Esnath Magola-Makina holds dual roles as a Clinical Lecturer and Visiting Lecturer/Teaching Practitioner in Pharmacy. Her research focuses on pharmacy education, healthcare workforce development, and medication safety in prisons. She earned a PhD in 2018, investigating challenges faced by novice community pharmacists and developing peer support interventions. Her key projects include: The Development of a Peer Support Intervention (2016-2017) addressing novice pharmacists' transition challenges. Foundation Years in Private Sector Partners (2015-2016) exploring mentoring programs for newly qualified pharmacists. Research interests span healthcare equity, prison medication practices, and pharmacist professional development. She collaborates with organizations like the General Pharmaceutical Council and contributes to UN Sustainable Development Goals related to healthcare access and quality. Publications highlight intersectionality in pharmacy education, prescribing safety in prisons, and mentorship strategies for early-career pharmacists.
Dr. Ilhem Berrou is a Senior Lecturer in Applied Pharmacology at the University of the West of England (UWE Bristol), affiliated with the HAS - Nursing and Midwifery department. Her work bridges clinical practice and academic research, focusing on primary care pharmacy, health inequalities, and digital health innovation. Her research addresses critical issues such as diabetes and hypertension management, particularly for minority ethnic communities and individuals with learning disabilities. Key areas include intervention co-design with patients, digital inclusion/exclusion in healthcare, and antimicrobial stewardship. She actively contributes to policy-relevant studies on vaccination programs and health system responses to pandemics. Dr. Berrou’s publications span AI-driven healthcare solutions (e.g., surgical tool classification), mobile health app efficacy, and deprescribing practices for elderly populations. Her work emphasizes participatory approaches (PPIE) to ensure healthcare interventions are equitable and accessible. Though no formal awards are listed, her impactful research on health disparities and technological adoption reflects significant contributions to global health equity efforts. She advises students on prescribing qualifications and clinical pharmacology topics, with a strong focus on training future healthcare professionals in inclusive practices.
Noelia Amador-Fernandez is a Lecturer in the Graduate School of Health at the University of Technology Sydney (UTS), where she leads research and teaching focused on expanding the role of pharmacists in healthcare. Her academic career spans positions at institutions including University of Granada (Spain), University of Zaragoza, and University of Lausanne (Switzerland), where she held roles such as Honorary Lecturer and Postdoctoral Researcher. Her research expertise centers on implementation science, particularly translating evidence-based practices into pharmacist workflows. Key areas include pharmacist prescribing rights, minor ailment services, medication safety, and interprofessional collaboration. She has pioneered protocols for pharmacist-managed minor ailments in Spain, leading to nationally implemented guidelines. In Switzerland, her work addressed barriers to pharmacist prescribing and medication review services. Noelia holds a PhD in Pharmacy from the University of Granada (2021), complemented by a Master in Epidemiology and Clinical Research (2016). Her funded research includes UTS ECR grants and collaborations with institutions like the University of Newcastle. Awards include multiple 'Best Communication' honors for her impactful presentations. Teaching and supervision are integral to her role, with mentorship of over 20 Master's students globally. Courses developed include Professional Pharmacy Services, Medication Use Review, and Implementation Science modules. She actively contributes to pharmacy education through program development and digital tool creation for practice change facilitation. Her recent work in the NSW Pharmacy Trial explores pharmacist provision of prescription medications for conditions like UTIs and skin infections, emphasizing educational programs for practitioners. A dedicated advocate for pharmacy's expanded role in primary care, she bridges research, education, and clinical practice to enhance patient safety and healthcare efficiency.
William Robiner, PhD, LP is a Professor in the Department of Medicine at the University of Minnesota Medical School, specializing in Health Psychology within academic health centers. His research focuses on psychologists' roles in medical settings, interprofessional collaboration, workplace violence against healthcare professionals, and medication adherence in transplant patients. Dr. Robiner's research interests span several critical areas in health psychology and academic medicine. His work examines the integration of psychologists into healthcare teams, leadership development for mental health professionals, and the analysis of violence against healthcare workers using National Violent Death Reporting System data. He has extensively studied medication adherence patterns in renal transplant patients and other chronic conditions, bridging psychological science with clinical outcomes. His recent publications (2022-2025) reveal a strong focus on contemporary issues including pandemic impacts on psychologists' well-being, leadership development programs for psychologists in academic medicine, and comprehensive analyses of homicide and suicide data among healthcare professionals across multiple disciplines. This research demonstrates his commitment to understanding and improving the workplace environment for healthcare providers while enhancing patient care through psychological interventions. Dr. Robiner has made significant contributions to understanding the role of psychologists in academic health centers, with publications dating back to the 1990s examining workforce issues, professional development, and the integration of psychology into medical settings. His work on interprofessional education and collaboration has helped shape training programs for future healthcare providers.
