pharmacy phd nottingham

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Pharmacy PhD/MRes

• Full-time: Up to 4 years
• Part-time: Up to 8 years for the PhD
• Start date: September 2024
• UK fees: £5,100
• International fees: £30,200 or £26,250 depending on the nature of your project

Research overview

The School of Pharmacy is a world top 5 school two years in a row*. Our teaching, learning materials and student support back this incredible ranking.

Joint 1st place in Research Environment with our colleagues from the Faculty Medicine and Health Sciences **

Joint 4th in the UK for research quality, with 96% of our research assessed as 'world-leading' or 'internationally excellent' **

Join us at the forefront of world-changing research that’s both innovative and relevant, working on new therapeutic targets and treatments that will improve the lives of millions of people.

We work with over 30 leading companies across the healthcare sector, including Boots, Evonik, Mars Petcare UK, Promega, SureScreen Diagnostics, Syngenta, Unilever and Widex A/S.

The school has excellent facilities in:

• molecular biology
• cell culture
• mass spectrometry
• medicinal chemistry (including our 80,000-compound library)
• structural biology
• molecular modelling
• parasitology and formulation
• the only 3DOrbiSIMS in academia
• a high resolution, cryogenic analytical and transfer scanning electron microscope

Research Divisions

All of our postgraduate research students are based in one of our five research divisions:

• Advanced Materials and Healthcare Technologies
• Biomolecular Science and Medicinal Chemistry
• Molecular Therapeutics and Formulation Division
• Pharmacy Practice and Policy (social science-based research)
• Regenerative Medicine and Cellular Therapies Division

You are strongly encouraged to find a supervisor before you apply. You can approach any member of staff in relation to a research project of your own devising or you can look at our current vacancies .

*QS World University Rankings by Subject 2022 and 2021.

**Research Excellence Framework 2021.

Course content

The School of Pharmacy PhD is typically a 3 to 4 year research project.  It can be undertaken with a significant laboratory based component or can be focused around pharmacy practice and policy . Within the course a PhD student will receive training within their respective  research discipline  by expert leading academics and technical teams.

The course includes compulsory and optional training sessions covering generic research skills (e.g. report writing) and specific skills relevant to your project. Students are asked to give oral presentations to their division in year 2 and to the School in year 3, and a poster presentation in year 2.

The PhD course can also be taken part-time up to 8 years.

The MRes course is 1-year full-time only.

You will be able to identify a potential supervisor for your project by looking at the  divisions  and  group members . You are strongly encouraged to find a supervisor before you apply. You can approach any member of staff in relation to a research project of your own devising or you can look at our  current vacancies.

When you apply for a place, you will be studying for a ‘PhD in Pharmacy’.

Study options:

• Full-time over 3-4 years
• Part-time up to 8 years

The MRes is a one-year research course.

At least two-thirds of your time will be spent on an in-depth research project. You will be able to identify a potential supervisor for your project by looking at the divisions and group members .

You are strongly encouraged to find a supervisor before you apply. You can approach any member of staff in relation to a research project of your own devising or you can look at our current vacancies.

When you apply for a place, you will be studying for a ‘MRes in Pharmacy’.

Entry requirements

All candidates are considered on an individual basis and we accept a broad range of qualifications. The entrance requirements below apply to 2024 entry.

Meeting our English language requirements

If you need support to meet the required level, you may be able to attend a presessional English course. Presessional courses teach you academic skills in addition to English language. Our  Centre for English Language Education is accredited by the British Council for the teaching of English in the UK.

If you successfully complete your presessional course to the required level, you can then progress to your degree course. This means that you won't need to retake IELTS or equivalent.

For on-campus presessional English courses, you must take IELTS for UKVI to meet visa regulations. For online presessional courses, see our CELE webpages for guidance.

Visa restrictions

International students must have valid UK immigration permissions for any courses or study period where teaching takes place in the UK. Student route visas can be issued for eligible students studying full-time courses. The University of Nottingham does not sponsor a student visa for students studying part-time courses. The Standard Visitor visa route is not appropriate in all cases. Please contact the university’s Visa and Immigration team if you need advice about your visa options.

We recognise that applicants have a variety of experiences and follow different pathways to postgraduate study.

We treat all applicants with alternative qualifications on an individual basis. We may also consider relevant work experience.

If you are unsure whether your qualifications or work experience are relevant, contact us .

Additional information for international students

If your course requires ATAS clearance you will need to obtain an ATAS certificate before you can apply for your visa.

The ATAS certificate is also required before you can register at the University. Further details can be found on the Academic Technology Approval Scheme page.

When applying for the PhD course, you will be studying for a ‘PhD in Pharmacy’.

Please find a potential supervisor before applying. We're open for applicants to  contact academic staff  members about PhD projects. 

We don't need a research proposal for the application form but please indicate the research area you're interested in and the supervisor's name.

Points to cover when discussing your interest in applying for a PhD

• Motivation for doing a PhD
• Your academic record and research experience
• Sources of funding
• Research topic

Our step-by-step guide contains everything you need to know about applying for postgraduate research.

If you are a student from the EU, EEA or Switzerland, you may be asked to complete a fee status questionnaire and your answers will be assessed using guidance issued by the UK Council for International Student Affairs (UKCISA) .

These fees are for full-time study. If you are studying part-time, you will be charged a proportion of this fee each year (subject to inflation).

UK applicants

We offer a number of projects each year which are funded by:

• the school and university
• industry partners
• centres of doctoral training (CDTs)
• doctoral training partnerships (DTPs)

Some of the funded projects the school offers are posted on our PhD vacancies page .

These are our CDTs at our university that have projects related to pharmacy:

• EPSRC & SFI Centre for Doctoral Training in Transformative Pharmaceutical Technologies
• Biotechnology and Biological Sciences Doctoral Training Programme

There are many ways to fund your research degree, from scholarships to government loans.

Check our guide to find out more about funding your postgraduate degree.

You will have at least two supervisors who will support you throughout your studies. A minimum of 10 supervisory meetings are completed per year.

The school has two Postgraduate Research Tutors, a Disability Liaison Officer and a dedicated Welfare team who can provide additional support.

All students are entitled to 25 days’ annual leave a year, in addition to bank holidays and University closure days.

