Students as Partners in Pharmacy Education: SuppleMentors as a Pilot Project of Co- Creating a Digital Learning Platform on Dietary Supplements

Students as Partners in Pharmacy Education: SuppleMentors as a Pilot Project of Co- Creating a Digital Learning Platform on Dietary Supplements | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Students as Partners in Pharmacy Education: SuppleMentors as a Pilot Project of Co- Creating a Digital Learning Platform on Dietary Supplements Marco Tsun LEE, Eliza Yuen Ting TAM, Jeffrey Van Ho TSE, Angel Yin Chun LUI, and 7 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6726566/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 7 You are reading this latest preprint version Abstract Background : The growing use of dietary supplements highlights the need for pharmacists to be well-versed in complementary and alternative medicine (CAM). Simultaneously, the Students as Partners (SaP) framework has gained traction as a pedagogical approach that promotes engagement, professional development, and student ownership through co-creation. In response to these needs, a pilot student-partnered e-learning platform focused on dietary supplement education, namely SuppleMentors, was developed. Methods : A participatory design approach engaged eight Bachelor of Pharmacy (BPharm) students as project partners to co-create an online learning platform covering six commonly used dietary supplements. The platform incorporated video modules and interactive quizzes. All BPharm students (n = 144) were invited to use the platform. A mixed-methods evaluation was conducted, including pre- and post-questionnaires assessing self-perceived knowledge, perceptions of the platform's educational value, and the applicability of the learning model. Open-ended feedback was thematically analyzed to explore student reflections and experiences. Results : Among 103 students who completed both pre- and post-questionnaires, 89.9% reported improved understanding (mean = 4.19 ± 0.74 / 5). Statistically significant gains were observed in perceived applicability of the learning model (p = 0.0008) and perceived educational value (p = 0.0016). Over 80% of students agreed that the platform was valuable for learning and helped address knowledge gaps. Qualitative analysis revealed high satisfaction with usability, content clarity, and flexibility. Student users emphasized the value of interactive and peer-developed content, while student partners reported enhanced skills in research, communication, and digital content creation. Conclusion : This SuppleMentors pilot project demonstrates the feasibility and value of integrating the SaP framework into health professions education through a digitally delivered platform. The project effectively addressed gaps in CAM education on selected dietary supplements while promoting student engagement, skills development, and a sense of ownership. The approach offers a scalable and adaptable model for participatory, self-directed learning that aligns with evolving competencies required in contemporary pharmacy practice. Students as Partners (SaP) health professions education dietary supplements complementary and alternative medicine (CAM) e-learning student engagement self-directed learning Figures Figure 1 Introduction The use of dietary supplements, including vitamins, minerals, herbal products, and other botanicals, has become increasingly prevalent in contemporary healthcare. According to data from the 2017–2018 National Health and Nutrition Examination Survey (NHANES) in the United States, 57.6% of U.S. adults aged 20 years and older reported using at least one dietary supplement in the past 30 days. 1 Usage varied by sex and age, with higher prevalence observed among older adults. Across all adult age groups, the three most commonly used dietary supplements were multivitamin-mineral, vitamin D, and omega-3 fatty acids, with usage increasing with age. A Hong Kong-wide survey published in 2014 revealed that 44.7% of adults reported using dietary supplements in the past six months. 2 The most commonly used dietary supplements were vitamins and minerals (44.0%), followed by proprietary Chinese supplements (22.5%), omega series (17.8%), and Western herbal products (15.7%). Most respondents sought perceived benefits in general health and joint support, though over 10% reported no observable benefit or were unsure. Chain stores were the most common purchasing channel, with relatively few obtaining supplements from pharmacies or via professional consultation. Average monthly spending per user ranged from HK $ 390 to 667 (approximately US $ 50 to US $ 85) depending on supplement type, with an annual projected market expenditure of HKD $ 19 billion (approximately US $ 2.4 billion), which is equivalent to a 90% increase since 2008. Pharmacists are among the most accessible healthcare professionals and often serve as a primary source of information for patients seeking guidance on dietary supplements. 3 They are frequently consulted on appropriate use, potential benefits, and associated risks. Their role is especially important given the widespread availability of supplements and the variability in product quality and evidence. 4 Traditional pharmacy curricula have been criticized for insufficient coverage of complementary and alternative medicine (CAM), leaving graduates underprepared to offer evidence-based counselling on these topics. Studies in North America and Canada have shown gaps in pharmacists and pharmacy student knowledge of CAM, highlighting a need for better integration into pharmacy education. 3 , 5 Recognizing the evolving role of pharmacists in patient-centered care, major professional organization has emphasized the need for pharmacy education to equip graduates with the skills necessary to counsel patients effectively on various health-related topics, including the use of complementary and alternative medicines. The Accreditation Council for Pharmacy Education (ACPE) 2016 Standards highlight the importance of preparing students to provide patient-centered care, which encompasses educating and counselling patients on the appropriate use of medications and health products. 6 Digital learning innovations have gained increasing focus in health professions education as it provides flexible and scalable solutions that enable students to engage with complex material at their own pace and according to individual learning preferences. Internet-based learning approaches, particularly those incorporating multimedia, interactive quizzes, and case-based scenarios, have demonstrated effectiveness comparable to traditional instruction, while offering greater accessibility and adaptability. 7 Alongside these technological shifts, the Students as Partners (SaP) framework has emerged as a compelling pedagogical model in higher education. The SaP framework is a pedagogical approach that redefines students’ roles in higher education by positioning them as active collaborators, rather than passive recipients, during the process of the design, delivery, and evaluation of learning. 8 It emphasizes reciprocity, mutual respect, and shared responsibility between students and educators, fostering deeper engagement, critical thinking, and a greater sense of ownership over learning outcomes. In the context of healthcare professions education, SaP is particularly valuable because it aligns with essential professional competencies required in clinical practice, such as autonomy, reflective judgment, communication, and evidence-based decision-making. 9 By engaging students in collaborative, authentic learning tasks, SaP offers opportunities to practice these competencies in educational settings that mirror real-world clinical environments. Prior studies also suggest that students in healthcare disciplines generally view SaP approaches favorably. 10 The SaP framework can be applied across four core domains: (1) learning, teaching, and assessment, where students are engaged as co-teachers and assessors in their own learning; (2) subject-based research and inquiry, which promotes autonomy and critical inquiry through student-led or co-created research projects; (3) the scholarship of teaching and learning (SoTL), in which students investigate and contribute to improvements in pedagogy; and (4) curriculum design and pedagogic consultancy, where students partner with faculty to shape curricula and provide input on teaching strategies. 8 These domains span multiple levels, including module, program, institutional, and even national. This makes the framework adaptable to diverse educational contexts and disciplines, including pharmacy education. In response to evolving educational needs in pharmacy, a pilot student-partnered e-learning platform titled SuppleMentors was developed to enhance education on dietary supplements. Co-created by a small group of eight Bachelor of Pharmacy (BPharm) students, the platform featured interactive video modules, quizzes, and self-directed learning tools. The initiative aimed to address gaps in CAM education while simultaneously fostering student engagement, digital literacy and research capabilities through the application of SaP principles. This study aimed to evaluate two interconnected dimensions: (1) the effectiveness and acceptability of a digitally delivered educational platform for teaching dietary supplements to pharmacy students; and (2) the potential of the SaP approach to promote student ownership, engagement, and professional skill development through collaborative content creation. By investigating both student user feedback and student partner reflections, this study provides a dual perspective on how digital and co-designed learning strategies can enrich pharmacy education and address persistent gaps in CAM training. Methods Study Design The SuppleMentors project was conducted between 1st June 2022 and 31st December 2023. A participatory design approach was employed, embedding SaP principles into every stage of the project to foster collaboration between students and academic staff. A group of eight BPharm students (second- and third-year BPharm students at the time of participating; third-year and fourth-year BPharm students at the time of study completion) were recruited through a selection process to serve as project partners. Under supervision of the academic staff, student partners actively participated in researching, designing, and developing the e-learning content. Their responsibilities included conducting literature reviews, synthesizing evidence into educational scripts, designing video storyboards, and scripting interactive educational materials. The SuppleMentors platform comprised six video modules focusing on commonly used dietary supplements: Omega-3 fatty acids, probiotics, echinacea, ginkgo biloba, St. John’s wort, and vitamin D. Each module was accompanied by an interactive quiz to reinforce key learning points. Content created by students underwent peer review by faculty members to ensure academic rigor and alignment with curricular objectives. Support for video editing and platform development was provided by the department’s media resources team, assisting in the production of an engaging and accessible interactive learning platform. The layout of the platform was illustrated in Fig. 1 . Target Population The target population included all students enrolled in the BPharm program at the University of Hong Kong during the 2023/2024 academic year. Access to the SuppleMentors platform was provided as a voluntary supplementary learning resource within the program. Data Collection A mixed-methods evaluation strategy was employed to assess the effectiveness of the SuppleMentors platform and the overall learning experience. Anonymous pre- and post-learning questionnaires were distributed electronically to participating students. The questionnaires assessed self-perceived knowledge levels regarding dietary supplements, as well as attitudes toward the use of e-learning tools and perceptions of the educational model’s applicability to other subjects. The post-learning questionnaire was distributed only to students who had completed all six e-learning modules and associated quizzes, ensuring that feedback was based on full exposure to the learning materials. The full questionnaire is available in Supplementary File 1. Table 1 summarizes the questionnaire items by domain and indicates how pre- and post-questionnaire items were aligned for comparison. In some cases, references to 'the tool' may reflect student perceptions of the online platform, the CAM topic, or both; this limitation is acknowledged in the discussion." Table 1 Summary of Pre- and Post-Questionnaire Items by Domain Item No. Statement Response Scale Domain Assessed Pre-questionnaire Pre-Q1 The current level of my knowledge in supplements is: 1–5 (Very Low to Very High) Self-perceived knowledge Pre-Q2 I believe that online learning tools can enhance my understanding in supplements. 1–5 (Strongly Disagree to Strongly Agree) Attitudes toward e-learning Pre-Q3 I enjoy learning with online learning tools. 1–5 (Strongly Disagree to Strongly Agree) Attitudes toward e-learning Pre-Q4 I think the learning model used in this tool can be applied to other topics or subjects. 1–5 (Not at all to Extensively) Applicability of learning model Pre-Q5 I believe that this educational tool will be useful in my learning journey. 1–5 (Strongly Disagree to Strongly Agree) Perceived value of the tool Post-questionnaire Pre-Q1 My knowledge in the subject matter has improved. 1–5 (Strongly Disagree to Strongly Agree) Self-perceived knowledge improvement Pre-Q2 I feel more comfortable using e-learning tools after using this platform. 