health care professional in
patients medication therapy for achieving definite therapeutic outcomes to promote patients
quality of life; they should be ready to find solutions if the medication related problems has
been occurred and they should have skills to predict potential medication related problems.
Pharmaceutical care involves the process through which a pharmacist cooperates with a
patient and other professionals in designing, implementing, and monitoring a therapeutic plan
that will produce specific therapeutic outcomes for the patient. Personal and clinical skills are
important in solving and preventing medication related problems. The pharmacist intervention
including efficient patient education and drug monitoring would also improve patients
adherence to therapy. Pharmaceutical care plan should be designed according to patients
individualized needs. The aim of this workshop is to show the requirements and needs of
competent pharmacist during individualized pharmaceutical care program.
Content and Structure:
30 minutes: Introduction
Introduction of workshop tutors
Explanation of the aim of workshop
Brief information on basic principles of pharmaceutical care
How can we do pharmacist as a competent for providing pharmaceutical care? Needs, tools,
education and training for good pharmaceutical care plan
30 minutes: Group Study
Different cases will be studied by small groups to identify the requirements of pharmacist and
also promote skills of pharmacist to be active in individualized pharmaceutical care plan.
40 Minutes: Presentation of group recommendations for case scenarios.
20 minutes: Evaluation of workshop and conclusion

WS04
The workplace as an educational environment for clinical teaching within everyday
pharmacy practice
ESCP SIG Education & Training
Moderators:
Caroline Souter, Principal Pharmacist, Education, Research & Development, NHS Lothian
and Honorary lecturer University of Strathclyde and
Moira Kinnear, Head of Pharmacy Education, Research & Development NHS Lothian,
Honorary senior lecturer University of Strathclyde and co-ordinator of ESCP Education &
Training SIG
Aim:
This workshop intends to introduce participants to the value of patients as a learning
opportunity and the workplace as an educational environment in which pharmacists can teach
as an integral part of their busy clinical practice.
Learning Objectives:
At the end of the workshop, participants will be able to
Recognise the attributes of an effective clinical teacher-practitioner
Describe different models for providing informal impromptu clinical teaching in the
workplace to support professional development of junior pharmacists/students
Describe the challenges and benefits of the workplace as an educational environment
in terms of patient, teacher, student and service factors
Content and Structure:
Introduction (5 mins)
Tasks / Groupwork (20 mins):
Share experiences of clinical teaching within the workplace.
Discuss the challenges and benefits of the workplace as an educational
environment in terms of patient, teacher, student and service factors
Discuss the attributes of an effective clinical teacher
Feedback (10 mins)
Presentation / video clips (20 mins) Description of models used in impromptu clinical
teaching. Show clips of teaching experiences.
Tasks (30 mins)
Scenarios will be provided to allow participants to practice teaching using these models
Feedback (15 mins)
Summary and Close (5 mins)

WS05
Role of the pharmacist to assure efficacy and security of
medications in Nursing homes
ESCP SIG Geriatrics
Moderators:
Georges L. Zelger, (FESCP), PhD, PD, University of Geneva
Louise Mallet, (FESCP), B.Pharm., Pharm.D., FESCP, Professor, Faculty of pharmacy,
University of Montreal, Clinical pharmacist in geriatrics, McGill University Health Centre
Background:
The organisation of medication delivery system and medication review in
Nursing Homes are often inadequate and unsafe.
Aim:
Create a contract specification for the tasks of a pharmacist in a Nursing
Home
Learning Objectives:
Prioritise the role of the pharmacist in a Nursing home in view of efficacy
and safety of the medication
Content and Structure:
Critics from patients and families have led politicians responsible for
health care services to reconsider aspects of the medication safety in
Nursing homes. Some countries have published guidelines or
recommendations for medication treatments with the collaboration
between physicians and pharmacists in these structures.
It is important, that pharmacists are aware of the different problems and
take the lead for proposing ways to assure medication safety in Nursing
homes.
The workshop will present different interventions that have been
implemented in some countries.
Participants will contribute to create a contract specification that could
serve as a base for further discussions with nursing home managers

WS06
Medication use in pregnant and breastfeeding women: useful information sources
ESCP SIG Medicine Information
MODERATORS:
Charlotte Verrue, Pharmaceutical Care Manager, Multipharma, Brussels, Belgium
Yolande Hanssens (FESCP), Leader SIG Medicine Information
Hamad General Hospital, Pharmacy Department, Doha,Qatar
BACKGROUND:
Often, there is a need to decide if a (future) mother will receive more benefits or more harm
from a given treatment that she might require for a disease.
However, little scientific evidence is available, since pregnant and breastfeeding women are
still often excluded from clinical trials due to potential health risks for the mother and / or
potential harm to the foetus or infant.
Moreover, with an increasing emphasis on breastfeeding, more reliable information sources
are needed in daily pharmacist practice, whether it is in a hospital or primary care setting.
AIM OF THE WORKSHOP:
This WS will provide the participants with practical tools and useful information sources for
the pharmaceutical care of pregnant and lactating women.
It will also allow participants to share their information sources with their colleagues.
LEARNING OBJECTIVES:
To appreciate the need for specific medication information in this population.
To get an insight in specific references and dosing tools for these selected patients.
To become familiar with information sources providing relevant details about drug dosing in
pregnant and/or breastfeeding women.
CONTENT & STRUCTURE OF THE WORKSHOP:
Introduction and background
Practical clinical guidance, sources of information
Case studies in small groups
Feedback from the groups
Conclusion & take home messages