Researcher training and development

The Researcher Academy is the network for researchers, and staff who support them. We work together to promote a healthy research culture, to cultivate researcher excellence, and develop creative partnerships that enable researchers to flourish.

Postgraduate researchers at Nottingham have access to our online Members’ area, which includes a wealth of resources, access to training courses and award-winning postgraduate placements.

Student support

You will have access to a range of support services , including:

• academic and disability support
• childcare services
• counselling service
• faith support
• financial support
• mental health and wellbeing support
• visa and immigration advice
• welfare support

Students' Union

Our Students' Union represents all students. You can join the Postgraduate Students’ Network or contact the dedicated Postgraduate Officer .

There are also a range of support networks, including groups for:

• international students
• black and minority ethnic students
• students who identify as women
• students with disabilities
• LGBT+ students

SU Advice provides free, independent and confidential advice on issues such as accommodation, financial and academic difficulties.

Where you will learn

Centre for biomolecular sciences.

£40 million has been invested in chemistry and biology labs, giving us the tools to make remarkable advances.

University Park Campus

University Park Campus  covers 300 acres, with green spaces, wildlife, period buildings and modern facilities. It is one of the UK's most beautiful and sustainable campuses, winning a national Green Flag award every year since 2003.

Most schools and departments are based here. You will have access to libraries, shops, cafes, the Students’ Union, sports village and a health centre.

You can walk or cycle around campus. Free hopper buses connect you to our other campuses. Nottingham city centre is 15 minutes away by public bus or tram.

Boots Science Building

Houses our latest research labs and equipment

See all our research facilities

Whether you are considering a career in academia, industry or haven't yet decided, we’re here to support you every step of the way.

Expert staff will work with you to explore PhD career options and apply for vacancies, develop your interview skills and meet employers. You can book a one-to-one appointment, take an online course or attend a workshop.

International students who complete an eligible degree programme in the UK on a student visa can apply to stay and work in the UK after their course under the Graduate immigration route . Eligible courses at the University of Nottingham include bachelors, masters and research degrees, and PGCE courses.

The PhD equips individuals for a variety of careers in both academia and industry. Many graduates find employment within the pharmaceutical sector. We have alumni employed by GSK ,  AstraZeneca ,  Catalant  and  3M  amongst others.

Graduates are also well positioned to pursue academic research careers as post doctoral research associates, and academics all within the UK and internationally.

87.5% of postgraduates from the School of Pharmacy secured graduate level employment or further study within 15 months of graduation. The average annual salary for these graduates was £39,857.*

*HESA Graduate Outcomes 2019/20 data published in 2022 . The Graduate Outcomes % is derived using The Guardian University Guide methodology. The average annual salary is based on data from graduates who completed a full-time postgraduate degree with home fee status and are working full-time within the UK.

Related courses

Synthetic biology and biotechnology phd/mres, microbiology, molecular biology and biochemistry phd/mres, cellular and developmental biology phd/mres, chemistry phd, research excellence framework.

The University of Nottingham is ranked 7th in the UK for research power, according to analysis by Times Higher Education. The Research Excellence Framework (REF) is a national assessment of the quality of research in UK higher education institutions.

• Joint 1st place in Research Environment with our colleagues from the Faculty Medicine and Health Sciences in the Research Excellence Framework 2021 (REF 2021). We are joint 4th place in Unit of Assessment 3 with our colleagues from the Faculty Medicine and Health Sciences. This is for both GPA and the percentage of research that is judged to be 'world-leading'. For REF 2021.
• 90%* of our research is classed as 'world-leading' (4*) or 'internationally excellent' (3*)
• 100%* of our research is recognised internationally
• 51% of our research is assessed as 'world-leading' (4*) for its impact**

*According to analysis by Times Higher Education ** According to our own analysis.

This content was last updated on 28 November 2023 . Every effort has been made to ensure that this information is accurate, but changes are likely to occur between the date of publishing and course start date. It is therefore very important to check this website for any updates before you apply.

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Pharmacy PhD

University of nottingham, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, university information, similar courses at this uni, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Course type.

Research overview

The School of Pharmacy is a world top 5 school two years in a row. Our teaching, learning materials and student support back this incredible ranking.

Joint 1st place in Research Environment with our colleagues from the Faculty Medicine and Health Sciences

Joint 4th in the UK for research quality, with 96% of our research assessed as 'world-leading' or 'internationally excellent'

Join us at the forefront of world-changing research that’s both innovative and relevant, working on new therapeutic targets and treatments that will improve the lives of millions of people.

We work with over 30 leading companies across the healthcare sector, including Boots, Evonik, Mars Petcare UK, Promega, SureScreen Diagnostics, Syngenta, Unilever and Widex A/S.

The school has excellent facilities in:

molecular biology

cell culture

mass spectrometry

medicinal chemistry (including our 80,000-compound library)

structural biology

molecular modelling

parasitology and formulation

a high resolution, cryogenic analytical and transfer scanning electron microscope

• we’re here to support you every step of the way.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

2:1 (or international equivalent) in a relevant subject.

The University of Nottingham is a pioneering institution with a long and distinguished heritage in education. It ranks in the top 20 universities in the UK (Times Higher Education World University Rankings, 2024). It is also a research-intensive university and a member of the prestigious Russell Group of universities, making it a superb place to study for a postgraduate qualification. In addition to being one of the world’s top 100... more

Pharmacy MRes

Full time | 1 year | 23-SEP-24

Pharmacology and Drug Discovery MRes

Full time | 1 year | 01-JUL-24

Pharmacology and Drug Discovery PhD

Full time | 3 years | 01-JUL-24

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Pharmacy PhD University of Nottingham

Course options

Qualification.

PhD/DPhil - Doctor of Philosophy

University Park Campus

• TUITION FEES
• ENTRY REQUIREMENT
• UNIVERSITY INFO

Course summary

Research overview

The School of Pharmacy is a world top 5 school two years in a row. Our teaching, learning materials and student support back this incredible ranking.

Joint 1st place in Research Environment with our colleagues from the Faculty Medicine and Health Sciences

Joint 4th in the UK for research quality, with 96% of our research assessed as 'world-leading' or 'internationally excellent'

Join us at the forefront of world-changing research that’s both innovative and relevant, working on new therapeutic targets and treatments that will improve the lives of millions of people.