Associate Professor Daniel Terry (University of Southern Queensland, School of Nursing and Midwifery) is a leading researcher in rural health workforce dynamics, with a particular focus on nursing and pharmacy workforce sustainability. His work examines career trajectories of health students, workforce grit, communities of practice, and rural healthcare access for paediatric emergencies. Rural workforce planning Paediatric health outcomes Higher education teaching innovation With over $1.3M in research grants and 100+ publications, Terry leads international collaborations on rural pharmacist retention while mentoring early career nurses through qualitative and quantitative research methodologies. His administrative roles include Academic Integrity Officer and postgraduate coordination. Recent publications focus on: Yoga interventions for student engagement Rural pharmacist recruitment tools Nurse-led clinic models Psychological factors influencing rural career choices Supervising 9 active doctoral candidates and having completed 12 supervisions, Terry's research group addresses workforce sustainability, self-efficacy development, and healthcare technology implementation across Australia's regional areas.
Dr. Alison Margaret Astles is a researcher affiliated with the University of Central Lancashire , focusing on community pharmacy practices and locum pharmacist dynamics. Her work explores professional identity formation, risk management, feedback systems, and whistleblowing in pharmacy settings. Research Themes : Professional identity, workplace risks, feedback mechanisms, ethical practices Key Publications : Studies on locum pharmacists' experiences (2013-2017) Her research contributes to understanding temporary healthcare professionals' integration and governance challenges. While specific laboratory or team affiliations are not detailed, her work aligns with the university's focus on practical, society-impact research.
Manisha Dattani is a Senior Lecturer in Clinical Pharmacy and Programme Leader for the postgraduate Clinical Pharmacy programs (MSc/PG Dip/PG Cert) at De Montfort University, within the Leicester School of Pharmacy, Faculty of Health and Life Sciences. She is a qualified pharmacist registered with the General Pharmaceutical Council (GPhC) and a member of the Royal Pharmaceutical Society. Her educational background includes a Masters in Pharmacy (MPharm), a Postgraduate Diploma in Clinical Pharmacy, and a Certificate in Independent Prescribing. She has gained clinical experience in secondary care across the East Midlands, West Midlands, and London, which informs her teaching and curriculum development. Manisha's research and teaching interests focus on pharmacy practice, pharmacy education, interdisciplinary professional education, and clinical and ethical decision-making in healthcare. She is committed to bridging academic knowledge with real-world application and enhancing workforce development through innovative, evidence-based teaching. She is also engaged with the Athena Swan Charter, exploring gender and equality in the workplace. She serves as a Portfolio Reviewer for the Post-registration Foundation Competency Committee (FPCC). There are no recent publications or scientific awards listed in the provided information. Manisha is actively involved in mentoring, teaching, and shaping the future of pharmacy professionals through curriculum design and professional development initiatives. She emphasizes continuous learning and patient-centred care, aiming to build a capable and forward-thinking pharmacy workforce.