15 min
20 min
50 min
25 min
10 min

WS07

Sharing Care of Medicines across Primary and Secondary Care

ESCP SIG Integrated Primary Care
Moderators:
Dr Simon Hurding, General Practitioner, Medicines Management Team, NHS Lothian,
Edinburgh, Scotland, UK
Katherine Davidson, Senior Clinical Pharmacist, Transplant Unit, Royal Infirmary of
Edinburgh, NHS Lothian, Edinburgh, Scotland, UK
Aim:
To encourage and promote group participation for developing skills required for safe shared
care of complex medicines across primary and secondary care. Learning Objectives After
the workshop, participants should be able to:
1. Describe how pharmacists can support and facilitate the safe transfer of prescribing and
monitoring of medicines from acute to home setting.
2. Explore how healthcare professionals can work together with patients to ensure that the
best possible care is provided in the right place.
3. Describe how medicines governance processes can support safe and effective shared care
of medicines.
Background:
Shared care arrangements aim to facilitate the seamless transfer of individual patient care
from secondary care to general practice. They are intended for use when medicines, often
prescribed for potentially serious conditions and complex by their very nature, are initiated in
secondary care and then prescribed by GP in primary care. These medicines will often have a
relatively high adverse effect profile and may require specific monitoring. Examples of shared
care arrangements include immunosuppression in solid organ transplantation and disease
modifying anti-rheumatic drugs (DMARDS). Clearly defined processes and good
communication are essential components of shared care. Prescribers must be aware of their
responsibilities when prescribing and primary care prescribers must receive comprehensive
information to allow safe and effective prescribing. Clear communication, effective
collaboration between patients and healthcare professionals and smooth continuity of care are
key elements for a robust healthcare quality strategy. Within NHS Lothian, shared care is
supported through local medicines governance structures. This includes a policy to ensure
clear definitions and roles and responsibilities of the different professionals involved. A
standardised template is used to ensure safe transfer of information which ensures use of
current prescribing information.
Content and Structure:
This workshop will focus on the how pharmacists can contribute to shared care at various
stages, including collaborating with the clinical team to prepare and communicate supporting
documentation, participating in the medicines governance committees, and implementing and
supporting adherence. The workshop will be run in an interactive way with a GP and a
pharmacist and will include:
Short presentations
Group work on clinical scenarios
Feedback

WS08
Tailored communication in promoting medication intake behaviour
ESCP SIG Medication Adherence
Moderators:
Dr A (Annemiek) Linn, University of Amsterdam/Amsterdam School of Communication
Research, Amsterdam, Netherlands
Dr BJF (Bart) van den Bemt, Sint Maartenskliniek/Radboud University Medical Centre,
Nijmegen, Netherlands
Background
Communication is a powerful tool to promote successful medication intake behaviour.
Previous research, for example, demonstrated that patients of providers who communicate
well have a 19% higher medication adherence than patients with less effective communicating
providers. Patients have different reasons for not taking the medication as prescribed and
desire different types and amounts of medication related information. Tailored
communication seems a promising strategy when improving medication intake for several
reasons. First, communication strategies that are tailored to the needs of the patients are
related to reduced perceived barriers to medication intake behaviour. Second, high quality
tailored information, as perceived by the patient, can also be beneficial in helping patients to
overcome their concerns and/or perceived need of taking the medication. Third, tailored
information will get more attention and might also be better recalled which leads to improved
medication intake behaviour.
Aim:
This workshop will bring together participants in order to learn more about the theoretical
basis of tailored communication, learn more about communication techniques for tailored
communication and subsequently practice their theoretical knowledge in group sessions with
patient cases.
Learning Objectives:
At the end of the workshop participants:
Know the advantages of tailored communication and know strategies to cope with patients
barriers which can be practical or emotional
Is familiar with a communication typology to address barriers to successful medication intake
behaviour (and is able to apply this in practice)
Is able to explore and recognize possible barriers for successful medication intake behaviour
Can use the different communication strategies tailored to patients individual barriers
Content and Structure:
00.00 Introduction (BvdB)
00.10 Stimulus presentation I communication typology to assess patients barriers for
successful intake behaviour and affective communication(AL)
00.20 Group session: participants will practice affective communication techniques to
explore patients barriers for successful intake behaviour (based on patient cases).
Plenary feedback round
00.45 Stimulus presentation II Communication strategies to address patients barriers
01:00 Group session: participants will practice communication techniques to improve
patients
intake behaviour based on individuals barriers

Plenary feedback round

01.25 Stimulus presentation III Coping with emotional reactions
01.35 Group work: participants will practice communication techniques to improve
participants abilities to cope with emotional reactions.
Plenary feedback round
01.50 Summary
02.00 Close

WS09
From Socrates to Georgetown - Ethical Problems in Pharmacy Practice
Moderators:
Professor Alan Greenberg, Wegmans School of Pharmacy, Rochester, New York.
Chairman, Ethics Committee, Israel Pharmacy Association.
Dr. Rudolf P. Dessing (FESCP), Ph.D, Ligusterweg 1, 2202AD Noordwijk,
NETHERLANDS
Background:
Over the past few decades the profession of pharmacy has changed from a product centered to
a more patient orientated profession. This has been accompanied by intense regulation to the
point of claims of over-regulation. Pharmacists are often so concerned with regulation that
they do not relate to ethical issues that arise in their daily practice. Pharmacists are also
insufficiently prepared for the ethical problems arising from their clinical involvement. There
is a need to rectify this imbalance. Pharmacists need to acquire skills in identifying ethical
problems in their daily practice and tools to manage them.
Aim:
The aim of this workshop is to introduce the participants to important values in western
society that are the basis of our ethical principles and recognize different values within
different cultures. Through the understanding of these values ethical problems can be
identified. The participants will also learn methods of analysing problems and formulating
solutions.
Learning Objective:
After this workshop the participants will:
Be able to identify ethical dilemmas that occur in pharmacy practice.
Analyse the dilemma and formulate options for action using the four stage process.
Be able to defend the chosen option.
Content and Structure:
The workshop will start with an introduction to ethical principles and values as formulated by
philosophers and health professional ethicists. The four stage method of dealing with ethical
problems will be presented. (Appelbe et al. 2002)
Participants will then be divided into small groups, each one dealing with a different problem
taken from common pharmacy practice.
Each group will report on their problem, justify and defend their action through discussion of
the different ethical values learned.
The moderators will summarize the presentations and problems relating to the group
discussions.