We work with over 30 leading companies across the healthcare sector, including Boots, Evonik, Mars Petcare UK, Promega, SureScreen Diagnostics, Syngenta, Unilever and Widex A/S.

The school has excellent facilities in:

molecular biology

cell culture

mass spectrometry

medicinal chemistry (including our 80,000-compound library)

structural biology

molecular modelling

parasitology and formulation

a high resolution, cryogenic analytical and transfer scanning electron microscope

• we’re here to support you every step of the way.

Application deadline

16 September 2024

Tuition fees

• Afghanistan
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• Burkina Faso
• Central African Republic
• Congo (Democratic Republic)
• Czech Republic
• Dominican Republic
• El Salvador
• Equatorial Guinea
• Guinea-Bissau
• Ivory Coast
• Korea DPR (North Korea)
• Liechtenstein
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• Netherlands
• New Zealand
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• Papua New Guinea
• Philippines
• Puerto Rico
• Republic of Ireland
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• South Africa
• South Korea
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• St. Kitts & Nevis
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• Trinidad & Tobago
• Turkmenistan
• United Kingdom
• Vatican City
• Western Samoa

£ 26,250 per year

Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.

University information

University of Nottingham

University league table, campus address.

University of Nottingham, University Park, Nottingham, Nottingham, NG7 2RD, England

Subject rankings

Subject ranking.

7th out of 45 3

Entry standards

Graduate prospects

Student satisfaction

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Study options.

• International

What will I learn?

Research overview

The School of Pharmacy is a world top 5 school two years in a row. Our teaching, learning materials and student support back this incredible ranking.

Joint 1st place in Research Environment with our colleagues from the Faculty Medicine and Health Sciences

Joint 4th in the UK for research quality, with 96% of our research assessed as 'world-leading' or 'internationally excellent'

Join us at the forefront of world-changing research that’s both innovative and relevant, working on new therapeutic targets and treatments that will improve the lives of millions of people.

We work with over 30 leading companies across the healthcare sector, including Boots, Evonik, Mars Petcare UK, Promega, SureScreen Diagnostics, Syngenta, Unilever and Widex A/S.

The school has excellent facilities in:

molecular biology

cell culture

mass spectrometry

medicinal chemistry (including our 80,000-compound library)

structural biology

molecular modelling

parasitology and formulation

a high resolution, cryogenic analytical and transfer scanning electron microscope

• we’re here to support you every step of the way.

Which department am I in?

Full time (4 years).

Please check with institution

*Price shown is for indicative purposes, please check with institution

19 August 2024

23 September 2024

University Park Campus

University of Nottingham,

NOTTINGHAM,

NG7 2RJ, England

Entry requirements

For international students.

*There may be different IELTS requirements depending on your chosen course.

About University of Nottingham 19 Reviews

Discover a world of extraordinary learning, pioneering research and life-changing experiences.

• Ranked as a world top 100 university
• Gold rating in the Teaching Excellence Framework
• Outstanding careers support and opportunities
• International and Sports University of the Year 2019

Pharmaceutical and Medicinal Science MRes

• Level(s) of Study: Postgraduate taught
• Start Date(s): January 2024, September 2024, January 2025
• Duration: One year full-time / Two years part-time
• Study Mode(s): Full-time / Part-time
• Campus: Clifton Campus
• Entry Requirements: More information

Find us on:

• Connect through Facebook
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Introduction:

Develop your knowledge of Pharmaceutical and Medicinal Science by studying the complexities of organic synthesis, synthesis of biologically important molecules and NMR spectra.

This accredited Pharmaceutical and Medicinal Science postgraduate degree covers a diverse range of materials, pharmaceutical and medicinal research and includes a substantial research-led project. You will also study current topics which include synthetic strategies involved in drug synthesis, disease state and the role of chemotherapeutics and the synthesis of drug-like molecules.

You will study under a Chemistry team comprised of academic and support staff that are subject experts in organic, inorganic, physical and analytical chemistry. Scientists from AstraZeneca and Vectura deliver some of your module content and how it is relevant to their workplace. Other guest lecturers from different companies and universities also present their research to you.

Accreditation

This course is accredited by the Royal Society of Chemistry .

What you’ll study

You will study four modules which will include an extensive research project. If you are a part-time student, you will continue to study the second year from the modules listed below.

Organic Synthesis and Characterisation of Biologically Active Compounds (20 cp)

Develop knowledge in the synthesis of relatively complex organic molecules. Topics include retrosynthetic analysis and total synthesis of biologically important molecules; the controlled formation of C-C bonds and functional group transformations; and structure elucidation of complex molecules.

Computational Chemistry and Drug Design (20 cp)

This module explores contemporary approaches to computational chemistry, including molecular dynamics and docking, and their application to the first principles design of novel drugs.

Research Methods and Independent Study (20 cp)

This module provides an underpinning in research skills relevant to independent study. You will be introduced to the techniques required to formulate a research project and carry out a literature review. You will be given practice in the use of the library and learning resources including relevant IT packages.

Research Project (120 cp)

You will work on laboratory-based research and will evaluate and review the scientific literature relevant to the topic. Design and conduct experimental work, and present the findings in the form of a presentation, poster and written thesis.

Example of project titles:

• Drug delivery devices
• MRI contrast agents
• Peptide-mineral interactions
• Biomineralisation
• Carbohydrate Chemistry
• Asymmetric Synthesis
• Small Molecule Approaches to the Elucidation of Protein Function
• Multiplexing
• Fluorescence Lifetime Imaging
• Fluorescence Microscopy

No results were found

How you’re taught

This programme is delivered by a combination of traditional lectures, seminars and tutorials, together with laboratory classes and an in depth laboratory based research project.

You will be assessed on a variety of components including:

• written exam
• oral presentation
• poster presentation

Contact hours

Lectures / seminars / workshops (10%) and independent study (90%)

What equipment do we have?

As well as working and studying under the direction of world leading pharmaceutical and medicinal science staff you will gain hands on experience in a variety of modern instrumentation including:

• multi-nuclear magnetic resonance spectrometry (NMR)
• mass spectrometry
• transmission electron microscopy (TEM)
• scanning electron microscopy (SEM)
• high-pressure liquid chromatography (HPLC)

Learn a new language

Alongside your study you also have the opportunity to learn a new language. The University Language Programme (ULP) is available to all students and gives you the option of learning a totally new language or improving the skills you already have. Find out more about the ULP.

