Pre-and post-podcast surveys were designed to assess student pharmacists’ stigma associated with OUD. Student pharmacists were required to listen to all five podcast episodes as part of their experiential learning coursework between January and May 2021. Before listening to the podcast miniseries, students were invited to complete a 15-item pre-survey consisting of 5-point Likert scale items that focused on the care of patients with OUD. Students were asked additional demographic questions, and two questions that served as individual identifiers to link pre- and post-survey results. After finishing the final episode of the podcast miniseries, students were invited to complete an optional 17-item post-survey consisting of the same Likert scale items, demographic, identifier questions, and two additional free-response questions. Survey questions are located in Appendix A. For student survey responses to be included in the final analysis, students had to complete both a pre- and post- podcast survey. Each respondents’ pre-and post-survey responses were linked and paired t-test analyses were performed. p values were reported for each t-test, and p values ≤ 0.05 were deemed significant. Effect size was calculated using Cohen’s d for paired t-tests. A Cohen’s d value of 0.2, 0.5, and 0.8 represents small, medium, and large effect sizes, respectively [30,31]. Subanalyses were conducted for both pre- and post-survey responses for gender identity, prior history of community pharmacy experience, and personal connection with individuals with OUD using independent t-tests. There was not enough variability in age and race to perform a subanlysis for these categories. Any unpaired survey responses were excluded from the final statistical analysis. Statistical analyses were performed using IBM® SPSS® Statistics (Version 28; IBM Corp., Armonk, NY, USA). The two post-survey free-response questions asked students the following: (1) What is the most impactful thing you learned from the podcast on reducing opioid use disorder stigma? and (2) How has your attitude toward patients with opioid use disorder changed after listening to the podcast? All free-response data from the post-podcast survey were included in a qualitative content analysis irrespective of whether a student completed a pre-podcast survey. Free-response questions were independently reviewed by three members of the research team (J.C.C., A.S.K., L.K.) using an inductive rapid content analysis method [32,33] First, text data from participants were reviewed line-by-line and grouped by common meanings. These groupings were further categorized into overarching student learning points. A generic inductive approach was used to condense raw text data into a summary format [32]. A series of four study team discussion meetings between three investigators (J.C.C., A.S.K., L.K.) were used to refine and reach consensus on the learning point categories. Quotes that represented the series of student learning points were selected by the investigative team as evidence. Learning points were then organized into four major domains by the research team through consensus discussions.

No incentives were provided to students to participate in this project and participation was voluntary. Surveys were deployed electronically through Qualtrics Online Survey Service (Qualtrics, Provo, UT, USA), and URL links to the survey were provided during regular classroom activities. This research was approved by The University of Pittsburgh Institutional Review Board.