WS10
One Stop Dispensing on a Danish hospital ward - how to convince nurses to dispense
medicine bedside?
Moderators:
Morten B. Andersen, The Capital Region Pharmacy, Hvidovre hospital, Denmark
Marie-Louise Duckert, The Capital Region Pharmacy, Hvidovre hospital, Denmark
Helle Mcnulty, The Capital Region Pharmacy, Denmark
Background:
The Danish healthcare sector is constantly challenged to improve the efficiency with the
objective to get the most health value. Clinical pharmacy in Denmark has in recent years
undergone a rapid and comprehensive development. Despite the fact that for a long period
focuses has been on developing and improving the quality of the traditional medication
system, dispensing and administration of drugs remain a resource consuming process during
hospitalization and at discharge. In the health sector numerous initiatives has been made to
reduce the number of medication errors, but only a few are in operation. Patients and their
relatives represent a major unused resource in health care. The patient role is changing and the
focus of today -and tomorrows health care system is patient involvement, patient control and
support of the patients own resources also known as "patient empowerment. It now appear to
be a good time to rethink a patient centered, cost-neutral and safe medication system. In the
late 1990s the UK started a similar change which resulted in the medication system "One Stop
Dispensing". The name One Stop Dispensing refers to the practice where the dispensing of
medicine, from admission to discharge, is performed in one process. All patients in the UK
are encouraged to bring and use their own medicine when hospitalized and ambulance staff is
trained to bring patients medicine in at admission. At the hospital a pharmacist record an
updated medication history, perform a medication review and check the quality of the
patient's own medicine. The Hospital pharmacy supply medicine in original packages if the
patient is missing usual medication or a new treatment is initiated when hospitalized. At
admission patients always self-administer their own medicine if it is considered possible and
safe. Otherwise patients receive help with their medication bedside. At discharge all
medication from the locked medicine box, follows the patient, usually there is enough for 14
to 21 days. This pilot study was made in collaboration between The Capital Region Pharmacy
and Amager-Hvidovre Hospitals.
Aim:
1) To introduce and test the medication system One-Stop Dispensing on a Danish ward. 2) To
presented
the initial results from the pilot study and reflect professionally on them. 3) To help
constructively in
optimizing the medication process and make the patient more involved in it..
Learning Objectives:
The participants will learn about the medication system One Stop Dispensing - its advantages,
disadvantages and challenges of implementation in an interdisciplinary collaboration on a
ward. In addition,
the participant's innovative thinking and problem-solving will be used to continue
development of the
medication system for use in the clinic.

Content and Structure:

1: Introduction to One-Stop Dispensing (10 minutes).
2: Review of the Danish One-Stop Dispensing model and results from the pilot study (15
minutes).
3: Discussion and problem solving in groups (35 minutes).
4: Presentation of the groups solutions (15 minutes).

WS11

Mismatch between Regulatory Affairs and Clinical Practice

Moderators:
Professor Hanne Rolighed Christensen, MD, PhD, Head of Department for Clinical
Pharmacology
University Hospital, Bispebjerg , Copenhagen, Denmark
Professor Steffen Thirstrup, MD, PhD , NDA Advisory Services and University of
Copenhagen
Copenhagen, Denmark
Background:
Medicines are highly regulated products. This is primarily to ensure that medicines are safe
and efficacious, but also to create a marketplace where the pharmaceutical industry has a
reasonable chance to capitalize its investment in drug development and to stimulate
innovation. The EU Regulation defines among others rules for data-protection (patents), the
scientific requirements to support indications and sets the legal boundaries for obtaining a
marketing authorisation. Moreover, specific regulations are in place for areas such as orphan
medicinal products, advanced therapies, biosimilars and medicines for use in children.
This legal framework is sometimes found to be in opposition to practical clinical used of
medicines or merely to be out of pace with the scientific knowledge in a specific therapeutic
area. As an example, use of medicines outside its approved indication (i.e. off-label) creates
controversies around liability as well as healthcare economics. And although off-label use
must be based on the highest possible level of scientific evidence clinicians struggle with how
to create, collect and transform this evidence into useful clinical guidance when this in fact is
outside the legal framework for medicines. Moreover, the EU paediatric Regulation which
were put in place to stimulate the development of medicines for children can in some
circumstances have the opposite effect forcing doctors into more off-label prescribing.
Aim:
Discuss and reflect on controversial topics in daily clinical practice as a result of how
medicines are regulated.
Learning Objectives:
Exchange clinical experience and enable the participants to identify clinical problems related
to regulatory decision and create solutions on a higher, more informed, level.
Content and Structure:
Interactive session with short plenary lectures and group wise discussions based on
controversial cases from real life

WS12
The clinical pharmacist as a link in the medication process
Moderators:
Rikke Nrgaard Hansen, M.Sc. Pharm.
Annette Nissen Gubi, M.Sc. Pharm.
Tina Buch, M.Sc. Pharm.
The Pharmacy of the Capital Region of Denmark, Pharmacy Department North at North
Zealand Hospital, Hillerd, Denmark
Background:
Hospital wards have different resources and expectations for pharmaceutical services. The
constellation of pharmaceutical professionals can therefore appear in different forms, for
example, full time pharmacist assistance without additional pharmaconomist assistance, full
time pharmacist assistance with additional pharmaconomist assistance and fulltime
pharmaconomist assistance with additional pharmacist assistance. The pharmaceutical service
may imply fields as dispensing and administration of medication, discharge conversations
with patients and quality assurance of the medication process.
Lack of flow in the medication process may resolve in waste of time for healthcare
professionals, which are costly and compromise patient safety. Pharmacists can act as a link
between different healthcare professionals to improve patient safety due to the pharmacist's
constant focus on medicine and quality of the medication process. In a hospital ward, the
pharmacist can act both as a sparring partner and an inspector. The pharmacist may have
different roles depending on which healthcare profession the pharmacist collaborates with.
The collaboration with healthcare professionals evolves as the role of the pharmacist
maintains defined. The pharmacists visibility is part of the development of the cooperation
with other healthcare professionals. Through this the pharmacist's professional competencies
can be fully utilized.
Aim:
The aim of the workshop is to illustrate and discuss different ways in which a pharmacist as a
relatively new profession in the clinic can contribute to the optimization of flow in the
medication process from admission to discharge through collaboration with different
healthcare professionals and thereby increase patient safety and quality of the medication
process. This including discussion of the pharmacist's role as an inspector vs. sparring partner,
the visibility of the pharmacist, setting, time available and the aim of the pharmacist's
presence.
Learning Objectives:
Be aware of how pharmacists can work as a link in the medication process and thereby
contribute to the optimization of flow in the medication process.
Could relate to how the function as a link and a quality person contributes to patient
safety.
Be able to assess when you, as a pharmacist, are an inspector and when you are a
sparring partner and how to use this actively and in relation to other healthcare
professionals.
Have knowledge of the importance of communication with different groups of
healthcare professionals and the role as a link in the communication between the
different groups of healthcare professionals.

Be aware of the importance of the pharmacists visibility.

Be aware of the model of the pharmaceutical service (consider options and opting-out)
depending on aim, setting, time available and collaborators.