Staff Profiles

Warren cross - senior lecturer.

School of Science & Technology

David Richardson - Academic Skills Tutor

Libraries and Learning Resources

John D Wallis - Associate Lecturer

Emeritus Professor of Organic Chemistry

Valeria Puddu - Senior Lecturer

Ray leslie - student academic experience manager, how you’re assessed.

Coursework (60%), written (30%) and practical (10%)

Careers and employability

The pharmaceutical and chemical industry is a well-established market growth globally. There is a steady increase in international employment opportunities within the pharmaceutical industry.

Recent graduates have found positions as engineers, analytical chemists and researchers for employers like BAM Nuttall Ltd and Micromix Plant Health Ltd. Our graduates have gone on to work in a wide variety of job markets including:

• pharmaceuticals
• petrochemicals
• food and drinks
• liquid crystals
• advance materials engineering
• finance and sales

Many graduates choose to undertake further study and this course provides a good basis for progressing to a PhD.

This Pharmaceutical and Medicinal Science Masters course does not currently offer placements.

Re:search Re:imagined

To us, research is about more than writing papers and proposing new ideas. By daring to think differently, we’re disrupting the research landscape and finding the answers to the questions that really matter. From conservation management to sustainable farming, we’re inspiring the brightest minds to rise up and find solutions to some of the most significant global challenges facing society.

Find out more

NTU Enterprise

You'll also have the opportunity to turn your ideas into a viable business with help from NTU Enterprise, NTU's purpose-built Centre for Entrepreneurship and Enterprise, a support centre to help students create, develop and grow their own businesses.

Campus and facilities

You will have access to a range of first-class facilities and equipment at the School of Science and Technology. Our laboratories are modern and well-equipped with:

• up-to-date scientific, electronic and computing equipment
• a modern electron microscope suite.

You will also have access to specialist facilities for:

• gas and liquid chromatography
• mass spectroscopy
• atomic absorption spectroscopy
• structure determination including powder and single-crystal X-ray diffraction
• solution and solid-state nuclear magnetic resonance spectroscopy (NMR)
• infrared spectroscopy and UV-visible spectroscopy.

Rosalind Franklin Building This facility provides you with access to some of the best laboratory teaching facilities for Chemistry in the UK. The large teaching laboratory space is equipped with modern IT facilities and equipment ensuring that you receive excellent training in practical laboratory techniques and modern analytical methods.

Interdisciplinary Biomedical Research Facility We invested £2.3 million in the construction of this building and this has proven to be a worthwhile investment, as this facility supports the School's extensive biomedical research activities.

Natural Sciences Research Facility This facility supports and enhances the School's research in physics, biosciences, chemistry, imaging, materials and sport.

Entry requirements

• International

What are we looking for?

• UK honours degree  (minimum 2.2) or equivalent in a chemistry-related subject including forensic science, pharmacology and pharmacy
• Applicants with relevant employment experience or other relevant qualifications will also be considered

NTU may admit a student with advanced standing beyond the beginning of a course, through an assessment of that student's prior learning, whether it is certificated or uncertificated. Our Recognition of Prior Learning and Credit Transfer Policy outlines the process and options available to these prospective students, such as recognising experiential learning or transferring to a similar course at another institution, otherwise known as credit transfer.

All prospective students who wish to apply via Recognition of Prior Learning should initially contact the central Admissions and Enquiries Team who will be able to support you through the process.

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Simulation of the sulfide phase formation in a KhN60VT alloy

• Simulation of Metallurgical and Thermal Processes
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The conditions of the existence of sulfide phases in Fe–Ni–S alloys and four-component Fe–50 wt % Ni–0.001 wt % S– R ( R is an alloying or impurity element from the TCFE7 database) systems are studied using the Thermo-Calc software package and the TCFE7 database. The modification of nickel superalloys by calcium or magnesium is shown to increase their ductility due to partial desulfurization, the suppression of the formation of harmful sulfide phases, and the uniform formation of strong sulfides in the entire temperature range of metal solidification. The manufacturability of superalloys can decrease at a too high calcium or magnesium content because of the formation of intermetallics with a low melting temperature along grain boundaries.

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Phase-Field Simulation of Microstructural Evolution in Nickel-Based Superalloys During Creep and in Low Carbon Steels During Martensite Transformation

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Original Russian Text © I.V. Kabanov, E.V. Butskii, K.V. Grigorovich, A.M. Arsenkin, 2017, published in Elektrometallurgiya, 2017, No. 3, pp. 13–21.

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Kabanov, I.V., Butskii, E.V., Grigorovich, K.V. et al. Simulation of the sulfide phase formation in a KhN60VT alloy. Russ. Metall. 2017 , 447–453 (2017). https://doi.org/10.1134/S0036029517060106

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• Published: 19 April 2024

Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice

• Alice Campbell 1 ,
• Tina Hinton 1 , 2 ,
• Narelle C. da Costa 1 ,
• Sian E. O’Brian 1 ,
• Danielle R. Liang 1 &
• Nial J. Wheate 1  

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This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree.

Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo.

This study included 164 pharmacy students enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32). Of the students, 54% ( n  = 88) were men, 81% ( n  = 133) were domestic students, 15% ( n  = 24) transferred from another degree program, and 38% ( n  = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program ( P  = 0.0002) or failed more than three units of study (UoS; P  < 0.0001). The most commonly failed UoS were related to organic or pharmaceutical chemistry, and the top student self-reported reasons for poor performance was stress/anxiety, physical health, and depression.

Pharmacy schools should aim to address student foundational knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better services to address student mental health.

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Introduction

A student’s academic performance in higher education is typically defined by their achievement of learning outcomes and demonstration of their ability to apply the concepts taught. Measurement of these attributes can include assessments, quizzes, role plays, field work, practical placements, workshops, tutorials, laboratories, and examinations. In most higher education programs, a minimum standard of academic achievement is required in order to progress through the course, to ensure the student has gained adequate knowledge and skills, and that they have achieved the specified learning outcomes. In this regard, poor academic performance can be defined by instances where a student fails to meet the expected minimum academic standard. Usually this comprises a minimum overall score in a subject and/or passing a specific barrier assessment, which is ultimately linked to their retention or attrition.