1–5 (Strongly Disagree to Strongly Agree) Attitudes toward e-learning Pre-Q3 I can see how the learning model used in this tool can be applied to other topics or subjects. 1–5 (Strongly Disagree to Strongly Agree) Applicability of learning model Pre-Q4 This educational tool was instrumental in addressing gaps in my understanding. 1–5 (Strongly Disagree to Strongly Agree) Perceived learning gap addressed Pre-Q5 Overall, I found this online teaching and learning tool valuable for my learning experience. 1–5 (Strongly Disagree to Strongly Agree) Perceived value of the tool Structured individual feedback was collected from both general student users and student partners through open-ended written responses. Students were invited to reflect on their experiences with the e-learning platform’s usability, content quality, learning impact, and areas for improvement. Student partners also provided reflections on their involvement in the development process, the impact on their learning, and perceptions of SaP experiences. Data Analysis Quantitative data from the questionnaires were analyzed descriptively. Continuous variables were presented as means ± standard deviations (SD) where applicable, and categorical variables as frequencies and percentages. Self-perceived knowledge levels, attitudes toward e-learning tools, and perceptions of the educational model’s applicability to other subjects were compared before and after platform use. Prior to analysis, duplicate responses were identified based on the unique UID (student identification number). For participants with multiple entries, only the first complete response was retained to ensure consistency and avoid duplication bias. Matching between pre- and post-questionnaires was performed using the UID to generate a final analytic sample of students who completed both questionnaires. Knowledge improvement was assessed based on changes in self-reported confidence and understanding scores across key domains. For comparative analysis of matched constructs, paired t-tests were conducted to evaluate whether differences between pre- and post-learning scores were statistically significant using the unique UID identifier. Paired t-tests were conducted to compare conceptually matched constructs: (1) perceptions of applicability to other topics (Pre Q4 vs Post Q3) and (2) perceived value of the educational tool (Pre Q5 vs Post Q5). A two-sided p-value of < 0.05 was considered indicative of statistical significance. All quantitative data were entered and managed using Qualtrics survey software. Statistical analyses were performed using R Statistical Software (version 4.3.1). Qualitative feedback from structured open-ended responses was analyzed thematically using an inductive coding approach. Two researchers (M.T.L. and J.V.H.T.) independently reviewed the open-ended responses, assigned initial codes based on emerging ideas, and grouped these into broader categories. Overarching themes were identified through consensus discussion to capture the key insights related to user satisfaction, learning outcomes, perceived challenges, and recommendations for future platform enhancement. Ethics, Data Storage and Handling Ethical approval by the Human Research Ethics Committee of the University of Hong Kong was be obtained before commencement of the study (Approval number EA230546). All collected information were only be used for research purposes. Paper records were securely locked, and digital data were password-protected. Access as restricted to authorized research personnel only. Data would be retained for five years after project completion and then destroyed according to standard protocols. Results Study Participation and Completion A total of 144 BPharm students participated in the SuppleMentors platform during the 2023/2024 academic year, as indicated by the number of unique responses to the pre-learning questionnaire. Among these, 109 students completed the post-learning questionnaire. After removing duplicate responses and matching by unique UID identifiers, 103 students were identified as having completed both the pre- and post-questionnaires. This corresponds to a questionnaire completion rate of 71.5% relative to the initial 144 students. Table 2 summarizes student participation across different stages of the project. A small number of duplicate responses were identified in both the pre- and post-questionnaires and excluded to ensure that only one entry per student was included in the final analysis. These 103 matched students constituted the final analytic sample for the pre- and post-intervention comparisons. Table 2 Summary of Student Participation and Questionnaire Completion Participation Stage Number of Students Pre-questionnaire completed 144 Post-questionnaire completed 109 Pre- and post-questionnaires completed (matched) 103 Note: Duplicate responses were identified in both the pre- and post-questionnaires and excluded to ensure one entry per student. Among the 144 students who completed the pre-questionnaire, 103 completed both the pre- and post-questionnaires and all e-learning modules and quizzes. These 103 students formed the final analytic sample for matched pre/post analysis. Perceived Knowledge Improvement Analysis of post-learning questionnaire responses revealed a high level of perceived knowledge gain following completion of the SuppleMentors platform. The mean self-reported score on the 5-point Likert scale was 4.19 ± 0.74 (Post-Q1 in Table 3 ), indicating generally strong agreement with perceived improvement. Among the 109 respondents, 98 students (89.9%) either agreed (n = 62) or strongly agreed (n = 36) that their knowledge of dietary supplements had improved. Only 9 students (8.3%) were neutral, and 2 students (1.8%) strongly disagreed with the statement. Comparative Analysis of Pre- and Post-Intervention Measures Table 3 summarizes the mean responses and standard deviations for each item in the pre- and post-questionnaires. Two domains were selected for focused comparative analysis: (1) perceived transferability of the learning model and (2) perceived educational value of the platform. The first domain assessed students’ recognition of the broader applicability of the instructional approach used in SuppleMentors platform. Specifically, responses to Pre-Q4 (“I think the learning model used in this tool can be applied to other topics or subjects”) were compared with responses to Post-Q3 (“I can see how the learning model used in this tool can be applied to other topics or subjects”). A statistically significant improvement was observed ( p = 0.0008), indicating an increased perception that the learning model could be extended beyond the topic of dietary supplements. The second domain evaluated students’ perceived value of the SuppleMentors platform as an educational tool. Agreement with the statement “I believe that this educational tool will be useful in my learning journey” (Pre-Q5) significantly increased following the intervention (compared to Post-Q5; p = 0.0016), reflecting a heightened appreciation of the platform’s relevance and impact on learning. Comparative analysis of matched pre- and post-questionnaire responses (n = 103) confirmed statistically significant improvements across both domains. Students demonstrated greater agreement regarding the transferability of the learning model (mean difference = -0.288, 95% CI: -0.455 to -0.122) and the educational value of the platform (mean difference = -0.231, 95% CI: -0.372 to -0.089) following the intervention. The results of the paired t-tests for these comparisons are summarized in Table 4 . These findings highlight the platform’s effectiveness in not only enhancing knowledge but also positively influencing students' perceptions of e-learning approaches in health professions education. Table 3 Summary of Pre- and Post-Questionnaire Responses Questions Mean ± SD Pre-questionnaire (n = 144) Pre-Q1 The current level of my knowledge in supplements is: 2.69 ± 0.72 Pre-Q2 I believe that online learning tools can enhance my understanding in supplements. 3.88 ± 0.66 Pre-Q3 I enjoy learning with online learning tools. 3.78 ± 0.81 Pre-Q4 I think the learning model used in this tool can be applied to other topics or subjects. 3.77 ± 0.76 Pre-Q5 I believe that this educational tool will be useful in my learning journey. 3.93 ± 0.63 Post-questionnaire (n = 109) Post-Q1 My knowledge in the subject matter has improved. 4.19 ± 0.74 Post-Q2 I feel more comfortable using e-learning tools after using this platform. 4.11 ± 0.81 Post-Q3 I can see how the learning model used in this tool can be applied to other topics or subjects. 4.06 ± 0.77 Post-Q4 This educational tool was instrumental in addressing gaps in my understanding. 4.13 ± 0.83 Post-Q5 Overall, I found this online teaching and learning tool valuable for my learning experience. 4.16 ± 0.78 Table 4 Paired t-Test Results for Matched Pre- and Post-Intervention Measures (n = 103). Domain Comparison Mean Difference (95% Confidence Interval) t-statistic (df = 103) p-value Applicability of learning model (Pre-Q4 vs Post-Q3) -0.288 (-0.455 to -0.122) -3.44 0.0008 Perceived value of the tool (Pre-Q5 vs Post-Q5) -0.231 (-0.372 to -0.089) -3.24 0.0016 Mean differences represent post-intervention minus pre-intervention scores. Paired t-tests were conducted; statistical significance was defined as p < 0.05. Post-Intervention Perceptions and Reflections In addition to measuring knowledge gains, the post-learning questionnaire captured students’ broader perceptions of the SuppleMentors platform and its impact on their learning experience. Responses to several post-only items revealed highly positive evaluations. A total of 80.7% of respondents (n = 88) agreed or strongly agreed that the platform helped address gaps in their understanding (Post-Q4; mean = 4.13 ± 0.83). Additionally, 85.3% (n = 93) found the platform valuable for their learning experience (Post-Q5; mean = 4.16 ± 0.78), and 81.7% (n = 89) reported feeling more comfortable using e-learning tools after completing the modules (Post-Q2; mean = 4.11 ± 0.81). Table 5 summarizes key post-intervention perceptions and reflections. Table 5 Summary of Post-Intervention Perceptions and Reflections (n = 109) Post-Questionnaire Item Mean ± SD % Agree or Strongly Agree (n) I feel more comfortable using e-learning tools after using this platform (Post-Q2) 4.11 ± 0.81 81.7% (n = 89) The tool helped address gaps in my understanding (Post-Q4) 4.13 ± 0.83 80.7% (n = 88) I found this online teaching and learning tool valuable for my learning experience (Post-Q5) 4.16 ± 0.78 85.3% (n = 93) Student Reflections on Learning Experience and Platform Development An inductive thematic analysis of structured open-ended feedback revealed distinct thematic patterns from two participant groups – student users and student partners. Four student users who provided feedback on their experience using the platform, and seven student partners who were actively involved in its co-development. Four themes emerged from the student user responses, focusing on (1) flexibility and accessibility of the learning platform; (2) content quality and clinical relevance; (3) effectiveness of interactive learning features; and (4) areas for platform improvement. Two themes were identified from student partners, emphasizing the (5) student empowerment and ownership; and (6) broader impacts on pharmacy education. Representative quotes illustrating each theme of the student users and student partners were presented in Table 6 and Table 7 respectively. Student users reported several strengths of the SuppleMentors platform. They highlighted the user-friendly design, flexibility of asynchronous and self-paced learning, and the clarity and evidence-based nature of the educational content. The clinical applicability of supplement information and the effectiveness of interactive quizzes in reinforcing key learning points were frequently mentioned. Structured feedback indicated that the peer-developed nature of the platform contributed to relatability and increased motivation to engage with the material. Feedback also identified areas for improvement. Student users noted occasional technical difficulties with the login process, limited access to video materials during quizzes, and suggested expanding the range of supplement topics. Recommendations included incorporating more varied assessment formats, such as image-based questions and case-based scenarios, and enabling immediate feedback for quiz responses. Table 6 Thematic Analysis of Student Users Feedback with Illustrative Quotes Theme Subthemes / Categories Illustrative Quotes Flexibility and Accessibility • User-friendly interface • Asynchronous learning benefits "The website is generally quite user-friendly..." (Year 2 student, student user) "Flexibility they offer, allowing students to access learning materials at their own pace." (Year 3 student, student user) Content Quality and Clinical Relevance • Evidence-based content • Clinical applicability "The information is accurate with the support of different clinical studies." (Year 3 student, student user) "Content presented in pharmacist consultation scenarios made it more applicable." (Year 3 student, student user) Effectiveness of Interactive Learning Features • Quizzes reinforcing key points • Engaging video style "The explanation of every wrong multiple choice question helps the most." (Year 3 student, student user) "The videos are also very funny that can effectively inculcate knowledge." (Year 3 student, student user) Areas for Platform Improvement • Technical difficulties • Content expansion requests • More varied assessment formats "We cannot access the video while answering