Content and Structure:

The workshop will take place through the combination of presentation in a plenary session,
group discussion and plenary discussion.
The workshop appeals to pharmacists who need to establish themselves in a health care
system where pharmacists are a relatively new profession.

WS13
STOPP/START Version 2 - Polypharmacy, Care of the Older Person, What is the
potential role of a pharmacists?
Moderators:
Dr. Stephen Byrne, Professor of Clinical Pharmacy Practice at the School of Pharmacy,
University College Cork, Ireland.
Mr Shane Cullinan, Research Pharmacist (PhD candidate working with Prof Byrne)
Background:
Inappropriate medication use is extremely prevalent among older people, particularly in those
presenting with acute illness. Certain medicines are considered potentially inappropriate in
older individuals because of the higher risk of adverse drug events or disease / drug
interactions. These observations have formed the core for various sets of criteria for
potentially inappropriate medication in older people, the most cited of which are Beers
criteria and STOPP/START criteria. This research group have updated their criteria in the last
6 months and version 2 will be published during the summer period of 2014. This workshop
will compare the findings from peer reviewed studies using both of the updated Beers and
STOPP criteria, and demonstrate via cases studies and discussion the role of pharmacist in the
identification of potentially inappropriate medicines by the applications of validated screening
tools within a structured medication review / care plan. We will draw on the expertise of the
workshop participants to identify and prioritise interventions to address the needs of the older
patient.
Learning Objectives:
To understand the significance of potential inappropriate prescribing and
opportunities for the pharmacist to implement validated screening tools
everyday practice.
To understand the significance of potential inappropriate prescribing
examination of cases studies and discussion groups.
To ensure that older patients receiving multiple pharmacotherapies receive
pharmaceutical care.

identify
in their
via the
optimal

Content and structure:

30 minutes - Review of screening tools and key publications.
45 minutes - Small group review of case scenarios (each group will be allocated 2 out
of a possible total of 6 scenarios i.e. allowing approximately 20 minutes per case).
40 minutes feedback / general discussion with regards to the application of the
validated screening tools and the prioritisation of pharmaceutical interventions.
5 minutes to spare for overrun

WS14
Bridging the gaps: developing a patient safety focused systematic review protocol
Moderators:
Katie MacLure, MSc, BSc (Hons), DipSysPrac, PgCert, MBCS, AFHEA
Researcher, School of Pharmacy & Life Sciences, Robert Gordon University, Aberdeen,
Scotland
Dr Vibhu Paudyal, BPharm, MSc, PG Cert, PhD, SRPharmS, Lecturer in Pharmacy Practice
& Clinical Pharmacy, School of Pharmacy & Life Sciences, Robert Gordon University,
Aberdeen, Scotland
Advisor: Professor Derek Stewart, PgCert, BSc (1st), MSc, PhD, MRPharmS
Professor of Pharmacy Practice, School of Pharmacy & Life Sciences, Robert Gordon
University, Aberdeen, Scotland
Background:
The World Health Organization describes patient safety as, the coordinated efforts to prevent
harm, caused by the process of health care itself.1 A 2009 European Parliament directive
made clear the priority to, support the establishment and development of national policies
and programmes on patient safety.2 Evidence based practice is fundamental to the
development and delivery of patient safety policies underpinned by cumulative science. 3-5
Systematic reviews adopt a rigorous and reproducible approach aimed at reducing bias and
errors during the identification, appraisal and synthesis of relevant studies.3 Pharmacists can
benefit from gaining experience of the processes involved in undertaking and reporting
systematic reviews, considering where application of high quality findings can bridge the
evidence gaps and so promote safety and efficacy of pharmaceutical interventions. A well
formulated protocol is an essential component of a systematic review but it can be daunting to
write and requires a skilled, supportive team to share relevant expertise.6
Aim:
The aim of this workshop is to give pharmacy practitioners experience of developing a patient
safety focused systematic review protocol in a supportive environment. It provides extended
learning for those who may have previously attended our systematic review workshop (ESCP
2013) but will be equally valuable to those without prior learning.
Learning Objectives:
On completion of the workshop, the participants will be able to:
1. Evaluate and reflect on the role of evidence based practice to inform patient safety policy
2. Appreciate the role and essential components of a well written systematic review protocol
3. Reflect on experience and confidence gained from developing a systematic review
protocol, as a team, in the workshop setting
4. Outline options for registering a systematic review protocol.
Content and Structure:

The moderators will draw on their experience and expertise to encourage interaction and
participation through small group based activities using a range of well-developed and
tailored workshop and take home materials.
Introductions including an:
Overview of the workshop and brief presentation on the role of systematic reviews in
evidence based practice
Activities (facilitated in small groups):
What should be there: elements of a systematic review protocol
What we want to know: formulating a systematic review question
Writing the protocol as a team: designing a systematic review protocol based on a
given patient safety background and question
Presentations and feedback
Each group presents their systematic review protocol
Feedback and reflection on the process
Guidance on registering a systematic review protocol
References
1. World Health Organization (2014) Ten Facts on Patient Safety. Available from:
http://www.who.int/features/factfiles/patient_safety/en/ [Accessed 10 January 2014]
2. European Commission (2009) Council Recommendation on patient safety, including
prevention and control of healthcare associated infections. Available from:
http://ec.europa.eu/health/patient_safety/policy/index_en.htm [Accessed 10 January
2014]
3. Higgins JPT, Green S (editors) (2011) Cochrane Handbook for Systematic Reviews of
Interventions Version 5.1.0. Available from: www.cochrane-handbook.org [Accessed 07
March 2013]
4. Mays N, Pope C, Popay J (2005) Systematically reviewing qualitative and quantitative
evidence to inform management and policy-making in the health field. Review Journal of
Health Services Research & Policy, 10 Supplement 1:49-50
5. Lavis J, Davies H, Oxman A, Denis JL, Golden-Biddle K, Ferlie E, 2005. Towards
systematic reviews that inform health care management and policy-making. Journal of
Health Services Research & Policy, 10 Supplement 1: pp. 35
6. Centre for Review and Dissemination (2009) CRDs guidance for undertaking reviews in
health care. University of York: CRD