Understanding the key determinants of student success, failure, retention, and attrition has become increasingly important for higher education institutions, and has been the subject of extensive research over the past few decades. Early studies on student attrition focused primarily on student characteristics [ 1 ], before attention shifted to interactions between the student and their institutions. Prominent researchers, including Spady [ 2 , 3 ], Tinto [ 4 , 5 ], and Bean [ 6 ] proposed models to explain the interplay between academic and social integration leading to underperformance, and eventually, attrition. More recently, interest has increased in examining student engagement [ 7 , 8 , 9 ], where the student and institutions have a joint responsibility for academic success. To be successful, a student needs to participate, and higher education institutions need to provide an appropriate learning environment, opportunities, and support [ 10 ].

Studies on the key determinants of student underperformance reveal an array of contributing factors. Recent systematic reviews on underperformance and dropout rates show that key determinants fall into categories relating to the institution, personal life, demographics, and social integration [ 11 , 12 ]. Within higher education institutions, studies have found that an academic’s professional knowledge and pedagogical skills, along with the institution’s learning resources, course structure, and environment, are key factors that influence academic performance and non-completion [ 13 , 14 , 15 , 16 , 17 ]. Teaching methods that higher institutions adopt have also been evaluated, with student-centered approaches that encourage active learning resulting in better performance when compared with a traditional teacher-centered approach [ 15 , 16 ].

In terms of individual factors, studies have found a lack of effort, distraction, poor time management, and no longer being interested in the course as having a negative impact on academic performance [ 14 , 15 , 18 , 19 ]. Active learning (e.g. self-quizzes, completing problem sets, and explaining concepts) has been found to yield better academic outcomes when compared with passive learning (e.g. reading lecture slides or class notes, watching lecture videos, and reading textbooks) [ 20 , 21 ]. In the same study, how early a student studied in relation to their exam did not affect their outcome, whereas students who were more distracted during the time they allocated for study, performed worst [ 20 , 22 ]. Education-related stress, poor mental health, exam anxiety, and sleep quality are also factors found to cause poor performance [ 23 , 24 , 25 , 26 , 27 ]. Other studies have shown that part-time students and those who have previously failed subjects are at risk of further poor performance and attrition [ 17 , 28 , 29 ]. Social factors including cyberbullying [ 30 ], homesickness for international students [ 31 ], and excessive socialising [ 16 ] also have a negative effect on academic performance.

Working status was found to negatively impact academic performance [ 27 ], where poor academic outcomes were correlated with a longer time spent at work [ 16 , 28 , 32 ]. Many studies have associated the lower socioeconomic status of students and their family, or financial strain with poor academic performance [ 27 , 28 , 29 ]; whereas, other studies have shown that students in families where one parent has attended higher education tend to achieve higher grades [ 31 ]. Some studies have found men and minority students are more at risk of poor performance [ 31 , 33 ]. Part-time students are much more likely cite work and family responsibilities as reasons for stopping their studies [ 17 ]. Research on students whose first language is not that of the higher education institution is mixed, with some confirming it to be a key attributor to underperformance [ 34 , 35 , 36 ], along with students with a migrant background or who are first-generation university attendees (commonly referred to as first-in-family) [ 31 , 37 , 38 ]. In contrast, other studies have found that academic performance of international students was similar, or better, than domestic students [ 39 , 40 ].

A government panel in Australia reported that the leading drivers for non-completion in higher education are both institution-related (learning environment, an academic’s ability to teach, student to staff ratios, student engagement, and support services) and student-related (health, finance, and personal responsibilities) [ 41 ]. A survey conducted by the Australian Bureau of Statistics (ABS) identified the top three reasons for attrition for students studying a bachelors degree to be: loss of interest, employment/financial reasons, and personal reasons (health, family, or other personal reasons). For postgraduate courses, reasons for attrition were highest in the order of personal reasons, employment/financial, followed by loss of interest [ 42 ].

Where a student has underperformed, they may be offered remediation assessments; to re-enroll and attempt the entire subject again, which may result in a delay in degree completion; or in some cases, be excluded from reenrolling into the same course for a period of time [ 43 , 44 ].

Consequences of poor performance vary across higher education institutions and may depend on the reasoning provided, extent of underperformance, and number of failed subjects. Key stake holders impacted by poor performance and attrition from higher education can include the students and their families, the higher education institution they are enrolled in, their community workforce, and government. Non-completion directly impacts the funding and reputation of an institution [ 17 , 45 , 46 ]. In Australia, where the cost of higher education for domestic students is subsidised by the federal government, non-completion incurs a direct cost to both the student and the tax-payer. The cost to the student includes lost time, psychological health, student debt, and forgone income [ 9 ]. From the perspective of workforce planning, a delay or non-completion of study reduces the number of employees entering into the workforce, and can lead to workforce shortages and place a burden on those currently in the field.

There are many studies that have examined the key determinants for student success or underperformance and attrition in health; however, most have focused on nursing or medical education [ 13 , 15 , 47 , 48 , 49 , 50 ]. Consequently there are limited studies that have examined the rate and reasons for attrition within pharmacy degrees. Being a degree known to be difficult in technical content, and which requires students to achieve a high level of competence, it is important to investigate reasons for attrition and potential opportunities for improvement in student teaching and engagement.

In this study we analysed 10 years of demographic data and responses to why academic progression requirements had not been met in a cohort of students enrolled in a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree at The University of Sydney. Our aim was to understand the key determinants for poor performance within this group of students and identify opportunities for policy and practice to reduce underperformance in the future.

Approval for this study was granted by the Human Research Ethics Committee of The University of Sydney (2022/815).

Data collection

The inclusion criteria for this study were students enrolled in a BPharm, BPharmMgmt, or MPharm degree between the period of 2008 and 2018 (inclusive), who were required to provide a minimum of one show cause at any stage of their study. Data collected on each student included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank (ATAR) upon entry, which is a percentile score that ranks Australian students finishing secondary school in relation to their academic achievement [ 51 ]; previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark (WAM) at last show cause or graduation (WAM is an average grade score indicating a student’s overall academic performance over the course of their degree and is similar to a grade point average) [ 52 ]; whether they graduated; and, the number of years they spent studying the degree. Whether those students who had graduated were currently registered as a pharmacist in Australia was retrieved using the Australian Health Practitioner Regulation Agency online registry list [accessed in 2023].