difficult MCQs." ( Year 2 student, student user ) "It would be better if more types of supplements were included." (Year 2 student, student user) "Some questions could be based on images or cases to mimic real scenarios." (Year 2 student, student user) On the other hand, student partners reflected on their roles in the co-creation process. They reported that participation in content development supported the development of research skills, communication abilities, and digital literacy. They also suggested integrating the student partnership model more formally into the pharmacy curriculum to enhance learning engagement and skills development. Table 7 Thematic Analysis of Student Partners Feedback with Illustrative Quotes Theme Subthemes / Categories Illustrative Quotes Student Empowerment and Ownership • Sense of contribution • Development of research and communication skills "I get the chance to take part and contribute without being overwhelmed." (Year 4 student, student partner) "It increases my sense of empowerment as I am more confident to educate others." (Year 4 student, student partner) Broader Impacts on Pharmacy Education • Bi-directional learning • Suggestion to formalize student partnerships in the curriculum "Pharmacy education is a bi-directional and mutual process." (Year 4 student, student partner) "Introducing partnerships into the undergraduate syllabus could be beneficial." (Year 4 student, student partner) Discussion This study demonstrates the successful application of the SaP framework within pharmacy education through the development of the SuppleMentors e-learning platform. By actively engaging BPharm students in content creation, the project fostered deeper learning engagement, enhanced skill development, and strengthened ownership of the educational experience. The SuppleMentors platform achieved high levels of participation and engagement, with 103 out of 144 students completing both the pre- and post-questionnaires. Significant self-reported improvements in knowledge outcomes were observed, consistent with prior literature emphasizing the effectiveness of thoughtfully designed e-learning interventions in healthcare education. 7 E-learning’s asynchronous nature supports self-directed learning by allowing students to revisit complex content and tailor pacing to their needs. This is particularly relevant in health professions education, where rapidly evolving guidelines and dense scientific material demand continuous, personalized learning. 11 , 12 Rather than replacing traditional instructor-led methods, e-learning is viewed as a complement within a hybrid learning approach, supporting both adaptive and collaborative learning strategies. Importantly, asynchronous e-learning has been shown to be particularly effective in the context of health professions education, where it can accommodate the demands of clinical rotations and restricted duty hours while still fulfilling curriculum requirements. This flexibility is particularly advantageous in health professions education, where the rapid evolution of medical knowledge and clinical guidelines necessitates continuous learning. E-learning platforms foster self-directed learning, which is an essential competency for future healthcare professionals as they must independently keep pace with new evidence, emerging therapies, and evolving standards of care. 13 Studies have emphasized that cultivating self-directed learning habits through digital platforms not only enhances knowledge retention but also prepares students for lifelong learning in a field characterized by constant change. Structured feedback from student users indicated high satisfaction with the platform’s design, usability, content quality and interactive features of the platform, further supporting the platform’s success. Students highlighted features such as the clarity of video modules, the reinforcement provided by quizzes, and the relatable clinical scenarios embedded within the materials. The high proportion of students expressing a preference for integrating similar digital learning platforms into future courses further underscores the relevance and effectiveness of the approach. Findings from student users and student partners revealed complementary perspectives that users focused on platform utility, while partners reflected on their roles in co-creation and professional growth. The participatory nature of the SuppleMentors project also supported the development of broader professional competencies among student partners. Through activities such as research appraisal, scriptwriting, and video production, student partners gained transferable competencies in evidence-based practice, digital communication, teamwork and self-directed learning. These skill sets are increasingly critical for modern pharmacy practice, as these competencies align with the core domains identified in global pharmacy education standards, including those outlined by the ACPE, which emphasizes problem solving, critical thinking, communication, team-based collaboration, and self-directed lifelong learning as essential for delivering patient-centered care and functioning effectively within interprofessional teams. 6 The authentic, task-based nature of SaP mirrors real-world professional roles, giving students opportunities to practice teamwork, communication, and critical inquiry in a low-stakes, formative environment. This pilot also aligns with several core domains of the SaP framework. 8 First, student partners were actively involved in learning, teaching, and assessment by designing educational scripts and creating quiz content. Second, they engaged in subject-based research and inquiry by appraising clinical literature and translating findings into student-friendly learning resources. Third, student partners’ contributions to content design and peer-facing materials reflect elements of curriculum design and pedagogic consultancy. Although the SoTL was not formally addressed, future iterations of the project may extend student involvement into pedagogical evaluation and scholarly dissemination. These findings underscore how this pilot effectively operationalized key elements of the SaP framework within pharmacy education. In an era where pharmacists play increasingly vital roles in clinical decision-making, health promotion, and therapeutic optimization, the skills developed through SaP, such as critical thinking, communication, and research literacy, are essential for safe and effective practice. 6 Positive reflections from student partners in this study echo prior SaP research, which highlights how co-creation fosters motivation, relevance, and a sense of ownership in learning. 8 A recent scoping review found that peer-developed platforms can enhance relatability and learner engagement, reinforcing the pedagogical value of integrating student partnerships into educational design. 14 This observation is consistent with the findings of this study. Several factors contributed to the project’s success. First, involving students directly in resource development transformed them from passive recipients into active contributors, enhancing engagement and ownership. Second, support from the department’s internal media resources team contributed to the development of an interactive learning platform with professional-quality video production. Assistance with video editing, platform design, and audio-visual enhancements improved the clarity, engagement, and accessibility of the educational materials, helping to maintain student attention and making complex topics, such as supplement safety and efficacy, more digestible and relatable. Third, the flexible structure of the e-learning platform accommodated diverse learning preferences and supported self-directed study, which students identified as particularly beneficial. The use of video modules, supported by closed captions and interactive quizzes, allowed students to engage with the content at their own pace. This self-directed learning approach is particularly beneficial in the context of health professions education, where students are often required to assimilate large amounts of complex information. Several limitations of this study should be acknowledged. First, the number of student partners involved in content development was small, which may limit the generalizability of the SaP model to larger cohorts or different institutional contexts. Nevertheless, the project demonstrated the feasibility of embedding the SaP framework in pharmacy education and offers early insights into its potential for enhancing student ownership and curriculum co-development. Second, the platform focused exclusively on selected dietary supplements. As such, findings may not be directly transferable to other clinical contents. Third, while the study captured rich qualitative insights, the primary outcomes were based on self-reported perceptions of knowledge improvement rather than objective assessments of competence or learning gains. Similarly, the structured written feedback, while valuable, lacked the interactive depth of methods such as focus group discussions or interviews, which may have limited the exploration of shared experiences and group dynamics. Finally, although 81.7% reported feeling more comfortable using e-learning tools, this metric may reflect increased familiarity with the platform rather than true satisfaction, motivation, or deeper engagement with learning. Future research should consider incorporating objective assessments of knowledge and skill acquisition to triangulate self-reported outcomes. Expanding the platform’s content to include a broader range of clinical topics would allow for the evaluation of transferability and scalability. Moreover, engaging a larger and more diverse group of student partners would provide additional insight into the adaptability and impact of the SaP approach. Qualitative methods such as interviews or focus groups could enrich understanding of student experiences and investigate deeper perspectives on engagement, collaboration, and perceived learning value. Longitudinal studies may also help determine whether increased comfort and self-reported gains translate into sustained improvements in professional competencies and educational outcomes. Additionally, future evaluations should incorporate objective measures of knowledge and skills acquisition to further validate learning outcomes. Conclusion The SuppleMentors project illustrates the potential of applying the SaP framework to advance health professions education through digital innovation. By engaging a small group of pharmacy students in the co-creation of an e-learning platform focused on dietary supplements, the project fostered meaningful learner engagement, strengthened knowledge acquisition, and contributed to the development of critical professional competencies such as research appraisal, communication, and digital literacy. The high levels of satisfaction, knowledge improvement, and student preference for similar learning platforms highlight the value of participatory and flexible learning models in addressing curricular gaps. The project also emphasizes the importance of high-quality, accessible, and interactive educational resources in supporting diverse learning styles and promoting self-directed learning, which are increasingly essential in health professions education. Looking forward, expanding the use of digitally delivered learning tools developed via SaP framework across a wider range of clinical and public health topics may enrich educational experiences and better prepare students for the evolving demands of healthcare practice. Systematic integration of SaP approaches could also foster stronger student ownership, curricular relevance, and professional preparedness within complex healthcare environments. Abbreviations ACPE Accreditation Council for Pharmacy Education BPharm Bachelor of Pharmacy CAM Complementary and Alternative Medicine CI Confidence Interval HKD Hong Kong Dollar NHANES National Health and Nutrition Examination Survey SaP Students as Partners SD Standard Deviation SoTL Scholarship of Teaching and Learning UID Unique Identifier US United States USD United States Dollar ` Declarations Ethics approval and consent to participate This study was conducted in accordance with the Declaration of Helsinki. This study was approved by the Human Research Ethics Committee of the University of Hong Kong (Reference number: EA230546). All participants provided informed consent prior to participation Clinical trial number Not applicable. Consent for publication Not applicable. Availability of data and materials The datasets generated and/or analysed during the current study are not publicly available due to the inclusion of internal student feedback and identifiable responses. However, they are available from the corresponding author on reasonable request. Competing interests The authors declare that they have no competing interests. Funding This work was supported by the Teaching Development Grant of The University of Hong Kong. Authors’ contributions M.T.L. conceived and led the project. E.Y.T.T. provided pedagogical guidance and logistical support. Student partners (A.Y.C.L., L.H.C., J.C.Y.S., A.C.Y.K., D.A., Z.Z.C., G.C.N.H., and W.C.W.L.) conducted literature reviews, drafted scripts, and contributed to content development. M.T.L. and J.V.H.T. coordinated platform development, data collection, and data analysis. M.T.L. and E.Y.T.T. prepared the manuscript. All authors contributed to critical revision and approved the final manuscript. Acknowledgements The authors wish to thank all student participants and acknowledge the contributions of the Department of Pharmacology and Pharmacy, the media resources team, and the Teaching Development Grant of the University of Hong Kong. The collaborative efforts of students and faculty were instrumental in the successful implementation of the SuppleMentors platform. Authors’ information Marco Tsun LEE (M.T.L.) is a Senior Pharmacist and Primary Care Services Development Manager at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China. Eliza Yuen Ting TAM (E.Y.T.T.) is a Lecturer at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China. Jeffrey Van Ho TSE (J.V.H.T.) was a Senior Research Assistant at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China, at the time of the study. Angel Yin Chun LUI (A.Y.C.L.), Lai Him CHUI (L.H.C.), Jessie Ching Yan SU (J.C.Y.S.), Ashley Ching Yau KWOK (A.C.Y.K.), Daisy AU (D.A.), Zara Ziqi CHEN (Z.Z.C.), Ginny Chun Ning HO (G.C.N.H.), and Wilson Chun Wing LUK (W.C.W.L.) were undergraduate Bachelor of Pharmacy (BPharm) students at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China, during the conduct of the study. References Mishra S, Stierman B, Gahche JJ, Potischman N. Dietary supplement use among adults: United States, 2017–2018. NCHS Data Brief. 