WS15
A debate: Pharmacy students should receive training in medication review with real
patients.
Moderator:
Mr. Richard Adams, Pharmacist and Educator, University of East Anglia, Norwich, UK
Background:
There is abundant evidence that whilst medicines are central to the healthcare of millions of
people, the outcomes are reduced due to prescribing errors, lack of monitoring and adverse
drug reactions. This is compounded by the failure by patients to take medicines as agreed with
their doctor.
In many countries medication review, in a variety of forms, has been introduced to both
provide information to the patient and to obtain information from them and the medical record
in order to improve health outcome via medicines.
However, few countries provide significant training to undergraduate pharmacy students with
real patients, relying more on experience in the workplace.
N.B. The moderator has undertaken research in this area which forms part of his thesis, with
publications planned soon.
Aim:
This workshop will take the form of a short talk, a discussion on methods and then a debate to
decide if pharmacy students should receive training with real patients in medication review.
Learning outcomes:
knowledge of the evidence base regarding experiential teaching of pharmacy students.
knowledge of different methods of experiential learning,
an exchange of opinions from the debate,
knowledge of the factors contributing to an effective student placement.
Content and Structure:
A short presentation outlining current evidence base surrounding experiential learning for
pharmacy students with respect to medication review with patients.
(15 minutes)
In two groups, participants will debate and define the best method of implementing an
experiential learning curriculum for pharmacy students. Groups, with guidance, will:
agree student learning outcomes,
decide what is needed from the placement host, students, patients, medical practices
and universities,
agree if the scheme could provide benefit (to whom?).
Then the groups will debate the topic of experiential learning with patients.
Preparation time will be provided.
Groups will learn equally from arguing for or against the proposal and will hear the arguments
of the other team.
The Debate instructions and structure:

1. Opening Statements
2. Oral Arguments
Presenting the factual evidence that supports the teams position.
3. Short team discussion to prompt the speaker
4. Rebuttal Arguments
Counter evidence to highlight weaknesses in the oppositions argument.
5. Summaries
Summarizing the key points presented. Concluding with a persuasive argument that will
win the debate.
A summary of the group findings will be provided.

WS16
Therapeutic Drug Monitoring
Moderator:
Khidir, Mohamed Elhassan Mohamed, MSc Clinical Pharmacy, Mafraq Hospital, Abu Dhabi,
United Arab Emirates
Background:
Therapeutic Drug Monitoring (TDM) involves measuring drug concentrations in plasma,
serum or blood. This information is used to individualize dosage so that drug concentrations
can be maintained within a target range. Drug concentration at the site of action cannot be
routinely measured, but the desired or adverse effects may correlate better with plasma or
blood concentrations than they do with dose. For a few drugs, concentration measurements
are a valuable surrogate of drug exposure, particularly if there is no simple or sensitive
measure of effect.
TDM involves not only measuring drug concentrations, but also the clinical interpretation of
the result. This requires knowledge of the pharmacokinetics, sampling time, drug history and
the patients clinical condition.
Aim: TDM aims to promote optimum drug treatment by maintaining serum drug
concentration within a therapeutic range. TDM is a practice applied to a small group of
drugs in which there is a direct relationship between concentration and response. TDM aims
to enhance drug efficacy, reduce toxicity or assist with diagnosis.
Learning Objectives:
Define the term Therapeutic Drug Monitoring
Describe some common clinical applications of TDM
List factors which may affect serum drug concentrations and which should be considered
when interpreting TDM results
Describe and calculate the basic pharmacokinetic profiles such as clearance renal and
hepatic), half-life, volume of distribution and elimination rate constant.
Design dosage regimens for drugs such as aminoglycosides and vancomycin
Monitoring and adjusting doses for Aminoglycosides, vancomycin, phenytoin and digoxin
Describe the role of the clinical pharmacist in TDM
Content and Structure:
This is a power point presentation of the workshop materials plus practical cases and hands
on. The content of this workshop will be:
Introduction of TDM and indications
Basic pharmacokinetic principles explanations with examples: include Clearance (renal
clearance explaining different methods for creatinine clearance calculations and hepatic
clearance), volume of distribution, elimination rate constant and half-life.
Describe how to design dose regimens for aminoglycosides (conventional versus single daily
dosing). Monitoring patients on aminoglycosides and adjusting doses with practical examples
and problems.
Designing dose regimens for vancomycin and pharmacokinetic level monitoring and adjusting
doses.
Describe the pharmacokinetic principles for phenytoin, level monitoring and adjusting doses

Describe the pharmacokinetic principles for digoxin to avoid toxicity and maximize the
therapeutic benefit of the drug.
Elaborating on the role of clinical pharmacist in TDM.

WS17
How to recognize homecare patients who benefit most of clinical pharmacy services?
Moderators:
Carita Linden-Lahti, Acting Chief Pharmacist, City of Lahti, Finland
Sini Kuitunen, Project Pharmacists, City of Lahti, Finland
Background:
All over the Europe population structure is getting more aged. From patient perspective and
because of limited health care resources, the emphasis of the care should be in homecare
instead of long-term hospitals. Medication of geriatric homecare patient should be reviewed
regularly but because of limited medical and clinical pharmacy resources, there is a need to
recognize more effectively those patients who need medication review most. In City of Lahti
we have a multiprofessional clinical pharmacy project to exploit Resident Assessment
Instrument (RAI) and screen those patients who may have adverse reactions, inappropriate
medication or other problems with their medication.
Aim:
The aim of this workshop is to recognize geriatric homecare as important area of clinical
pharmacy services and hear about different services that workshop participants have in their
countries. In workshop participants will also define those factors that may help to find patients
who benefit most of the services and outline ways to screen the factors.
Learning Objectives:
Understand the need for clinical pharmacy services in homecare.
Be familiar with different clinical pharmacy services in homecare.
Recognize factors that indicate medication problems in homecare patient.
Perceive the information sources that may be available for screening the factors and
identifying the patients.
Content and Structure:
Introduction to topic and Finnish Model (30 min)
Round table introduction and existing homecare services in the countries of the workshop
participants (20 min)
Group working about the screening factors and information sources (40 min)
Conclusions (30 min)

