The Teaching Laboratory Unit (ULD) is a centralized laboratory system where the practical sessions of the Pharmacy Degree at the Universitat de Barcelona take place. This unit operates under an integrated Quality Management System (QS) and is responsible for laboratory maintenance, equipment provision, and the management of waste generated during practical sessions. Through this system, students develop transversal knowledge and skills in Quality, Health, Safety, Security, and Environment (QHSSE). One of the key indicators of the QS is the data obtained from specific surveys designed to measure the satisfaction levels of subject coordinators, teachers, and students, as well as to assess whether students acquire the expected transversal knowledge. The surveys were conducted during the first semester of two academic years, 2023–24 and 2024–25. The number of responses varied by year and participant group: coordinators (n=17 and n=19), teachers (n=66 and n=82), and students (ranging from n=85–199 in 2023–24 and n=60–268 in 2024–25, depending on the subject). The survey for coordinators was designed to know their opinions on the infrastructure and equipment of the laboratory assigned to their subject, the accessibility of the Standard Operating Procedures, and safety-related questions, as well as to assess their perception of the activities carried out by the ULD. The survey for teachers aimed to assess whether they were up to date with the transversal training they needed to provide to students and to identify any issues they may have encountered with laboratory equipment, also in addition to their opinions on the activities carried out by the ULD. To survey the students, three representative subjects were chosen, with the questionnaire tailored to each specific subject. The subject “Initiation to Laboratory Work” (ITL), a first-year subject, was chosen to know the initial formation of the students. It is a practical subject in which they acquire basic knowledge on quality systems and procedures in chemical and biological laboratories. Only in this case, the students answered the survey before and after the practical sessions. The subject “Experimentation in Organic and Pharmaceutical Chemistry”, in the third year, was chosen to check the acquired formation in waste management. And finally, the subject “Environmental Health and Management” of the fifth year was chosen to check their formation before graduation. The results indicate that both, subject coordinators and teachers are well informed about the academic objectives of the ULD and hold a positive view of the work carried out (4.47 and 4.56 out of 5 for coordinators, and 4.12 and 4.46 for teachers). Although nearly 50% of teachers reported issues with equipment, they stated that these were resolved in time. The results obtained from the student surveys reveal that the ITL subject significantly improves their training. However, it seems that throughout the degree, students tend to fail to consolidate knowledge, especially regarding the management of common waste, such as uncontaminated gloves, or safety-related aspects, such as the location of the emergency plan. In conclusion, we believe that developing these transversal skills can be highly beneficial for future Pharmacy graduates. The results obtained indicate that the learning strategy has been effective; however, some reinforcement should be implemented in the later stages of the degree to consolidate key competences on QHSSE.

Keywords: Transversal skills, teaching methodologies, practical sessions, survey.