2021;39910.15620/cdc:101131. The University of Hong Kong. HKU Social Sciences Research Centre announces. Hong Kong Public Knowledge of Health Supplements survey findings. Published December 4, 2014. Accessed April 30, 2025. https://www.hku.hk/press/news_detail_12065.html Brown CM, Barner JC, Shah S. Community pharmacists' actions when patients use complementary and alternative therapies with medications. J Am Pharm Assoc (2003). 2005;45(1):41–7. 10.1331/1544345052843011 . U.S. Food and Drug Administration (FDA). Dietary Supplements: What Pharmacists Should Know. May 2022. Accessed April 30, 2025. https://www.fda.gov/media/158288/download Kwan D, Hirschkorn K, Boon H. U.S. and Canadian pharmacists' attitudes, knowledge, and professional practice behaviors toward dietary supplements: a systematic review. BMC Complement Altern Med . 2006;6:31. Published 2006 Sep 19. 10.1186/1472-6882-6-31 Accreditation Council for Pharmacy Education. Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree (Standards 2016). Published February 2015. Accessed May 10. 2025. https://www.acpe-accredit.org/pdf/Standards2016FINAL.pdf Cook DA, Levinson AJ, Garside S, Dupras DM, Erwin PJ, Montori VM. Internet-based learning in the health professions: a meta-analysis. JAMA. 2008;300(10):1181–96. 10.1001/jama.300.10.1181 . Healey M, Flint A, Harrington K. Engagement through partnership: students as partners in learning and teaching in higher education. York, UK: Higher Education Academy; 2014. Ambrosetti É, Gaudin C, Flandin S, Poizat G. Students as co-designers in health professional education: a scoping review. BMC Med Educ . 2025;25(1):645. Published 2025 May 3. 10.1186/s12909-025-07110-0 Veuger S, Cookson L, Creighton H, et al. Supporting the Biomedical Science UG Project Research Journey Through Staff-Student Partnerships. Br J Biomed Sci. 2024;81:12215. 10.3389/bjbs.2024.12215 . Published 2024 May 29. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006;81(3):207–12. 10.1097/00001888-200603000-00002 . Cook DA. The value of online learning and MRI: Finding a niche for expensive technologies. Med Teach. 2007;29(7):e170–2. 10.1080/01421590701505267 . Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. The effectiveness of self-directed learning in health professions education: a systematic review. Med Educ. 2010;44(11):1057–68. 10.1111/j.1365-2923.2010.03750.x . Ambrosetti É, Gaudin C, Flandin S, Poizat G. Students as co-designers in health professional education: a scoping review. BMC Med Educ. 2025;25(1):645. 10.1186/s12909-025-07110-0 . Additional Declarations No competing interests reported. Supplementary Files SupplementaryFile1PreandPostInterventionQuestionnaire.pdf Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 03 Jul, 2025 Reviewers agreed at journal 02 Jul, 2025 Reviewers invited by journal 24 Jun, 2025 Editor assigned by journal 18 Jun, 2025 Editor invited by journal 29 May, 2025 Submission checks completed at journal 28 May, 2025 First submitted to journal 28 May, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6726566","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":475866441,"identity":"0be4751d-ccf5-4f85-9919-e1fa86fe9848","order_by":0,"name":"Marco Tsun LEE","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAApElEQVRIiWNgGAWjYNCCAgY5Ax4GBmaGA0RrMTAwJl1L4gaitei2n3344YPBn/TtPGcMmAvOEKHF7Ey6seQMA4Pcnb09BswzbhCj5UAaGzMPUMuG8zwGzDwfiNFy/hlYS7oB8VpuQGxJMDgLdBgPUQ678YwZ6Bdjww1njhUc5iHK++fTGD98qJCTNziTvPExzzEitKCAA6RqGAWjYBSMglGAAwAAM8czs/3Y96wAAAAASUVORK5CYII=","orcid":"","institution":"University of Hong Kong","correspondingAuthor":true,"prefix":"","firstName":"Marco","middleName":"Tsun","lastName":"LEE","suffix":""},{"id":475866442,"identity":"1edcdec2-067d-46ac-aa27-65a1e4dce7fa","order_by":1,"name":"Eliza Yuen Ting TAM","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Eliza","middleName":"Yuen Ting","lastName":"TAM","suffix":""},{"id":475866443,"identity":"9d91f5d4-aac0-46d2-9548-c723cfb591b1","order_by":2,"name":"Jeffrey Van Ho TSE","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Jeffrey","middleName":"Van Ho","lastName":"TSE","suffix":""},{"id":475866444,"identity":"aefe46a3-71f6-4ab1-bd1f-67b87c354069","order_by":3,"name":"Angel Yin Chun LUI","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Angel","middleName":"Yin Chun","lastName":"LUI","suffix":""},{"id":475866446,"identity":"976b11c1-7583-47a9-aa6c-1e15e84d5520","order_by":4,"name":"Lai Him CHUI","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Lai","middleName":"Him","lastName":"CHUI","suffix":""},{"id":475866447,"identity":"ae6752f2-5728-4916-b104-e0fb86298d61","order_by":5,"name":"Jessie Ching Yan SU","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Jessie","middleName":"Ching Yan","lastName":"SU","suffix":""},{"id":475866448,"identity":"5f2c87d6-430e-443c-a6e4-ee33f31f1ad9","order_by":6,"name":"Ashley Ching Yau KWOK","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Ashley","middleName":"Ching Yau","lastName":"KWOK","suffix":""},{"id":475866449,"identity":"82145d70-fd39-4dd1-8bcd-92e5ab134cac","order_by":7,"name":"Daisy AU","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Daisy","middleName":"","lastName":"AU","suffix":""},{"id":475866450,"identity":"dcff881d-3832-4848-b802-9db6c02d677b","order_by":8,"name":"Zara Ziqi CHEN","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Zara","middleName":"Ziqi","lastName":"CHEN","suffix":""},{"id":475866453,"identity":"4c5f2bec-7e07-43c7-bdeb-c9bf5d774343","order_by":9,"name":"Ginny Chun Ning HO","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Ginny","middleName":"Chun Ning","lastName":"HO","suffix":""},{"id":475866455,"identity":"2f6bab64-6ef3-41e0-999f-f509e0f5a999","order_by":10,"name":"Wilson Chun Wing LUK","email":"","orcid":"","institution":"University of Hong Kong","correspondingAuthor":false,"prefix":"","firstName":"Wilson","middleName":"Chun Wing","lastName":"LUK","suffix":""}],"badges":[],"createdAt":"2025-05-22 15:53:18","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6726566/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6726566/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":85492660,"identity":"212805d4-121d-435a-898d-e16aef41fba6","added_by":"auto","created_at":"2025-06-26 13:15:58","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":233945,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cu\u003eLayout of the \u003c/u\u003e\u003cu\u003e\u003cem\u003eSuppleMentors\u003c/em\u003e\u003c/u\u003e\u003cu\u003e Platform\u003c/u\u003e\u003c/p\u003e","description":"","filename":"floatimage1.png","url":"https://assets-eu.researchsquare.com/files/rs-6726566/v1/6346885a745a33bb05609c08.png"},{"id":85495123,"identity":"6c41fa1a-d566-4db0-8a1c-f05f39bdd0cc","added_by":"auto","created_at":"2025-06-26 13:39:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1187486,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6726566/v1/b57da85c-101f-4b65-8611-49d19db62b36.pdf"},{"id":85493731,"identity":"9507a705-3c99-4bc3-9bba-7639bfef6a80","added_by":"auto","created_at":"2025-06-26 13:23:58","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"supplement","size":44317,"visible":true,"origin":"","legend":"","description":"","filename":"SupplementaryFile1PreandPostInterventionQuestionnaire.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6726566/v1/47116cab1fe1256e9d13fe9b.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Students as Partners in Pharmacy Education: SuppleMentors as a Pilot Project of Co- Creating a Digital Learning Platform on Dietary Supplements","fulltext":[{"header":"Introduction","content":"\u003cp\u003e The use of dietary supplements, including vitamins, minerals, herbal products, and other botanicals, has become increasingly prevalent in contemporary healthcare. According to data from the 2017\u0026ndash;2018 National Health and Nutrition Examination Survey (NHANES) in the United States, 57.6% of U.S. adults aged 20 years and older reported using at least one dietary supplement in the past 30 days. \u003csup\u003e \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e \u003c/sup\u003e Usage varied by sex and age, with higher prevalence observed among older adults. Across all adult age groups, the three most commonly used dietary supplements were multivitamin-mineral, vitamin D, and omega-3 fatty acids, with usage increasing with age. A Hong Kong-wide survey published in 2014 revealed that 44.7% of adults reported using dietary supplements in the past six months. \u003csup\u003e \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e \u003c/sup\u003e The most commonly used dietary supplements were vitamins and minerals (44.0%), followed by proprietary Chinese supplements (22.5%), omega series (17.8%), and Western herbal products (15.7%). Most respondents sought perceived benefits in general health and joint support, though over 10% reported no observable benefit or were unsure. Chain stores were the most common purchasing channel, with relatively few obtaining supplements from pharmacies or via professional consultation. Average monthly spending per user ranged from HK\u003cspan\u003e$\u003c/span\u003e390 to 667 (approximately US\u003cspan\u003e$\u003c/span\u003e50 to US\u003cspan\u003e$\u003c/span\u003e85) depending on supplement type, with an annual projected market expenditure of HKD\u003cspan\u003e$\u003c/span\u003e19\u0026nbsp;billion (approximately US\u003cspan\u003e$\u003c/span\u003e2.4\u0026nbsp;billion), which is equivalent to a 90% increase since 2008. \u003c/p\u003e \u003cp\u003ePharmacists are among the most accessible healthcare professionals and often serve as a primary source of information for patients seeking guidance on dietary supplements.\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e\u003c/sup\u003e They are frequently consulted on appropriate use, potential benefits, and associated risks. Their role is especially important given the widespread availability of supplements and the variability in product quality and evidence.\u003csup\u003e\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u003c/sup\u003e Traditional pharmacy curricula have been criticized for insufficient coverage of complementary and alternative medicine (CAM), leaving graduates underprepared to offer evidence-based counselling on these topics. Studies in North America and Canada have shown gaps in pharmacists and pharmacy student knowledge of CAM, highlighting a need for better integration into pharmacy education.\u003csup\u003e\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e,\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u003c/sup\u003e Recognizing the evolving role of pharmacists in patient-centered care, major professional organization has emphasized the need for pharmacy education to equip graduates with the skills necessary to counsel patients effectively on various health-related topics, including the use of complementary and alternative medicines. The Accreditation Council for Pharmacy Education (ACPE) 2016 Standards highlight the importance of preparing students to provide patient-centered care, which encompasses educating and counselling patients on the appropriate use of medications and health products.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eDigital learning innovations have gained increasing focus in health professions education as it provides flexible and scalable solutions that enable students to engage with complex material at their own pace and according to individual learning preferences. Internet-based learning approaches, particularly those incorporating multimedia, interactive quizzes, and case-based scenarios, have demonstrated effectiveness comparable to traditional instruction, while offering greater accessibility and adaptability.\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e Alongside these technological shifts, the Students as Partners (SaP) framework has emerged as a compelling pedagogical model in higher education. The SaP framework is a pedagogical approach that redefines students\u0026rsquo; roles in higher education by positioning them as active collaborators, rather than passive recipients, during the process of the design, delivery, and evaluation of learning.\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e It emphasizes reciprocity, mutual respect, and shared responsibility between students and educators, fostering deeper engagement, critical thinking, and a greater sense of ownership over learning outcomes. In the context of healthcare professions education, SaP is particularly valuable because it aligns with essential professional competencies required in clinical practice, such as autonomy, reflective judgment, communication, and evidence-based decision-making.