Total Career Publications: 77 Total Citations: 1544 Dr Suzanne McCarthy is a senior lecturer in clinical pharmacy practice at the School of Pharmacy, University College Cork. She has 15 years of experience in developing and delivering evidence-based education to pharmacy students. Dr McCarthy has an established track-record in research; she has published extensively in medical and pharmacy journals, has supervised many PhD students, MSc students and undergraduate research students, and has successfully secured research funding from numerous sources including EU-funding, national funding bodies including HRB, the HSE and industry-sponsored funding. Her areas of research include: patient safety and medication safety, mental health, healthcare education. Dr McCarthy also has 20 years of clinical experience, working in both hospital and community pharmacy. She has worked as a pharmacist in Kings College Hospital, London, the Evelina Children's Hospital, Guy's and St. Thomas NHS Trust, London, The Portland Hospital for Women and Children, London and Cork University Hospital. She has also experience of working as a locum pharmacist in community pharmacy.

Patient Safety and Medication Safety Patient safety and medication safety are of utmost importance in healthcare, as they are critical components of providing high-quality care to patients. Medication safety is a component of patient safety and it specifically focuses on the prevention of medication errors, such as prescribing errors, dispensing errors, administration errors, and monitoring errors, which can lead to adverse drug events (ADEs) and harm to patients. I have conducted many research projects in the area of medication safety, utilising different methodologies including the use of big data and qualitative research. Examples of research: 1. Improving medication safety in Intensive Care Units I conducted this research as one of the lead researcher in the European Association of Hospital Pharmacists Special Interest Group for the Investigation of Medication Errors in Intensive Care Units. Research conducted included several literature reviews, surveyI presented this workults at the EAHP Conference Lisbon March 2023, official report publication and related work: McCarthy S, Laaksonen R, Silvari V. Transition of care from adult intensive care settings - implementing interventions to improve medication safety and patient outcomes. BMJ Qual Saf. 2022 Aug;31(8):565-568. doi: 10.1136/bmjqs-2021-014443. Epub 2022 May 4. PMID: 35508374. 2. Examining the long-term safety of methylphenidate in ADHD. This was a multinational, multidisciplinary research project which examined the safety of long-term use of methylphenidate in ADHD. It comprised several research projects including pharmacoepidemiology studies using big-data and naturalistic pharmacovigilance trials. The project has produced several publications including: Man, K. K. et al. Long-term safety of methylphenidate in children and adolescents with ADHD: Results of a

Within the context of my role as an educator in pharmacy, my personal goal is to provide an excellent learning environment that promotes understanding and enthusiasm for the healthcare discipline. Teaching Philosophy Rapport and Communication: The importance of creating a rapport with students, and enabling students to feel comfortable with asking questions should not be underestimated. Understanding the theory of constructivism and how knowledge and understanding cannot be “transmitted” between people but must be constructed over time by each individual has helped me in improving my teaching and enhancing the student learning experience. Teachers should also be receptive to criticism and feedback, since it is ultimately these comments that challenge them to improve. I use a number of techniques such as the use of Classroom Assessment Techniques to aid me in improving my teaching. Perspective: I believe that it is essential that as educators, we must review what and how we teach, by considering both the pedagogy and the discipline. Using the Teaching for Understanding (TfU) framework, one needs to consider that topics covered should be central to the discipline, there should be a clear understanding of the key goals of the course and activities and strategies should be in place to engage students in developing and demonstrating their understanding of the topics and finally, there should be ongoing assessment of student learning and understanding. This TfU framework also needs to be supported by the Dimensions of Disciplinary Understanding. In doing this, the teaching is underpinned by the knowledge, method, forms and purpose of the discipline. This is important as the students that we teach today are the professionals of the future and so what they learn, how they learn and why they learn should be shaped by what