Mark Bounthavong is a Professor of Clinical at the Skaggs School of Pharmacy and Pharmaceutical Sciences , University of California, San Diego (UCSD) , with a significant research and clinical presence within the Veterans Health Administration (VHA) . His work focuses on improving patient outcomes through pharmacist-led interventions, academic detailing, and health services research. His research interests span a broad and impactful range of topics including Pharmacy Practice , Health Services Research , Pharmacoeconomics , Opioid Use Disorder , Diabetes Management , Medication Safety , and Public Health Equity . He is a leading investigator in studies evaluating the cost-effectiveness and implementation of treatments for substance use disorders and chronic diseases within veteran populations. His recent publications (2023-2025) demonstrate a strong trend in implementation science and policy evaluation , particularly focusing on the impact of academic detailing programs on opioid safety, naloxone prescribing, and benzodiazepine use. A significant body of his work analyzes healthcare expenditures, resource utilization, and the economic burden of diseases like diabetes and opioid use disorder. His research also increasingly explores the role of pharmacists in chronic disease management using innovative technologies like continuous glucose monitors and telehealth. He actively collaborates with a wide network of researchers, including key colleagues such as Candis Morello, Jonathan Watanabe, Alex Luli, and Jan Hirsch, and is a frequent contributor to high-impact journals in pharmacy, medicine, and public health. Dr. Bounthavong has played a central role in several major funded initiatives, including the Advancing Pharmacological Treatments for Opioid Use Disorder (ADaPT-OUD) study and the Training the Next Generation of Pharmacist Educators (NextGenRxEd) program, highlighting his commitment to both research and the education of future pharmacy leaders. His work on academic detailing has directly informed VHA policy and practice. His research is primarily conducted within the context of the Veterans Health Administration , where he has led and contributed to numerous multi-site implementation trials, evaluations of national programs (like the Opioid Overdose Education and Naloxone Distribution program), and the development of clinical dashboards for monitoring program performance. His lab or research team functions as a core component of the VHA's quality improvement and implementation science efforts in pharmacy and substance use.
Sally Ann Prater is a Lecturer in the Department of Life Sciences at the University of Bath, where she has been teaching for four years. Her role focuses on postgraduate education within the Primary Care Clinical Pharmacy Practice Programme, contributing significantly to the training and development of pharmacy professionals. Educational Background: Bachelor of Pharmacy, University of Bath Independent Prescriber, University of Reading Fellow of the Higher Education Academy (FHEA), University of Bath Her research and teaching interests are centered around clinical pharmacy practice and educational methodology. She has a strong focus on medicines optimisation , evidence-based practice , and the management of long-term conditions such as cardiovascular, respiratory, and endocrine diseases. She also teaches in areas including polypharmacy , minor illness management , care of older persons , and pharmacy public health . A key interest lies in pedagogical innovation, particularly in assessment and feedback methods , with a specific emphasis on Certainty-Based Marking . Sally Ann's work contributes to the United Nations Sustainable Development Goals, particularly in the areas of Quality Education (SDG 4) and Good Health and Well-being (SDG 3) . She is a registered pharmacist with the General Pharmaceutical Council (GPhC) and applies her extensive 20-year clinical experience from secondary care to enhance her teaching. She currently supports the University of Bath’s Pathways to HEA Fellowship Scheme by reviewing FHEA applications, further contributing to academic development within the institution. Professional Affiliations and Recognitions: Registered with the General Pharmaceutical Council (GPhC), Registration Number: 2048651 Fellow of the Higher Education Academy (FHEA) Sally Ann has previously worked as an Independent Prescriber at Great Western Hospital, Swindon (2014–2018), where she prescribed for orthopedic inpatients. Her most recent NHS role as an Education & Training Pharmacist reinforced her commitment to workforce development. She brings this practical experience into her academic role, ensuring her teaching is grounded in real-world clinical practice. She is involved in advancing academic practice through her contribution to fellowship applications and continues to integrate clinical knowledge with educational theory to improve learning outcomes in pharmacy education.