\u003csup\u003e\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e\u003c/sup\u003e By engaging students in collaborative, authentic learning tasks, SaP offers opportunities to practice these competencies in educational settings that mirror real-world clinical environments. Prior studies also suggest that students in healthcare disciplines generally view SaP approaches favorably.\u003csup\u003e\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eThe SaP framework can be applied across four core domains: (1) learning, teaching, and assessment, where students are engaged as co-teachers and assessors in their own learning; (2) subject-based research and inquiry, which promotes autonomy and critical inquiry through student-led or co-created research projects; (3) the scholarship of teaching and learning (SoTL), in which students investigate and contribute to improvements in pedagogy; and (4) curriculum design and pedagogic consultancy, where students partner with faculty to shape curricula and provide input on teaching strategies.\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e These domains span multiple levels, including module, program, institutional, and even national. This makes the framework adaptable to diverse educational contexts and disciplines, including pharmacy education.\u003c/p\u003e \u003cp\u003eIn response to evolving educational needs in pharmacy, a pilot student-partnered e-learning platform titled \u003cem\u003eSuppleMentors\u003c/em\u003e was developed to enhance education on dietary supplements. Co-created by a small group of eight Bachelor of Pharmacy (BPharm) students, the platform featured interactive video modules, quizzes, and self-directed learning tools. The initiative aimed to address gaps in CAM education while simultaneously fostering student engagement, digital literacy and research capabilities through the application of SaP principles. This study aimed to evaluate two interconnected dimensions: (1) the effectiveness and acceptability of a digitally delivered educational platform for teaching dietary supplements to pharmacy students; and (2) the potential of the SaP approach to promote student ownership, engagement, and professional skill development through collaborative content creation. By investigating both student user feedback and student partner reflections, this study provides a dual perspective on how digital and co-designed learning strategies can enrich pharmacy education and address persistent gaps in CAM training.\u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\n\u003ch2\u003eStudy Design\u003c/h2\u003e\n\u003cp\u003eThe \u003cem\u003eSuppleMentors\u003c/em\u003e project was conducted between 1st June 2022 and 31st December 2023. A participatory design approach was employed, embedding SaP principles into every stage of the project to foster collaboration between students and academic staff. A group of eight BPharm students (second- and third-year BPharm students at the time of participating; third-year and fourth-year BPharm students at the time of study completion) were recruited through a selection process to serve as project partners. Under supervision of the academic staff, student partners actively participated in researching, designing, and developing the e-learning content. Their responsibilities included conducting literature reviews, synthesizing evidence into educational scripts, designing video storyboards, and scripting interactive educational materials.\u003c/p\u003e\n\u003cp\u003eThe \u003cem\u003eSuppleMentors\u003c/em\u003e platform comprised six video modules focusing on commonly used dietary supplements: Omega-3 fatty acids, probiotics, echinacea, ginkgo biloba, St. John\u0026rsquo;s wort, and vitamin D. Each module was accompanied by an interactive quiz to reinforce key learning points. Content created by students underwent peer review by faculty members to ensure academic rigor and alignment with curricular objectives. Support for video editing and platform development was provided by the department\u0026rsquo;s media resources team, assisting in the production of an engaging and accessible interactive learning platform. The layout of the platform was illustrated in Fig.\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eTarget Population\u003c/h3\u003e\n\u003cp\u003eThe target population included all students enrolled in the BPharm program at the University of Hong Kong during the 2023/2024 academic year. Access to the \u003cem\u003eSuppleMentors\u003c/em\u003e platform was provided as a voluntary supplementary learning resource within the program.\u003c/p\u003e\n\u003ch3\u003eData Collection\u003c/h3\u003e\n\u003cp\u003eA mixed-methods evaluation strategy was employed to assess the effectiveness of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform and the overall learning experience. Anonymous pre- and post-learning questionnaires were distributed electronically to participating students. The questionnaires assessed self-perceived knowledge levels regarding dietary supplements, as well as attitudes toward the use of e-learning tools and perceptions of the educational model\u0026rsquo;s applicability to other subjects. The post-learning questionnaire was distributed only to students who had completed all six e-learning modules and associated quizzes, ensuring that feedback was based on full exposure to the learning materials. The full questionnaire is available in Supplementary File 1.\u003c/p\u003e\n\u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e1\u003c/span\u003e summarizes the questionnaire items by domain and indicates how pre- and post-questionnaire items were aligned for comparison. In some cases, references to 'the tool' may reflect student perceptions of the online platform, the CAM topic, or both; this limitation is acknowledged in the discussion.\"\u003c/p\u003e\n\u003cdiv class=\"gridtable\"\u003e\n\u003ctable id=\"Tab1\" border=\"1\"\u003e\u003ccaption\u003e\n\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n\u003cdiv class=\"CaptionContent\"\u003e\n\u003cp\u003eSummary of Pre- and Post-Questionnaire Items by Domain\u003c/p\u003e\n\u003c/div\u003e\n\u003c/caption\u003e\n\u003cthead\u003e\n\u003ctr\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eItem No.\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eStatement\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eResponse Scale\u003c/p\u003e\n\u003c/th\u003e\n\u003cth align=\"left\"\u003e\n\u003cp\u003eDomain Assessed\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003cth colspan=\"4\" align=\"left\"\u003e\n\u003cp\u003ePre-questionnaire\u003c/p\u003e\n\u003c/th\u003e\n\u003c/tr\u003e\n\u003c/thead\u003e\n\u003ctbody\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eThe current level of my knowledge in supplements is:\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Very Low to Very High)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSelf-perceived knowledge\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI believe that online learning tools can enhance my understanding in supplements.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAttitudes toward e-learning\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI enjoy learning with online learning tools.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAttitudes toward e-learning\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI think the learning model used in this tool can be applied to other topics or subjects.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Not at all to Extensively)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eApplicability of learning model\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI believe that this educational tool will be useful in my learning journey.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePerceived value of the tool\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd colspan=\"4\" align=\"left\"\u003e\n\u003cp\u003e\u003cstrong\u003ePost-questionnaire\u003c/strong\u003e\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q1\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eMy knowledge in the subject matter has improved.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eSelf-perceived knowledge improvement\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q2\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI feel more comfortable using e-learning tools after using this platform.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eAttitudes toward e-learning\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q3\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eI can see how the learning model used in this tool can be applied to other topics or subjects.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eApplicability of learning model\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q4\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eThis educational tool was instrumental in addressing gaps in my understanding.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePerceived learning gap addressed\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003ctr\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePre-Q5\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003eOverall, I found this online teaching and learning tool valuable for my learning experience.\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003e1\u0026ndash;5 (Strongly Disagree to Strongly Agree)\u003c/p\u003e\n\u003c/td\u003e\n\u003ctd align=\"left\"\u003e\n\u003cp\u003ePerceived value of the tool\u003c/p\u003e\n\u003c/td\u003e\n\u003c/tr\u003e\n\u003c/tbody\u003e\n\u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003eStructured individual feedback was collected from both general student users and student partners through open-ended written responses. Students were invited to reflect on their experiences with the e-learning platform\u0026rsquo;s usability, content quality, learning impact, and areas for improvement. Student partners also provided reflections on their involvement in the development process, the impact on their learning, and perceptions of SaP experiences.\u003c/p\u003e\n\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\n\u003ch2\u003eData Analysis\u003c/h2\u003e\n\u003cp\u003eQuantitative data from the questionnaires were analyzed descriptively. Continuous variables were presented as means\u0026thinsp;\u0026plusmn;\u0026thinsp;standard deviations (SD) where applicable, and categorical variables as frequencies and percentages. Self-perceived knowledge levels, attitudes toward e-learning tools, and perceptions of the educational model\u0026rsquo;s applicability to other subjects were compared before and after platform use. Prior to analysis, duplicate responses were identified based on the unique UID (student identification number). For participants with multiple entries, only the first complete response was retained to ensure consistency and avoid duplication bias. Matching between pre- and post-questionnaires was performed using the UID to generate a final analytic sample of students who completed both questionnaires.\u003c/p\u003e\n\u003cp\u003eKnowledge improvement was assessed based on changes in self-reported confidence and understanding scores across key domains. For comparative analysis of matched constructs, paired t-tests were conducted to evaluate whether differences between pre- and post-learning scores were statistically significant using the unique UID identifier. Paired t-tests were conducted to compare conceptually matched constructs: (1) perceptions of applicability to other topics (Pre Q4 vs Post Q3) and (2) perceived value of the educational tool (Pre Q5 vs Post Q5). A two-sided p-value of \u0026lt;\u0026thinsp;0.05 was considered indicative of statistical significance. All quantitative data were entered and managed using Qualtrics survey software. Statistical analyses were performed using R Statistical Software (version 4.3.1).\u003c/p\u003e\n\u003cp\u003eQualitative feedback from structured open-ended responses was analyzed thematically using an inductive coding approach. Two researchers (M.T.L. and J.V.H.T.) independently reviewed the open-ended responses, assigned initial codes based on emerging ideas, and grouped these into broader categories. Overarching themes were identified through consensus discussion to capture the key insights related to user satisfaction, learning outcomes, perceived challenges, and recommendations for future platform enhancement.\u003c/p\u003e\n\u003c/div\u003e\n\u003ch3\u003eEthics, Data Storage and Handling\u003c/h3\u003e\n\u003cp\u003eEthical approval\u0026nbsp;by the Human Research Ethics Committee of the University of Hong Kong was be obtained before commencement of the study (Approval number EA230546). All collected information were only be used for research purposes. Paper records were securely locked, and digital data were password-protected. Access as restricted to authorized research personnel only. Data would be retained for five years after project completion and then destroyed according to standard protocols.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\n \u003ch2\u003eStudy Participation and Completion\u003c/h2\u003e\n \u003cp\u003eA total of 144 BPharm students participated in the \u003cem\u003eSuppleMentors\u003c/em\u003e platform during the 2023/2024 academic year, as indicated by the number of unique responses to the pre-learning questionnaire. Among these, 109 students completed the post-learning questionnaire. After removing duplicate responses and matching by unique UID identifiers, 103 students were identified as having completed both the pre- and post-questionnaires. This corresponds to a questionnaire completion rate of 71.5% relative to the initial 144 students. Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e summarizes student participation across different stages of the project.\u003c/p\u003e\n \u003cp\u003eA small number of duplicate responses were identified in both the pre- and post-questionnaires and excluded to ensure that only one entry per student was included in the final analysis. These 103 matched students constituted the final analytic sample for the pre- and post-intervention comparisons.\u0026nbsp;\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSummary of Student Participation and Questionnaire Completion\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eParticipation Stage\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eNumber of Students\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-questionnaire completed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-questionnaire completed\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e109\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre- and post-questionnaires completed (matched)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e103\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003ch3\u003eNote:\u003c/h3\u003e\n\u003cp\u003e\u003cem\u003eDuplicate responses were identified in both the pre- and post-questionnaires and excluded to ensure one entry per student. Among the 144 students who completed the pre-questionnaire, 103 completed both the pre- and post-questionnaires and all e-learning modules and quizzes. These 103 students formed the final analytic sample for matched pre/post analysis.\u003c/em\u003e\u003c/p\u003e\n\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\n \u003ch2\u003ePerceived Knowledge Improvement\u003c/h2\u003e\n \u003cp\u003eAnalysis of post-learning questionnaire responses revealed a high level of perceived knowledge gain following completion of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform. The mean self-reported score on the 5-point Likert scale was 4.19\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74 (Post-Q1 in Table \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e), indicating generally strong agreement with perceived improvement. Among the 109 respondents, 98 students (89.9%) either agreed (n\u0026thinsp;=\u0026thinsp;62) or strongly agreed (n\u0026thinsp;=\u0026thinsp;36) that their knowledge of dietary supplements had improved. Only 9 students (8.3%) were neutral, and 2 students (1.8%) strongly disagreed with the statement.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003eComparative Analysis of Pre- and Post-Intervention Measures\u003c/h2\u003e\n \u003cp\u003eTable\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e summarizes the mean responses and standard deviations for each item in the pre- and post-questionnaires. Two domains were selected for focused comparative analysis: (1) perceived transferability of the learning model and (2) perceived educational value of the platform. The first domain assessed students\u0026rsquo; recognition of the broader applicability of the instructional approach used in \u003cem\u003eSuppleMentors\u003c/em\u003e platform. Specifically, responses to Pre-Q4 (\u0026ldquo;I think the learning model used in this tool can be applied to other topics or subjects\u0026rdquo;) were compared with responses to Post-Q3 (\u0026ldquo;I can see how the learning model used in this tool can be applied to other topics or subjects\u0026rdquo;). A statistically significant improvement was observed (\u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.0008), indicating an increased perception that the learning model could be extended beyond the topic of dietary supplements. The second domain evaluated students\u0026rsquo; perceived value of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform as an educational tool. Agreement with the statement \u0026ldquo;I believe that this educational tool will be useful in my learning journey\u0026rdquo; (Pre-Q5) significantly increased following the intervention (compared to Post-Q5; \u003cem\u003ep\u003c/em\u003e\u0026thinsp;=\u0026thinsp;0.0016), reflecting a heightened appreciation of the platform\u0026rsquo;s relevance and impact on learning.\u003c/p\u003e\n \u003cp\u003eComparative analysis of matched pre- and post-questionnaire responses (n\u0026thinsp;=\u0026thinsp;103) confirmed statistically significant improvements across both domains. Students demonstrated greater agreement regarding the transferability of the learning model (mean difference = -0.288, 95% CI: -0.455 to -0.122) and the educational value of the platform (mean difference = -0.231, 95% CI: -0.372 to -0.089) following the intervention. The results of the paired t-tests for these comparisons are summarized in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e. These findings highlight the platform\u0026rsquo;s effectiveness in not only enhancing knowledge but also positively influencing students\u0026apos; perceptions of e-learning approaches in health professions education.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSummary of Pre- and Post-Questionnaire Responses\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eQuestions\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003ePre-questionnaire (n\u0026thinsp;=\u0026thinsp;144)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-Q1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe current level of my knowledge in supplements is:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.69\u0026thinsp;\u0026plusmn;\u0026thinsp;0.72\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-Q2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI believe that online learning tools can enhance my understanding in supplements.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.88\u0026thinsp;\u0026plusmn;\u0026thinsp;0.66\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-Q3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI enjoy learning with online learning tools.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.78\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-Q4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI think the learning model used in this tool can be applied to other topics or subjects.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.77\u0026thinsp;\u0026plusmn;\u0026thinsp;0.76\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePre-Q5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI believe that this educational tool will be useful in my learning journey.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.93\u0026thinsp;\u0026plusmn;\u0026thinsp;0.63\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003ePost-questionnaire (n\u0026thinsp;=\u0026thinsp;109)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-Q1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eMy knowledge in the subject matter has improved.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.19\u0026thinsp;\u0026plusmn;\u0026thinsp;0.74\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-Q2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI feel more comfortable using e-learning tools after using this platform.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-Q3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI can see how the learning model used in this tool can be applied to other topics or subjects.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.06\u0026thinsp;\u0026plusmn;\u0026thinsp;0.77\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-Q4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThis educational tool was instrumental in addressing gaps in my understanding.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePost-Q5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOverall, I found this online teaching and learning tool valuable for my learning experience.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.78\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003ePaired t-Test Results for Matched Pre- and Post-Intervention Measures (n\u0026thinsp;=\u0026thinsp;103).\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eDomain Comparison\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean Difference\u003c/p\u003e\n \u003cp\u003e(95% Confidence Interval)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003et-statistic\u003c/p\u003e\n \u003cp\u003e(df\u0026thinsp;=\u0026thinsp;103)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ep-value\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eApplicability of learning model (Pre-Q4 vs Post-Q3)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.288 (-0.455 to -0.122)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-3.44\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.0008\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePerceived value of the tool\u003c/p\u003e\n \u003cp\u003e(Pre-Q5 vs Post-Q5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-0.231 (-0.372 to -0.089)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e-3.24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e0.0016\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003cem\u003eMean differences represent post-intervention minus pre-intervention scores. Paired t-tests were conducted; statistical significance was defined as p\u0026thinsp;\u0026lt;\u0026thinsp;0.05.\u003c/em\u003e\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003ePost-Intervention Perceptions and Reflections\u003c/h2\u003e\n \u003cp\u003eIn addition to measuring knowledge gains, the post-learning questionnaire captured students\u0026rsquo; broader perceptions of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform and its impact on their learning experience. Responses to several post-only items revealed highly positive evaluations. A total of 80.7% of respondents (n\u0026thinsp;=\u0026thinsp;88) agreed or strongly agreed that the platform helped address gaps in their understanding (Post-Q4; mean\u0026thinsp;=\u0026thinsp;4.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83). Additionally, 85.3% (n\u0026thinsp;=\u0026thinsp;93) found the platform valuable for their learning experience (Post-Q5; mean\u0026thinsp;=\u0026thinsp;4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.78), and 81.7% (n\u0026thinsp;=\u0026thinsp;89) reported feeling more comfortable using e-learning tools after completing the modules (Post-Q2; mean\u0026thinsp;=\u0026thinsp;4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81). Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e summarizes key post-intervention perceptions and reflections.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab5\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eSummary of Post-Intervention Perceptions and Reflections (n\u0026thinsp;=\u0026thinsp;109)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003ePost-Questionnaire Item\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u0026thinsp;\u0026plusmn;\u0026thinsp;SD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003e% Agree or Strongly Agree (n)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI feel more comfortable using e-learning tools after using this platform (Post-Q2)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.11\u0026thinsp;\u0026plusmn;\u0026thinsp;0.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e81.7% (n\u0026thinsp;=\u0026thinsp;89)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe tool helped address gaps in my understanding (Post-Q4)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.13\u0026thinsp;\u0026plusmn;\u0026thinsp;0.83\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e80.7% (n\u0026thinsp;=\u0026thinsp;88)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eI found this online teaching and learning tool valuable for my learning experience (Post-Q5)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"char\"\u003e\n \u003cp\u003e4.16\u0026thinsp;\u0026plusmn;\u0026thinsp;0.78\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e85.3% (n\u0026thinsp;=\u0026thinsp;93)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003eStudent Reflections on Learning Experience and Platform Development\u003c/h2\u003e\n \u003cp\u003eAn inductive thematic analysis of structured open-ended feedback revealed distinct thematic patterns from two participant groups \u0026ndash; student users and student partners. Four student users who provided feedback on their experience using the platform, and seven student partners who were actively involved in its co-development. Four themes emerged from the student user responses, focusing on (1) flexibility and accessibility of the learning platform; (2) content quality and clinical relevance; (3) effectiveness of interactive learning features; and (4) areas for platform improvement. Two themes were identified from student partners, emphasizing the (5) student empowerment and ownership; and (6) broader impacts on pharmacy education. Representative quotes illustrating each theme of the student users and student partners were presented in Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e and Table\u0026nbsp;\u003cspan class=\"InternalRef\"\u003e7\u003c/span\u003e respectively.