Data analysis

Researchers Da Costa, O’Brien, and Liang collected, screened, and de-identified the data, and researchers Campbell, Hinton, and Wheate analysed the data. Descriptive statistics, including mean ± SD, median, and frequencies (count and percentage) were calculated using Microsoft Excel. Mann-Whitney U tests were undertaken in GraphPad Prism 9.0 (GraphPad Software, Boston, MA, USA) to ascertain any differences between ATAR scores. Chi Square analyses were undertaken in GraphPad Prism 9.0 to compare categorical data including differences between men and women, domestic and international students, transferring and non-transferring students, and graduating and non-graduating students.

Written show cause responses were transcribed by Campbell and uploaded into NVivo (1.5.1) software (QSR International, Massachussets USA). The show cause responses were analysed reflexively using inductive thematic analysis procedures [ 53 ].This involved manually reviewing each show cause response to identify emerging themes relating to the reasons stated by the student for their poor performance. From the themes identified, a total of 43 codes were generated based on the ideas, trends, and content. Coding was conducted in a theory-driven manner, seeking to code information referencing the specific themes arising from the show cause response [ 53 ]. Themes were guided by the frequency of mention, and reported in the results if there was more than a single mention. The frequency of the subthemes was analysed to demonstrate the prevalence of stated factors that the student believed led to their poor performance.

Show cause process

Pharmacy students who do not meet the progression requirements of their degree enter one of three stages of academic intervention (Fig.  1 ). Triggers for a student not meeting the requirements for progression include: awarded a fail grade in over 50% of total units of study (subjects; UoS) taken in a semester or teaching period; an average grade (WAM) less than 50 across all UoS in a semester or teaching period; failing one, or more, barrier or compulsory UoS which includes CHEM1611, CHEM1612, PHAR2822, and any 3000 or 4000 level UoS for BPharm/BPharmMgmt; and any single UoS for MPharm; any practical component (e.g. field work or clinical work), failing the same UoS twice, having unsatisfactory attendance, or exceeding the maximum time limit allowed for the degree to be completed.

Students who fail to meet progression requirements for the first time are placed on Stage 1 of the at-risk register at which point they receive a letter from the Faculty of Medicine and Health, and are advised to complete a ‘Stay on Track’ survey and information session. At the discretion of the Associate Dean of Education, some students at Stage 1 may be required to consult an academic adviser. If a student is enrolled in a degree with a duration of less than two years full-time (e.g. MPharm), they are advised that should they fail to meet progression requirements in the following semester, they would be asked to ‘show good cause’ in order to be allowed to re-enrol in the same program; that is, they would be excluded from the degree for two years unless they could give reasons for why they should be allowed to remain studying. They are also recommended to speak to an academic advisor.

Stage 2 is triggered for a student in a 4 or 5 year undergraduate degree program (e.g. BPharm and BPharmMgmt) if they fail to meet progression requirements after being placed on Stage 1 in the previous semester, at which point the faculty sends a letter, advising the student to complete the ‘Staying on Track’ survey if they had not yet done so, and to consult an academic adviser. Stage 3 is triggered if a student fails to meet progression requirements a third time, or fails the same compulsory or barrier UoS, or any practical component twice. Students on Stage 3 are required to ‘show good cause’ and provide reasonable evidence to be allowed to re-enrol into the degree program.

The three at-risk stages of academic intervention for students who fail to meet course progression requirements. Show cause is required at Stage 2 (MPharm) or Stage 3 (BPharm/BPharmMgmt) in order to re-enrol

Demographics

In total, 164 pharmacy students received at least one show cause notification between the period of 2008 to 2018 (inclusive) and were enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32) degree (Table  1 ). Of the students, 54% ( n  = 88) were men, and 81% ( n  = 133) were domestic students.

Students who transferred from another degree program made up 15% ( n  = 24) of the sample, and were a median two years older than those who did not transfer (median age 21, range 19–43 years). All students who transferred from another degree, were enrolled in the BPharm. Ninety-two percent of transfer students ( n  = 22) were domestic and 71% ( n  = 17) were women.

The age of students at the start of their degree was positively skewed, with a median age of 19 years for BPharm and BPharmMgmt (range 17–43 years). For MPharm, the median age at commencement was 24 (range 20–24) years. The median age of domestic students at the start of their BPharm or BPharmMgmt degree was 19 (range 17–43) years compared with international students at 22 (range 18–33) years. For MPharm, the median age for domestic students at commencement was 24 (range 20–54) years while for international students it was 24.5 (range 22–38) years.

Performance on entry and exit of the degree

The ATAR scores of the students in either the BPharm or BPharmMgmt were not normally distributed ( n  = 78, mean ATAR 88.8 ± 4.8) (Supplementary Figure S1 ). The average ATAR required for entry into BPharm and BPharm/Mgmt at the University of Sydney is around 90. Of the 24 students who transferred from another degree program, the ATAR score was available for four students, with an average of 78.8 ± 9.8, including two outliers who had ATAR scores of 67.80 and 74.15. The average ATAR on entry to the degree of the students who graduated was 89.4 ± 3.4, which was similar to those who did not graduate, 88.5 ± 5.4. A Mann-Whitney U test showed this difference was not statistically significant (W = 702.5, p  = 0.937).

The proportion of students who graduated after receiving at least one show cause was 37.8% ( n  = 62), of which 77.4% ( n  = 48) were registered as pharmacists at the time of data collection (Fig.  2 ). One student did not graduate their BPharm; however, they did return and complete the MPharm degree and was registered as a pharmacist at the time of data collection. The median time taken to graduation was 7 (range 1–9) years for students enrolled in the BPharm and 3 (range 2.5-8) years for those enrolled in the MPharm. During the study period, 188 students were enrolled in the BPharmMgmt degree but only two (1.1%) were required to show cause due to poor performance. Neither of those two students graduated.

A WAM score was available for all but three of the 164 students. The overall average WAM either at last show cause, if the student had not graduated, or at degree completion was 52.1 ± 12.0. For students who graduated (38.5%, n  = 62), the average WAM was 62.2 ± 5.1, while for those who did not graduate (61.5%, n  = 99), the average WAM was 45.7 ± 10.5.