Dr. Georgios Karampatakis is a Postdoctoral Researcher in Health Services at the Centre for Primary Care, part of the Wolfson Institute of Population Health within Queen Mary University of London's Barts & The London School of Medicine and Dentistry. He joined QMUL in March 2022 and contributes to the AD-HOC study, a multidisciplinary program funded through a NIHR Programme Grant for Applied Research that focuses on co-designing digital social interventions for people with troublesome asthma. Dr. Karampatakis completed an MSc in Clinical Pharmacy at University College London in 2016 and earned his PhD in Pharmacy Practice in late 2020. His doctoral research explored the impact of pharmacists in general practice by examining perspectives from patients, community pharmacy teams, and general practice staff. His research interests span pharmacy practice, primary care, digital interventions in healthcare, healthcare policy and regulation, healthcare workforce and education, medication safety, and qualitative research methodologies. Dr. Karampatakis has developed expertise in in-depth qualitative techniques, formal consensus methods, realistic evaluation, and systematic reviews. Analysis of his publication record reveals a consistent research trajectory focusing on digital health interventions for respiratory conditions, particularly asthma, and the integration of pharmacists within primary care settings. His work demonstrates a methodological evolution from qualitative explorations of pharmacist integration to more complex mixed-methods evaluations of digital health interventions, with increasing emphasis on implementation science and ethical considerations in digital health. Dr. Karampatakis actively supervises MSc students in their dissertation projects and contributes to teaching activities at Queen Mary University of London. His current work on the AD-HOC study involves all aspects of research from ethics applications and protocol development through data collection, analysis, and dissemination of findings. His research is primarily conducted within the Centre for Primary Care at the Wolfson Institute of Population Health, working as part of multidisciplinary teams that include clinicians, researchers, and patient representatives. This collaborative approach is evident in his publication record, which consistently features diverse authorship reflecting interdisciplinary research partnerships.
Kassin Yakhlef is a Lecturer/Tutor in Pharmacy Technician Practice (Work-Based Learning) at the School of Chemistry, Pharmacy and Pharmacology, University of East Anglia (UEA), joining in March 2024. His career spans roles in community, hospital, primary care, and integrated care pharmacy, with extensive experience in medicines management and professional education. His research and teaching focus on the integration of modern technologies in pharmacy education, particularly Artificial Intelligence and digital learning communities. He explores how technology shapes pedagogy and professional digital identities in healthcare education. The two recent articles highlight a shift toward AI-driven educational transformation and practical quality improvement in medicines use within nursing homes. These reflect a consistent interest in innovation, safety, and the evolving role of technology in pharmacy practice and training. Scientific Awards: Innovation Poster Award (PCPA) – 2017 Innovation Practice Award (HEE) – 2018 Patient Safety Award (APTUK) – 2017 Kassin has been actively involved in the education and training of pharmacists, pharmacy technicians, assistants, and nurses. His professional activities include serving as a Pharmacy End-Point Assessor and Quality Assurer, contributing significantly to workforce development and accreditation processes. He has also been engaged in national organizations such as the General Pharmaceutical Council and the Association of Pharmacy Technicians. He is a member of key professional networks, including the International Education Studies Association and the Workforce Education Council (Wales), indicating strong engagement with both educational research and pharmacy workforce policy.
Billy Smith is a Lecturer/Tutor in work-based learning and the Online Learning Development Lead at the School of Chemistry, Pharmacy and Pharmacology, University of East Anglia. He also serves as the Course Director for the Diploma of Higher Education in Advanced Pharmacy Technician Practice, playing a key role in shaping pharmacy technician education. Education: Postgraduate Diploma in Clinical Pharmacy Practice (Distinction), Keele University (Awarded: 24 Jun 2020) Master of Pharmacy (MPharm, 2:1), University of East Anglia (Awarded: 15 Jul 2010) His research and professional focus lies in pharmacy education, particularly in enhancing mathematical and calculation competencies within pre-registration pharmacy technician training. His work emphasizes curriculum reform, educational policy, and the alignment of training with modern clinical demands. He integrates work-based learning with online educational development to support student pharmacists in real-world settings. His recent publications highlight a growing concern about the adequacy of calculation training in pharmacy technician education, advocating for evidence-based curriculum updates. The articles span journals such as Currents in Pharmacy Teaching and Learning and International Journal of Pharmacy Practice , reflecting a consistent focus on educational quality, patient safety, and workforce preparedness. Billy Smith has not received any publicly listed scientific awards or honors in the provided text. He has contributed significantly to curriculum design and online learning development but has no named advisees or students listed. His work is supported through institutional roles rather than external grants, and he leads initiatives in digital education transformation within pharmacy programs. While not explicitly associated with a formal research lab or team, his collaborative work with H. Kinsey suggests active participation in educational research within the pharmacy education community at UEA and beyond.