\u003c/p\u003e\n \u003cp\u003eStudent users reported several strengths of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform. They highlighted the user-friendly design, flexibility of asynchronous and self-paced learning, and the clarity and evidence-based nature of the educational content. The clinical applicability of supplement information and the effectiveness of interactive quizzes in reinforcing key learning points were frequently mentioned. Structured feedback indicated that the peer-developed nature of the platform contributed to relatability and increased motivation to engage with the material. Feedback also identified areas for improvement. Student users noted occasional technical difficulties with the login process, limited access to video materials during quizzes, and suggested expanding the range of supplement topics. Recommendations included incorporating more varied assessment formats, such as image-based questions and case-based scenarios, and enabling immediate feedback for quiz responses.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThematic Analysis of Student Users Feedback with Illustrative Quotes\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTheme\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSubthemes / Categories\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eIllustrative Quotes\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eFlexibility and Accessibility\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; User-friendly interface\u003c/p\u003e\n \u003cp\u003e\u0026bull; Asynchronous learning benefits\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;The website is generally quite user-friendly...\u0026quot;\u003c/em\u003e (Year 2 student, student user)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;Flexibility they offer, allowing students to access learning materials at their own pace.\u0026quot;\u003c/em\u003e (Year 3 student, student user)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eContent Quality and Clinical Relevance\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Evidence-based content\u003c/p\u003e\n \u003cp\u003e\u0026bull; Clinical applicability\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;The information is accurate with the support of different clinical studies.\u0026quot;\u003c/em\u003e (Year 3 student, student user)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;Content presented in pharmacist consultation scenarios made it more applicable.\u0026quot;\u003c/em\u003e (Year 3 student, student user)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eEffectiveness of Interactive Learning Features\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Quizzes reinforcing key points\u003c/p\u003e\n \u003cp\u003e\u0026bull; Engaging video style\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;The explanation of every wrong multiple choice question helps the most.\u0026quot;\u003c/em\u003e (Year 3 student, student user)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;The videos are also very funny that can effectively inculcate knowledge.\u0026quot;\u003c/em\u003e (Year 3 student, student user)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAreas for Platform Improvement\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Technical difficulties\u003c/p\u003e\n \u003cp\u003e\u0026bull; Content expansion requests\u003c/p\u003e\n \u003cp\u003e\u0026bull; More varied assessment formats\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;We cannot access the video while answering difficult MCQs.\u0026quot; (\u003c/em\u003eYear 2 student, student user\u003cem\u003e)\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;It would be better if more types of supplements were included.\u0026quot;\u003c/em\u003e (Year 2 student, student user)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;Some questions could be based on images or cases to mimic real scenarios.\u0026quot;\u003c/em\u003e (Year 2 student, student user)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eOn the other hand, student partners reflected on their roles in the co-creation process. They reported that participation in content development supported the development of research skills, communication abilities, and digital literacy. They also suggested integrating the student partnership model more formally into the pharmacy curriculum to enhance learning engagement and skills development.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab7\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eThematic Analysis of Student Partners Feedback with Illustrative Quotes\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eTheme\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSubthemes / Categories\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eIllustrative Quotes\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudent Empowerment and Ownership\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Sense of contribution\u003c/p\u003e\n \u003cp\u003e\u0026bull; Development of research and communication skills\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;I get the chance to take part and contribute without being overwhelmed.\u0026quot;\u003c/em\u003e (Year 4 student, student partner)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;It increases my sense of empowerment as I am more confident to educate others.\u0026quot;\u003c/em\u003e (Year 4 student, student partner)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eBroader Impacts on Pharmacy Education\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u0026bull; Bi-directional learning\u003c/p\u003e\n \u003cp\u003e\u0026bull; Suggestion to formalize student partnerships in the curriculum\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;Pharmacy education is a bi-directional and mutual process.\u0026quot;\u003c/em\u003e (Year 4 student, student partner)\u003c/p\u003e\n \u003cp\u003e\u003cem\u003e\u0026quot;Introducing partnerships into the undergraduate syllabus could be beneficial.\u0026quot;\u003c/em\u003e (Year 4 student, student partner)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study demonstrates the successful application of the SaP framework within pharmacy education through the development of the \u003cem\u003eSuppleMentors\u003c/em\u003e e-learning platform. By actively engaging BPharm students in content creation, the project fostered deeper learning engagement, enhanced skill development, and strengthened ownership of the educational experience. The \u003cem\u003eSuppleMentors\u003c/em\u003e platform achieved high levels of participation and engagement, with 103 out of 144 students completing both the pre- and post-questionnaires. Significant self-reported improvements in knowledge outcomes were observed, consistent with prior literature emphasizing the effectiveness of thoughtfully designed e-learning interventions in healthcare education.\u003csup\u003e\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e\u003c/sup\u003e\u003c/p\u003e \u003cp\u003eE-learning\u0026rsquo;s asynchronous nature supports self-directed learning by allowing students to revisit complex content and tailor pacing to their needs. This is particularly relevant in health professions education, where rapidly evolving guidelines and dense scientific material demand continuous, personalized learning.\u003csup\u003e\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e,\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e12\u003c/span\u003e\u003c/sup\u003e Rather than replacing traditional instructor-led methods, e-learning is viewed as a complement within a hybrid learning approach, supporting both adaptive and collaborative learning strategies. Importantly, asynchronous e-learning has been shown to be particularly effective in the context of health professions education, where it can accommodate the demands of clinical rotations and restricted duty hours while still fulfilling curriculum requirements. This flexibility is particularly advantageous in health professions education, where the rapid evolution of medical knowledge and clinical guidelines necessitates continuous learning. E-learning platforms foster self-directed learning, which is an essential competency for future healthcare professionals as they must independently keep pace with new evidence, emerging therapies, and evolving standards of care.\u003csup\u003e\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e\u003c/sup\u003e Studies have emphasized that cultivating self-directed learning habits through digital platforms not only enhances knowledge retention but also prepares students for lifelong learning in a field characterized by constant change.\u003c/p\u003e \u003cp\u003eStructured feedback from student users indicated high satisfaction with the platform\u0026rsquo;s design, usability, content quality and interactive features of the platform, further supporting the platform\u0026rsquo;s success. Students highlighted features such as the clarity of video modules, the reinforcement provided by quizzes, and the relatable clinical scenarios embedded within the materials. The high proportion of students expressing a preference for integrating similar digital learning platforms into future courses further underscores the relevance and effectiveness of the approach. Findings from student users and student partners revealed complementary perspectives that users focused on platform utility, while partners reflected on their roles in co-creation and professional growth. The participatory nature of the \u003cem\u003eSuppleMentors\u003c/em\u003e project also supported the development of broader professional competencies among student partners. Through activities such as research appraisal, scriptwriting, and video production, student partners gained transferable competencies in evidence-based practice, digital communication, teamwork and self-directed learning. These skill sets are increasingly critical for modern pharmacy practice, as these competencies align with the core domains identified in global pharmacy education standards, including those outlined by the ACPE, which emphasizes problem solving, critical thinking, communication, team-based collaboration, and self-directed lifelong learning as essential for delivering patient-centered care and functioning effectively within interprofessional teams.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e The authentic, task-based nature of SaP mirrors real-world professional roles, giving students opportunities to practice teamwork, communication, and critical inquiry in a low-stakes, formative environment.\u003c/p\u003e \u003cp\u003eThis pilot also aligns with several core domains of the SaP framework.\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e First, student partners were actively involved in learning, teaching, and assessment by designing educational scripts and creating quiz content. Second, they engaged in subject-based research and inquiry by appraising clinical literature and translating findings into student-friendly learning resources. Third, student partners\u0026rsquo; contributions to content design and peer-facing materials reflect elements of curriculum design and pedagogic consultancy. Although the SoTL was not formally addressed, future iterations of the project may extend student involvement into pedagogical evaluation and scholarly dissemination. These findings underscore how this pilot effectively operationalized key elements of the SaP framework within pharmacy education. In an era where pharmacists play increasingly vital roles in clinical decision-making, health promotion, and therapeutic optimization, the skills developed through SaP, such as critical thinking, communication, and research literacy, are essential for safe and effective practice.\u003csup\u003e\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e\u003c/sup\u003e Positive reflections from student partners in this study echo prior SaP research, which highlights how co-creation fosters motivation, relevance, and a sense of ownership in learning.\u003csup\u003e\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u003c/sup\u003e A recent scoping review found that peer-developed platforms can enhance relatability and learner engagement, reinforcing the pedagogical value of integrating student partnerships into educational design.\u003csup\u003e\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u003c/sup\u003e This observation is consistent with the findings of this study.\u003c/p\u003e \u003cp\u003eSeveral factors contributed to the project\u0026rsquo;s success. First, involving students directly in resource development transformed them from passive recipients into active contributors, enhancing engagement and ownership. Second, support from the department\u0026rsquo;s internal media resources team contributed to the development of an interactive learning platform with professional-quality video production. Assistance with video editing, platform design, and audio-visual enhancements improved the clarity, engagement, and accessibility of the educational materials, helping to maintain student attention and making complex topics, such as supplement safety and efficacy, more digestible and relatable. Third, the flexible structure of the e-learning platform accommodated diverse learning preferences and supported self-directed study, which students identified as particularly beneficial. The use of video modules, supported by closed captions and interactive quizzes, allowed students to engage with the content at their own pace. This self-directed learning approach is particularly beneficial in the context of health professions education, where students are often required to assimilate large amounts of complex information.