When the proportion of students who graduated was compared across the ATAR bands (Table S1 ), it was evident that show cause students who entered their degree with an ATAR between 85 and 89.99 were more likely to graduate (44%) when compared with those who entered their degree with lower (27%) and higher (25–35%) ATAR scores.

Units failed

Across the cohort, show cause students received between 1 and 8 show cause notifications (Fig.  1 ). When the proportion of students who graduated was compared across the number of show causes received for those who received 1–5 show causes, the rate of graduation ranged from 36 to 50%, while none of the students who received six or more show causes graduated.

Percentage of students who graduated (black) and did not graduate (grey) by number of show causes received

Number of failed UoS

The median number of UoS failed across the three degree programs was 8 (BPharm, range 2–33), 9 (BPharmMgmt, range 5–13), and 5 (MPharm, range 2–12), respectively. In total, 8.5% ( n  = 14) students were required to show cause because they failed 2 or 3 UoS, 19.5% ( n  = 32) students failed 4 or 5 UoS and 72% ( n  = 118) students failed more than 6 UoS. Of the 14 students who failed 2 or 3 UoS, 86% were studying the MPharm degree and the remaining were BPharm students. Students who failed 4 or 5 UoS, were studying a BPharm (66%), BPharmMgmt (3%), or MPharm (31%) degree. The majority of students who failed more than 6 units were studying BPharm (91%), followed by MPharm (8%), and BPharmMgmt (1%). Students who failed 2 or 3 UoS were significantly more likely to graduate when compared with those who failed 4 or 5 UoS, or more than 6 UoS \( (X_2^2=21.86, \text{P}<0.0001)\) (Supplementary Figure S2 ).

Type of failed UoS

The most failed UoS that triggered a show cause across students in the BPharm and BPharmMgmt degrees were a mix of pharmaceutical sciences, chemistry and biology, across the first and second years of the degree programs (Table  2 ). The top five UoS failed were Basic Pharmaceutical Sciences (8.8%, 116/1314 fails; unit code: PHAR1812), Chemistry 1B (Pharmacy) (6.9%, 91/1314 fails; unit code: CHEM1612), Drug Discovery and Design 1 (6.7%, 88/1465 fails; unit code: PHAR2811), Molecular Biology and Genetics (6.5%, 86/1314 fails; unit Code: MBLG1001), and Chemistry 1A (6.2%, 81/1314 fails; unit code: CHEM1611).

For students studying the MPharm, the majority of UoS failed were for pharmaceutical sciences in first year and one specific pharmacy practice unit (PHAR5717) in the second year. The top three UoS failed for MPharm were Pharmaceutical Chemistry 1A (12.6% 19/151 fails; unit code: PHAR5513), Pharmaceutical Science (7.9%, 12/151 fails; unit code: PHAR5515), and Pharmaceutical Chemistry 1B (7.9%, 12/151 fails; unit code: PHAR5516) (Table  3 ).

Gender, transfer and international students

There was no significant difference between the number of men and women who graduated after receiving at least one show cause \( (X_1^2=0.056, \text{P}=0.813)\) . There was also no significant difference in the number of UoS failed \( (X_2^2=2.249, \text{P}\hspace{0.17em}=\hspace{0.17em}0.325)\) or number of show causes received \( (X_6^2=2.829, \text{P}=0.830)\) between men and women.

Students who transferred from another degree program were significantly less likely to graduate \( (X_1^2=13.53, \text{P}\hspace{0.17em}=\hspace{0.17em}0.0002)\) . The likelihood of graduating was not statistically significant different between domestic and international students who received a show cause \( (X_1^2=0.88, \text{P}<0.348)\) (Supplementary Figure S3 ).

Student responses to show causes

There were 293 show causes in total, of which only 141 show cause response letters were available. Reasons given by students for their poor performance could be classified under four major themes: personal life matters, institutional aspects, social integration, and interest in the course (Fig.  3 ). Personal life matters could be further sub-divided into health, study familiarity, responsibilities, and other personal life matters.

The majority of show cause responses attributed poor performance to personal life reasons (87%, 396 responses), followed by institution-related (8.8%, 40 responses), lack of interest in the degree (2.2%, 10 responses), and social integration (2%, 9 responses). The five most mentioned personal life reasons that led to poor performance were stress and anxiety ( n  = 63, 45%), physical health ( n  = 51, 36%), and depression ( n  = 39 28%). This was followed by family health, mentioned 37 times (26%), and reasons relating to employment or financial health, mentioned 33 times (23%). Reasons that related to the institution totalled 40, interest of the course totalled 10, and social reasons totalled 9. Personal life health-related reasons accounted for 41% of show cause responses. These included a combination of physical, mental, and unspecified health issues.

All show cause responses provided by students could be categorised into four major themes. Personal life was subcategorised into health, study skills, responsibilities, and other personal life

Some students identified a lack of study-related skills and study familiarity as a source of underperformance. Reasons included: carelessness in exams, poor study habits, language barrier, being an international student or mature age student, misjudging the course difficulty, overloading, burning out after high school, and being unaware of opportunities to apply for special consideration. Another set of reasons provided for underperformance included: needing to meet responsibilities and commitments for family, friendships, and romantic relationships. A variety of other personal life reasons were provided, which included: employment, finance, transition to independent living or a new country, living environment, distance to travel to the university, needing to relocate, and being physically unable to attend classes.

Student show cause responses that attributed poor performance to inefficiencies within the institution included UoS changes, error or poor timing of exams, dissatisfaction with the course and staff, and unhelpful support. Some students found the UoS content too difficult. Social reasons that lead to poor performance included: bullying, stigma from peers once failing, and homesickness (for those studying abroad). Another reason provided was no longer being interested or committed to the course.

This study investigated the key determinants of underperformance by pharmacy students at an Australian higher education institution. Our findings indicate that across the students enrolled in BPharm, BPharmMgmt, and MPharm degrees, those who had failed more UoS overall, were less likely to graduate. The types of UoS failed were weighted towards chemistry-based subjects, and the most frequent student-reported reasons for poor performance were related to personal health.