WS18
Safety monitoring of patients on psychiatric pharmacotherapy
Moderator:
Mirjam Simoons, Department of Clinical Pharmacy, Wilhelmina Hospital Assen, The
Netherlands
Background:
Adverse effects associated with psychiatric pharmacotherapy vary with agent, dose and
patient. Symptoms range from common to very rare and mild to life threatening. Adverse
effects, such as metabolic dysregulation which occurs frequently in patients treated with
antipsychotic drugs are important causes of non-adherence and discontinuation of treatment.
Suboptimal treatment in psychiatric patients is of particular importance because these patients
already have an increased risk of somatic comorbidities, sleeping disorders, overweight,
smoking behaviour, an unhealthy diet and lack of physical exercise. Furthermore, they also
have a higher risk of morbidity due to a decreased tendency to use professional care, a
decreased perception of illness and more unmet care needs than the general population.
Because of these features, this group of patients is vulnerable for adverse effects and drug
interactions.
Structural monitoring of parameters related to such adverse effects aims at detecting and
treating dysregulation of established risk factors such as weight gain, aberrant glucose levels
and QTc-prolongation. However, despite national and international guidelines on monitoring
for some groups of psychotropic drugs (for example lithium, antipsychotics), monitoring
discipline is rather low worldwide. Improvement programmes consisting of a national patient
safety alert or publication of a national consensus statement have shown to be marginally
effective. To improve monitoring in daily psychiatric practice more active safety monitoring
programmes have to be implemented. Pharmacists can support these programmes with their
knowledge of adverse effects and drug interactions.
Aim:
- To explain the importance of safety monitoring during psychiatric pharmacotherapy.
- To discuss relevant safety monitoring parameters and their monitoring frequencies
during psychiatric pharmacotherapy.
- To emphasize the importance of medication reconciliation in safety monitoring.
Learning Objectives:
- To gain insight in the potential involvement of pharmacists in safety monitoring
programmes during psychiatric pharmacotherapy.
Content and Structure:
In this workshop relevant safety monitoring parameters and their monitoring frequencies will
be discussed using cases in which different psychiatric drugs are prescribed alone and in
several combinations with other drugs. Also the importance of medication reconciliation in
this respect will be emphasized. With every case, each participant has to show a card with one
of four possible monitoring strategies and there will be a short discussion about the optimal
monitoring strategy and the potential role of a pharmacist.

WS19
Workplace learning and assessment in the (post)graduate education of pharmacists
Moderators:
Henk Buurma, PhD, PharmD
SIR Institute for Pharmacy Practice and Policy, Leiden, The Netherlands; Director of postgraduate education Community Pharmacists, KNMP, The Hague, The Netherlands.
Annemieke-Floor-Schreudering, PharmD
SIR Institute for Pharmacy Practice and Policy, Leiden, The Netherlands; Departments of
Clinical Pharmacy and IQ Healthcare, University Medical Centre St Radboud, Nijmegen, The
Netherlands; Division of Pharmacoepidemiology and Clinical Pharmacology, Utrecht
Institute for Pharmaceutical Sciences, Utrecht University, The Netherlands.
Background:
The CanMEDS Framework is an educational framework identifying and describing the key
competencies of a healthcare professional in seven roles: Medical/Pharmaceutical Expert,
Communicator, Collaborator, Manager, Health Advocate, Scholar, and Professional. This
framework has been adapted around the world in medicine profession and other professions,
including pharmacy. This move towards a competency-based approach in residency education
has resulted in a concurrent move to workplace learning with workplace-based assessment
tools. Since 2012 this framework is used in the postgraduate education for community
pharmacy specialists in the Netherlands.
Aim:
To provide participants with knowledge and tools to establish workplace learning with
assessment for (post)graduate pharmacists.
Learning Objectives:
- Participants understand the CanMeds Framework and applicability in workplace learning.
- Participants are able to define and select entrustable professional activities (EPAs) to
assess the competencies on the workplace.
- Participants are able to define task areas of pharmacists.
- Participants have knowledge of several tools for assessing entrustable professional
activities (EPAs) in order to ultimately assess the CanMeds competencies.
Content and Structure:
1. General introduction: workplace learning and assessment
a. The CanMeds competencies
b. Entrustable professional activities (EPAs)
2. Exercise 1: Defining EPAs
We will identify activities of clinical pharmacists. We will define the entrustable
professional activities (EPAs) and make a selection of EPAs.
3. Exercise 2: Linking EPAs and task areas of the clinical pharmacist
All activities of pharmacists can be grouped into task areas. We will allocate the defined
EPAs to predefined task areas of the clinical pharmacist.
4. Exercise 3: Linking EPAs and competencies
To assess all seven CanMeds competencies there need to be a link between competencies
and EPAs. We will practice to connect EPAs with competencies.
5. Tools for assessing EPAs in order to ultimately assess the CanMeds competencies

6. Take home messages

References:
1. Frank JR. The CanMEDS 2005 Physician Competency Framework. Better standards.
Better physicians. Better care. Ottawa: The Royal College of Physicians and Surgeons of
Canada; 2005. Available from:
http://www.royalcollege.ca/portal/page/portal/rc/canmeds/framework (Accessed on 6
March 2014)
2. Ten Cate O. Trust, competence, and the supervisors role in postgraduate training. BMJ
2006;333:748-51
3. Cate O ten. Entrustability of professional activities and competency-based training. Med
Educ 2005;39:1176-77
4. Education Plan Advanced Community Pharmacist Education Programme. Available from:
http://www.knmp.nl/downloads/opleiding-en-registratie/opleiding-registratie-openbaarapothekers/regelingen-en-besluiten/OpleidingsprogrammaENGMarnix.pdf (Assessed on 6
March 2014).

WS20
NNT, NNH and TUB and their use in developing a pharmaceutical care plan for
individual patients

Moderators:
Adrianne Faber, SIR Institute for Pharmacy Practice and Policy, Leiden, the Netherlands
Anne J. Leendertse, Department of General Practice, Julius Center, University Medical Centre
Utrecht, the Netherlands; and Apotheek Zenderpark IJsselstein, the Netherlands
Background:
Providing pharmacotherapy according to guidelines increasingly means the addition of more
medications to reach disease specific targets. Performing a medication review in patients with
multimorbidity and polypharmacy usually leads to several drug therapy problems concerning
appropriate prescribing and safety issues. When might it be best to discontinue medications
that are appropriate on the basis of guidelines? How much will these therapies contribute to
the goals of therapy you and your patient want to achieve from pharmacotherapy? And does
the potential benefits outweigh the risk of adverse drug effects?
To develop a pharmaceutical care plan we propose a model that builds on the principles of
appropriate prescribing and includes the consideration of remaining life expectancy, goals of
care, and potential benefits of pharmacotherapy and potential harm of pharmacotherapy. We
use epidemiological measure and implement them in our clinical decisions for an individual
patient. We use TUB (time until benefit), NNT (numbers needed to treat) and NNH (numbers
needed to harm) to prioritize the possible interventions and establish a care plan that meets the
pharmaceutical needs of the patient.
Aim:
The aim of the workshop is to provide clinical pharmacists with tools that may help guide
decisions about the use of medications that are more concordant with the possible benefits of
the pharmacotherapy in the context of patients needs, life expectancy and goals of care.
Learning Objectives:
After this workshop participants should be
- Familiar with terminology of epidemiological measures NNT, NNH and TUB;
- Able to find or derive NNT, NNH and TUB from literature;
- Reproduce NNT, NNH and TUB of common drug therapies;
- Able to use NNT, NNH and TUB in clinical reasoning;
- Able to apply NNT, NNH and TUB in patient cases with multimorbidities and
polypharmacy to prioritise the possible interventions and establish a care plan that
meets the pharmaceutical needs of the patient.