Dr. Mark Yorra holds dual roles as Senior Cooperative Education Coordinator and Clinical Assistant Professor of Pharmacy Practice at Northeastern University’s College of Professional Studies – Health Care Management. He oversees the Cooperative Education program, managing IPPE requirements, co-op positions, and career advising. His teaching focuses on pharmacy practice topics, workplace skills, and legal issues in the Introduction to Pharmacy Practice course. Education: BS in Pharmacy (Northeastern University), MS in Pharmacy Administration (Massachusetts College of Pharmacy), EdD and MHP (Northeastern University) Research interests center on pharmacy experiential education and practice innovation. His publications analyze student self-efficacy and residency matching dynamics. He actively contributes to professional organizations including the American Pharmacists Association and Massachusetts Pharmacists Foundation. Awards: Nathan Goldberg Award, AACP Excellence in Experiential Education, Northeastern Disability Resource Center Recognition Dr. Yorra has advised numerous students and serves on boards for pharmacy associations. He teaches core pharmacy courses and advocates for student professional development through experiential learning.
Dr. Suzanne Caliph is a Senior Lecturer at Monash University's Faculty of Pharmacy and Pharmaceutical Sciences, Australia. She leads the Graduate Entry Pharmacy Program (Alternative Entry Pathway) and oversees Comprehensive Care units in the BPharm(Hon)/MPharm program. Her academic roles include Chief Examiner and Coordinator for units on Pain, Dermatology, Cardiovascular Disease, and Bridge to Practice II. She holds a PhD in Pharmaceutical Science and post-graduate training in Higher Education Teaching. Her research focuses on graduate skills training, education technology, digital health, and personalized medicine. Key contributions include studies on online learning engagement across cultural backgrounds and pandemic-era pharmacy curriculum adaptations. She actively contributes to global pharmacy education through roles like Secretary for Pharmacy Education and Workforce Development at the Western Pacific Pharmaceutical Forum and Monash Chair for Student Domain Research. Educations: PhD in Pharmaceutical Science, Post-graduate Higher Education Teaching Key Roles: Academic Lead for Graduate Entry Pharmacy, Skills Coaching Lead, Curriculum Stream Lead Recipient of multiple teaching awards, including the Australian Government Award for University Teaching (2013) and Monash University Teaching Innovation Awards (2016). She co-leads research projects like Engendering and Enacting Empathy (2018–2020) and DCMedsRec: Reducing Hospital Readmission (2018–2019). Awards: Australian Awards for University Teaching (2013), Excellence in Education (2018), Monash Teaching Innovation Awards (2016) Advances in education technology and digital health underpin her work, addressing challenges in pharmacy education and clinical practice through innovative curricula and assessment frameworks.
Kathryn Morbitzer, Pharm.D., M.S., is a Teaching Professor at the UNC Eshelman School of Pharmacy and serves as Curriculum Design & Innovation Director. She holds multiple leadership roles, including Associate Director of the Center for Innovative Pharmacy Education & Research (CIPhER), Assistant Director of Pharmacy Administration and Leadership, and Assistant Director of the MS in Pharmaceutical Sciences program. Her academic background includes a Pharm.D. from Wayne State University and an M.S. in Biomedical and Health Informatics from UNC-Chapel Hill, complemented by PGY1 residency training and an academic fellowship in neurocritical care pharmacotherapy. Education: Pharm.D. (Wayne State University, 2012), M.S. Biomedical Informatics (UNC-Chapel Hill, 2017) Residencies: PGY1 Pharmacy Practice (Medical University of South Carolina, 2012–2013) Fellowships: Neurocritical Care Pharmacotherapy (UNC Eshelman School of Pharmacy, 2013–2015) Her research focuses on expanding pharmacy student opportunities in non-direct patient care roles, optimizing teaching practices, and improving outcomes in neurocritical care. Key areas of interest include health-system pharmacy administration , clinical pharmacotherapy in acute care , and innovations in pharmacy education . Recent work explores the impact of AI tools like ChatGPT on student evaluations and the design of competency-based training programs. Publications emphasize neurocritical care pharmacokinetics (e.g., vancomycin dosing in brain injury patients) and educational initiatives like microcredentials and residency training. Morbitzer has contributed to guideline development for glycemic control and renal function monitoring in critically ill patients. Her professional development efforts include formative coaching programs for pharmacy educators and initiatives to diversify career pathways for underrepresented groups in pharmacy. She actively participates in interprofessional education through grand rounds presentations and continuing education programs.