Our study also found that students who transferred from another higher education institution were less likely to graduate compared with students who had not transferred. Some studies in the US have found that students who transfer to bachelors programs from similar institutions or community colleges, which are US institutions that only offer two year undergraduate associate degrees that lead to a specific skilled job or can be used to transfer into a bachelor course [ 54 ], experience ‘transfer shock’ where grade point average (GPA) declines at the post transfer institution, which can eventually result in attrition [ 55 , 56 ]. In contrast, other studies have found no significant effects from transfers, and an overall lack of consensus on this as a universal experience [ 57 , 58 ]. A study that examined transferring engineering students found that students who transferred from similar degrees were more likely to graduate when compared with students who transferred from less comprehensive degrees [ 56 ]. A literature review that examined transferring student performance found factors that negatively influenced persistence and course completion included: a lack of social integration, limited transferrable credits, lower GPAs, lack of funding, distance from institution, academic rigour, and personal work/life balance [ 57 ].

Our analysis also found that students failing more than three UoS were more likely to not graduate when compared with those who failed fewer UoS. This finding parallels many studies that show students with poor academic outcomes are more likely to not complete their degree [ 59 , 60 ]. A recent study on student attrition, found that students who failed one subject were more likely to fail more subjects, and also had a four-fold higher likelihood of not graduating [ 27 ]. The Grattan Institute presents similar statistics, where students who consistently fail to meet academic progression requirements eventually decide to leave or are excluded from re-enrolling by the university [ 61 ].

The high occurrence of underperformance in relation to chemistry is consistent with other studies [ 62 , 63 ]. Pancyk et al. found that chemistry marks were correlated with attrition while biology marks predicted likelihood of delayed graduation for Master of Science (in Pharmacy) students. Another study found that the prior attainment of a Bachelor of Science degree to be a predictor of performance in a Doctor of Pharmacy program [ 64 ]. In countries, such as the US, where a specialised pre-admissions pharmacy test (Pharmacy College Admissions Test; PCAT) is used for entrance into a pharmacy program, the PCAT score correlated with student academic performance in the pharmacy course [ 65 ]. There are five areas examined by the PCAT, including: writing, biological processes, chemical processes, critical reading, and quantitative reasoning [ 66 ]. There is also evidence that better outcomes attained in pre-pharmacy biology and mathematics GPA [ 67 , 68 ], or having completed a four-year bachelor course, contributes to student performance in American pharmacy colleges [ 64 , 69 , 70 ]. Another study found prior academic achievement in secondary school, or pre-university study, can predict performance in an UK MPharm course; however, not the likelihood of graduation [ 71 ]. Other studies have found that pre-tests, for certain UoS, like biochemistry and pharmaceutical calculations conducted before starting a subject are correlated with overall subject performance, which makes these tests a good predictor for at-risk students [ 67 , 68 ].

The most common reasons reported by students for their underperformance in the present study were stress and anxiety, personal health, and depression. This is consistent with current literature [ 17 , 23 , 24 , 25 , 26 , 27 ], and the 2022 Australian Student Experience Survey [ 72 ], which reported that health or stress, followed by work/life balance were the leading causes for students attrition. A specific study in pharmacy students found that exam anxiety had a negative impact on student performance in pharmacy practical exams [ 26 ]. Psychological distress among students completing a higher education degree in Norway showed negative impacts on their self-perceived academic ability, and course progression [ 73 ]. Another study investigating students’ self-reported explanations for their poor academic performance found mental health as a contributing factor, and vice versa, where poor performance intensified mental distress [ 27 ]. Although the Australian Bureau of Statistics also reported personal health reasons as a major contributor for non-completion in bachelor programs between 2018 and 2019, the leading reason was that students were no longer interested in their chosen degree. In the same report, non-completion of masters degrees was driven by family, health, or other personal reasons [ 42 ]. Student mental health is a significant driver of attrition and is common across both private and public higher institutions in Australia [ 41 ]. The mental health burden on students is recognised at The University of Sydney and so significant mental health support is offered. All students are able to access free counselling and psychological support sessions, there is a 24/7 mental health support telephone line, and additional self-help resources (like mindfulness and relaxation) are provided through the university’s website. Mental health first health training is also included in the curricula for all pharmacy degree programs at the university.

Successful completion of a pharmacy degree requires not only academic ability, but a certain level of pre-knowledge, in particular, biology and chemistry, to decrease failure rates in these subjects, avoid delays in degree completion, and possible attrition. Institutions should aim to address these barriers by introducing pre-requisite subjects or mandate compulsory bridging courses if a prior level of knowledge attainment in these subject areas is not provided. Alternatively, pre-tests for certain UoS can be conducted prior to the course commencement to identify at-risk students, and additional academic support services can be offered.

With student poor mental health found as the most common self-reported reason for poor performance in this study, often exacerbated by academic performance pressures, institutions should implement policies for early detection and support for students going through challenging times. Such policies could include more frequent reminders for students to self-assess their mental health, and information on where to seek support services. This could take form in programs being introduced prior to lectures, access to support portals made more prominent on online learning platforms, or self-check surveys to be taken at a frequency deemed appropriate.

Limitations

The present study had a number of limitation. Not all student’s ATAR scores (or equivalent) were available. The method of collecting whether a student was registered as a pharmacist was based on them not having changed their last name which may be the case for some students who changed their name after graduation (e.g. upon marriage). Students who may be registered as a pharmacist in countries other than Australia could not be determined. Not all student show cause reasons were available because of the change from physical to electronic filing over the period studied. The limited number of students who received five or more show causes also meant the study was not powered to establish a cut-off whereby after receiving a certain number of show causes, the chance of graduating is highly unlikely.

Conclusions

This study investigated the key determinants for poor academic performance in a cohort of pharmacy students enrolled in a BPharm, BPharmMgmt, and MPharm degree. The key factors that influenced whether a show cause student completed their studies included whether they transferred from another institution, and failed more than three UoS. The UoS with the highest fail rates were chemistry based, and the most frequent student self-reported reason for poor performance was personal stress and anxiety. The results indicate that pharmacy schools should aim to address student foundation knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better access and knowledge of available services to address student mental burden. Future studies should investigate whether students who have completed chemistry and biology pre-requisites perform better in their pharmacy degree.

Data availability

The data that support the findings of this study are available on request from the corresponding author, N.J.W.

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Campbell, A., Hinton, T., da Costa, N.C. et al. Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice. BMC Med Educ 24 , 421 (2024). https://doi.org/10.1186/s12909-024-05327-z

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