Content and Structure:

During the workshop the clinical pharmacists will be given information about the
epidemiological terms of NNT, NNH and TUB, will learn several values of NNT, NNH and
TUB of several common drug therapies in a game and will apply them in cases. The
participants will be encouraged to bring their own cases.
Introduction:

Case of elderly patient with multimorbidity and polypharmacy: detecting potential

drug related problems and prioritize
- Introducing NNT, NNH and TUB
Playing the NNT-Game (in small groups)
Discussion:
- Take a look again at the case study from the introduction
- Discuss own cases or cases from the workshop moderators
Summary:
- The workshop will end up with a summary and take home messages

WS21

Pharmacoeconomics: a practical approach to assessing the literature

Moderator:
Katherine Lyseng-Williamson: editor of the Adis journal Drugs & Therapy Perspectives
Background:
The cost, and cost effectiveness, of pharmacological and other therapies play an increasingly
important part in the selection of appropriate care by health care providers and policy makers.
Pharmacoeconomic studies attempt to assess cost and clinical benefits of alternative
healthcare interventions to provide a decision-making framework; they should not be about
reducing costs, but should be about maximising net benefits. However, appropriate
interpretation of such studies is often limited by a lack of knowledge of the meaning of
pharmacoeconomic terms and how to determine the strengths and weaknesses of such
analyses.
Aim:
To enable participants to interpret pharmacoeconomic analyses and their relevance to their
clinical practice using the recent (2013) CHEERS (Consolidated Health Economic Evaluation
Reporting Standards) Statement.
Learning objectives:
To understand basic pharmacoeconomic terms and their relevance
To recognize the key factors that should be included in a pharmacoeconomic analysis
To be able to use a simple assessment system to evaluate the value of any
pharmacoeconomic analysis to clinical practice
Content and Structure:
The workshop will define basic pharmacoeconomic terms, discuss the key factors necessary
for a good pharmacoeconomic analysis, and present a simple assessment system based on
the CHEERs statement. The assessment system will then be used analyse a recently published
pharmacoeconomic analysis.

WS22
Challenges in discontinuation of medicine, N-of-1 trials as an individualized treatment
approach
Moderators:
Dr. Hanna M. Seidling, Anette Lampert, University Hospital Heidelberg, Department of
Clinical Pharmacology and Pharmacoepidemiology, Cooperation Unit Clinical Pharmacy,
Heidelberg, Germany
Background:
Usually randomized controlled trials are considered at the top of hierarchy of evidence for a
drugs efficacy. However, even when a relevant randomized controlled trial generates a
definite answer, it is
not automatically applicable to an individual patient. For instance, if a clinician is uncertain
about the efficacy of a given therapy, yet the patient insists on taking the drug, it might be
challenging to convince the patient to discontinue the medicine. For such questions N-of-1
trials can provide the necessary evidence whether a given drug is effective in an individual
patient and still needed or not. The specific feature is that an N-of-1 trial is a cooperative
venture between the patient and the health care providers, because the patients own data is
used to tailor his own therapy, which likely encourages him to become involved in the
management of his own condition. Keeping in mind the contemporary focus on individualized
medicine, clinical pharmacists should seize the opportunity to promote N-of-1 trials for
individualized health care.
Aim:
Introduction of the study design and subsequent development of a distinct study protocol for a
given medication that participants can potentially use in their respective setting.
Learning objectives:
How to conduct an N-of-1 trial with particular emphasis on the pharmacists role in an
interdisciplinary approach for an individualized treatment decision (e.g. drug withdrawal).
Content and structure:
Introduction of the study design
(presentation by the moderators, 10 min)
Development of a study protocol on the basis of the presented
methods. The case will be given, as will be the needed material in
terms of relevant publications or other informational material
(group work, 40 min).
Presentation of different study protocols to the plenum and
ascertaining the pharmacists role in the conceptualization and
implementation of N-of-1 trials.
(group discussion, 40 min)

WS23
HEALTH INFORMATION TECHNOLOGY AND PATIENT SAFETY
MODERATORS:
Mara Guerreiro, PharmD, PhD, Invited Associate Professor (ISCSEM) & Invited Professor
(ESEL),Portugal
Sarah P. Slight, MPharm, PhD, PGDip, Senior Lecturer in Pharmacy Practice, University of
Durham, UK, Research Scholar, Brigham and Womens Hospital, Boston, MA, US
BACKGROUND:
Health Information Technology (Health IT) has been recognised by the World Health
Organisation as one of the most rapidly growing areas in health and an essential part of how
we diagnose, monitor and treat patients. Information technology can play a major role in
improving safety for many patients. The introduction of computerized physician order entry
(CPOE) with clinical decision support (CDS) can increase the likelihood of catching and
preventing medication-related errors, and associated adverse events.(1) Computerized tools
can also improve communication between clinicians, provide access to online reference
sources, assist with calculations and monitoring, and improve compliance with preventive
service protocols.(2,3) Whilst these systems have considerable potential, realising these
benefits is far from straightforward. Research has shown that these technologies can be
extremely disruptive, altering many aspects of healthcare professionals routine working
practices and patients experience of care.(4) This can result in unintended consequences,
which often develop over time as potential threats to patient safety.(5) It is therefore important
that such systems are carefully selected, implemented, modified and used to maximise the
chances of benefits for patients. This is a timely workshop for clinical pharmacists and, of
course, other healthcare professionals. Only by giving thoughtful consideration to the design
features, use and implementation of CPOE systems,(6,7) will our hospitals and primary care
practices be in a better position to realise their potential benefits.
AIM:
To discuss the benefits and challenges of using CPOE and CDS systems in practice.
LEARNING OBJECTIVES:
By the end of the workshop participants should be able to:
Define CPOE and CDS;
Describe how CPOE systems and other types of Health IT can help prevent medication errors;
Describe the design features of computerised drug-drug interaction alerts;
Discuss the vulnerabilities and unintended consequences of CPOE systems;
Discuss challenges related to implementation and possible strategies to address these
challenges.
CONTENT AND STRUCTURE:
The workshop will give an overview of concepts regarding CPOE and CDS. Then the
evidence underpinning these functionalities will be briefly presented.
Participants will subsequently be split in groups and asked to discuss (1) the use of
CPOE/CDS systems in hospital and ambulatory settings, (2) the reasons why prescribers
might chose to override CDS alerts, (3) the vulnerabilities of CPOE systems to different types
of medication errors, (4) possible implementation issues and ways to address them.