\u003c/p\u003e \u003cp\u003eSeveral limitations of this study should be acknowledged. First, the number of student partners involved in content development was small, which may limit the generalizability of the SaP model to larger cohorts or different institutional contexts. Nevertheless, the project demonstrated the feasibility of embedding the SaP framework in pharmacy education and offers early insights into its potential for enhancing student ownership and curriculum co-development. Second, the platform focused exclusively on selected dietary supplements. As such, findings may not be directly transferable to other clinical contents. Third, while the study captured rich qualitative insights, the primary outcomes were based on self-reported perceptions of knowledge improvement rather than objective assessments of competence or learning gains. Similarly, the structured written feedback, while valuable, lacked the interactive depth of methods such as focus group discussions or interviews, which may have limited the exploration of shared experiences and group dynamics. Finally, although 81.7% reported feeling more comfortable using e-learning tools, this metric may reflect increased familiarity with the platform rather than true satisfaction, motivation, or deeper engagement with learning.\u003c/p\u003e \u003cp\u003eFuture research should consider incorporating objective assessments of knowledge and skill acquisition to triangulate self-reported outcomes. Expanding the platform\u0026rsquo;s content to include a broader range of clinical topics would allow for the evaluation of transferability and scalability. Moreover, engaging a larger and more diverse group of student partners would provide additional insight into the adaptability and impact of the SaP approach. Qualitative methods such as interviews or focus groups could enrich understanding of student experiences and investigate deeper perspectives on engagement, collaboration, and perceived learning value. Longitudinal studies may also help determine whether increased comfort and self-reported gains translate into sustained improvements in professional competencies and educational outcomes. Additionally, future evaluations should incorporate objective measures of knowledge and skills acquisition to further validate learning outcomes.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe \u003cem\u003eSuppleMentors\u003c/em\u003e project illustrates the potential of applying the SaP framework to advance health professions education through digital innovation. By engaging a small group of pharmacy students in the co-creation of an e-learning platform focused on dietary supplements, the project fostered meaningful learner engagement, strengthened knowledge acquisition, and contributed to the development of critical professional competencies such as research appraisal, communication, and digital literacy. The high levels of satisfaction, knowledge improvement, and student preference for similar learning platforms highlight the value of participatory and flexible learning models in addressing curricular gaps. The project also emphasizes the importance of high-quality, accessible, and interactive educational resources in supporting diverse learning styles and promoting self-directed learning, which are increasingly essential in health professions education. Looking forward, expanding the use of digitally delivered learning tools developed via SaP framework across a wider range of clinical and public health topics may enrich educational experiences and better prepare students for the evolving demands of healthcare practice. Systematic integration of SaP approaches could also foster stronger student ownership, curricular relevance, and professional preparedness within complex healthcare environments.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eACPE\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAccreditation Council for Pharmacy Education\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBPharm\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eBachelor of Pharmacy\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCAM\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eComplementary and Alternative Medicine\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCI\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eConfidence Interval\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHKD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eHong Kong Dollar\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNHANES\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNational Health and Nutrition Examination Survey\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSaP\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStudents as Partners\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSoTL\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eScholarship of Teaching and Learning\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUID\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUnique Identifier\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUS\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUnited States\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUSD\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUnited States Dollar\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e`"},{"header":"Declarations","content":"\u003cp\u003e\u003cu\u003eEthics approval and consent to participate\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThis study was conducted in accordance with the Declaration of Helsinki. This study was approved by the Human Research Ethics Committee of the University of Hong Kong (Reference number: EA230546). All participants provided informed consent prior to participation\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eClinical trial number\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eConsent for publication\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eAvailability of data and materials\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets generated and/or analysed during the current study are not publicly available due to the inclusion of internal student feedback and identifiable responses. However, they are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eCompeting interests\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eFunding\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThis work was supported by the Teaching Development Grant of The University of Hong Kong.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eAuthors’ contributions\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eM.T.L. conceived and led the project. E.Y.T.T. provided pedagogical guidance and logistical support. Student partners (A.Y.C.L., L.H.C., J.C.Y.S., A.C.Y.K., D.A., Z.Z.C., G.C.N.H., and W.C.W.L.) conducted literature reviews, drafted scripts, and contributed to content development. M.T.L. and J.V.H.T. coordinated platform development, data collection, and data analysis. M.T.L. and E.Y.T.T. prepared the manuscript. All authors contributed to critical revision and approved the final manuscript.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eAcknowledgements\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eThe authors wish to thank all student participants and acknowledge the contributions of the Department of Pharmacology and Pharmacy, the media resources team, and the Teaching Development Grant of the University of Hong Kong. The collaborative efforts of students and faculty were instrumental in the successful implementation of the \u003cem\u003eSuppleMentors\u003c/em\u003e platform.\u003c/p\u003e\n\u003cp\u003e\u003cu\u003eAuthors’ information\u003c/u\u003e\u003c/p\u003e\n\u003cp\u003eMarco Tsun LEE (M.T.L.) is a Senior Pharmacist and Primary Care Services Development Manager at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.\u003c/p\u003e\n\u003cp\u003eEliza Yuen Ting TAM (E.Y.T.T.) is a Lecturer at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.\u003c/p\u003e\n\u003cp\u003eJeffrey Van Ho TSE (J.V.H.T.) was a Senior Research Assistant at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China, at the time of the study.\u003c/p\u003e\n\u003cp\u003eAngel Yin Chun LUI (A.Y.C.L.), Lai Him CHUI (L.H.C.), Jessie Ching Yan SU (J.C.Y.S.), Ashley Ching Yau KWOK (A.C.Y.K.), Daisy AU (D.A.), Zara Ziqi CHEN (Z.Z.C.), Ginny Chun Ning HO (G.C.N.H.), and Wilson Chun Wing LUK (W.C.W.L.) were undergraduate Bachelor of Pharmacy (BPharm) students at the Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China, during the conduct of the study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eMishra S, Stierman B, Gahche JJ, Potischman N. Dietary supplement use among adults: United States, 2017\u0026ndash;2018. NCHS Data Brief. 2021;39910.15620/cdc:101131.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eThe University of Hong Kong. HKU Social Sciences Research Centre announces. Hong Kong Public Knowledge of Health Supplements survey findings. Published December 4, 2014. Accessed April 30, 2025. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.hku.hk/press/news_detail_12065.html\u003c/span\u003e\u003cspan address=\"https://www.hku.hk/press/news_detail_12065.html\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBrown CM, Barner JC, Shah S. Community pharmacists' actions when patients use complementary and alternative therapies with medications. 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Students as co-designers in health professional education: a scoping review. BMC Med Educ. 2025;25(1):645. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1186/s12909-025-07110-0\u003c/span\u003e\u003cspan address=\"10.1186/s12909-025-07110-0\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Students as Partners (SaP), health professions education, dietary supplements, complementary and alternative medicine (CAM), e-learning, student engagement, self-directed learning","lastPublishedDoi":"10.21203/rs.3.rs-6726566/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6726566/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: The growing use of dietary supplements highlights the need for pharmacists to be well-versed in complementary and alternative medicine (CAM). Simultaneously, the Students as Partners (SaP) framework has gained traction as a pedagogical approach that promotes engagement, professional development, and student ownership through co-creation. In response to these needs, a pilot student-partnered e-learning platform focused on dietary supplement education, namely \u003cem\u003eSuppleMentors, \u003c/em\u003ewas developed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e: A participatory design approach engaged eight Bachelor of Pharmacy (BPharm) students as project partners to co-create an online learning platform covering six commonly used dietary supplements. The platform incorporated video modules and interactive quizzes. All BPharm students (n = 144) were invited to use the platform. A mixed-methods evaluation was conducted, including pre- and post-questionnaires assessing self-perceived knowledge, perceptions of the platform's educational value, and the applicability of the learning model. Open-ended feedback was thematically analyzed to explore student reflections and experiences.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e: Among 103 students who completed both pre- and post-questionnaires, 89.9% reported improved understanding (mean = 4.19 ± 0.74 / 5). Statistically significant gains were observed in perceived applicability of the learning model (p = 0.0008) and perceived educational value (p = 0.0016). Over 80% of students agreed that the platform was valuable for learning and helped address knowledge gaps. Qualitative analysis revealed high satisfaction with usability, content clarity, and flexibility. Student users emphasized the value of interactive and peer-developed content, while student partners reported enhanced skills in research, communication, and digital content creation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e: This \u003cem\u003eSuppleMentors\u003c/em\u003epilot project demonstrates the feasibility and value of integrating the SaP framework into health professions education through a digitally delivered platform. The project effectively addressed gaps in CAM education on selected dietary supplements while promoting student engagement, skills development, and a sense of ownership. The approach offers a scalable and adaptable model for participatory, self-directed learning that aligns with evolving competencies required in contemporary pharmacy practice.\u003c/p\u003e","manuscriptTitle":"Students as Partners in Pharmacy Education: SuppleMentors as a Pilot Project of Co- Creating a Digital Learning Platform on Dietary Supplements","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-26 13:15:53","doi":"10.21203/rs.3.rs-6726566/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2025-07-03T19:01:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"326668630388536056454954105551114930903","date":"2025-07-02T11:36:30+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-06-24T09:41:42+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-19T00:26:01+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-29T13:15:38+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-28T16:52:10+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2025-05-28T16:51:04+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"557e5fca-a467-4250-aeee-e0a6c72829e9","owner":[],"postedDate":"June 26th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-06-26T13:15:53+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-26 13:15:53","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6726566","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6726566","identity":"rs-6726566","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}