The participants will reconvene and the groups responses will be discussed in light of
recommendations for implementation.
The workshop will finish with a wrap-up session.
References
1. Bates DW. Using information technology to reduce rates of medication errors in
hospitals. BMJ. 2000;320(7237):788-91.
2. Bates DW, Gawande AA. Improving safety with information technology. N
Engl J Med. 2003;348(25):2526-34.
3. Slight SP, Seger DL, Nanji KC, Cho I, Maniam N, Dykes PC, Bates DW. Are
We Heeding the Warning Signs? Examining Providers Overrides of
Computerized Drug-Drug Interaction Alerts in Primary Care. PLoS ONE 8(12):
e85071. doi:10.1371/journal.pone.0085071
4. Cresswell K, Morrison Z, Crowe S, Robertson A, Sheikh A. Anything but
engaged: user involvement in the context of a national electronic health record
implementation. Inform Prim Care. 2011;19(4):191-206.
5. Ash JS, Berg M, Coiera E. Some unintended consequences of information
technology in health care: The nature of patient care information system-related
errors. J Am Med Inform Assn. 2004 Mar-Apr;11(2):104-12.
6. Slight SP, Franz C, Olugbile M, Brown H, Bates DW, Zimlichman E. The
Return On Investment Of Implementing A Continuous Monitoring System In
General Medical-Surgical Units. Critical Care Medicine, in press
7. Slight SP, Quinn C, Avery AJ, Bates DW, Sheikh A. A qualitative study
identifying the cost categories associated with Electronic Health Record
implementation in the UK. J Am Med Inform Assoc 2014;0:16

WS24
Tackling drug-drug interactions: clinical decision support vs. clinical pharmacists
Moderators:
Stephane Steurbaut, PharmD PhD, Research group Clinical Pharmacology & Clinical
Pharmacy (KFAR), Faculty of Medicine and Pharmacy, Vrije Universiteit Brussel, 1090
Brussels, Belgium, Professor in Pharmaceutical Care and Clinical Pharmacy
Pieter Cornu, PharmD, PhD Candidate, Research group Clinical Pharmacology & Clinical
Pharmacy (KFAR), Faculty of Medicine and Pharmacy, Vrije Universiteit Brussel, 1090
Brussels, Belgium
Drug-drug interaction and Clinical Decision Support specialist
Background:
Drug-drug interactions (DDIs) are an important cause of adverse drug events and compromise
patient safety. Different approaches can be used to reduce unwanted DDIs. Common
approaches are the use of clinical decision support systems within electronic prescribing
systems and screening by clinical pharmacists, or a combination of both.
Aim:
The aim of this workshop is to investigate and discuss different approaches for tackling DDIs
in clinical practice. Starting from practical examples, participants are invited to reflect on the
pros and cons of these approaches. In addition, expertise will be shared amongst the
participants by learning what systems are in place in their countries/the settings in which they
work.
Learning Objectives:
Learn about different approaches for tackling drug-drug interactions in clinical practice
Important dos and donts for drug-drug interaction screening with clinical decision support
Learn from one approach to improve the other
Theoretical versus practical relevance of drug-drug interactions
Content and Structure:
After an introduction providing background information on different approaches to tackle
DDIs, a discussion will be initiated focusing on the prerequisites and
advantages/disadvantages of these approaches. Subsequently, starting with practical examples
from our setting, participants will be invited to share experiences from within their settings
and countries in order to learn from each other how specific situations are handled. Special
emphasis will go to assessing the clinical relevance of drug-drug interactions in clinical
practice, and briefly, also to incorporating this assessment in clinical decision support rules.
At the end of the workshop important aspects will be summarized.

WS25
Supporting development of Advanced Clinical Pharmacy Practice to ensure Patient
Safety
Moderators:
Lilian M. Azzopardi, Department of Pharmacy, Faculty of Medicine and Surgery University
of Malta, Malta
Sam Salek, School of Pharmacy and Pharmaceutical Sciences, Cardiff University, UK
Anthony Serracino-Inglott, Department of Pharmacy, Faculty of Medicine and Surgery
University of Malta, Malta
Alan Lau, College of Pharmacy, University of Illinois, Chicago, USA
Background:
As drug therapy becomes more complex, pharmacists interventions to ensure patient safety
during patient care require the development of advanced clinical pharmacy skills that go
beyond the basic general pharmacy education. These advanced skills can be applied in patient
care in different settings including hospital, community and domiciliary care. Models of
education including academic professional programmes are available to support pharmacists
develop advanced clinical pharmacy practice.
Aim:
To explore pharmacists perception of their needs to develop advanced clinical pharmacy
practice and to characterize models of postgraduate programmes aimed at supporting
development of advanced clinical pharmacy practice that have an impact on patient care and
ensuring patient safety.
Learning objectives:
Identify areas for improvement of practice where advanced clinical pharmacy skills are
required
Adopt reflection strategies to classify educational models
Identify competences that support advanced clinical pharmacy practice
Content and Structure:
An introduction to the concept of advanced clinical pharmacy practice will be presented.
Workshop participants will reflect on needs to develop advanced clinical pharmacy skills,
describe competences and characterize aspects of educational programmes. They will have
the opportunity to look at examples of programmes and discuss essential features.
Participants will be able to identify and assess the impact of inclusion of case-studies and real
practice scenarios within the programmes. Participants will also have the opportunity to
analyse the significance of translational research in clinical pharmacy.