Print Friendly, PDF & Email





Division of Pharmacy and Optometry

School of Health Sciences

Faculty of Biology, Medicine and Health







Welcome to the Division of Pharmacy and Optometry at the University of Manchester. May we take this opportunity to offer our congratulations on your success in the recent examinations and wish you well during your time with us? We hope that your stay in Manchester will be rewarding, not only in the academic areas but also as a result of your participation in the extra-curricular activities associated with the University, the City, and the North West region.


The purpose of this handbook is to bring together information to help you to answer queries that you might have about the programme and to provide some general information about the Division. We have tried to answer all the questions which have been asked by students in previous years, but if you feel that any important information has been omitted, please let us know.


As with any publication of this type, all the information contained was correct at the time of compilation. Although not anticipated at this stage, it may be necessary to make changes as the year progresses. Where there is such a need, you will be informed.


Professor Jayne Lawrence – Head of Division 



Dr Ruth Ledder – Programme Lead for Pharmacy (Years 1 and 2)




Mrs Victoria Tavares – Programme Lead for Pharmacy (Years 3 and 4)




1.1 Staff List and contact details

Name Email address
Professor Leon Aarons
Professor Darren Ashcroft
Professor Aleksandra Galetin
Professor Alison Gurney
Professor Jason Hall
Professor Mike Harte
Professor Jayne Lawrence
Head of Division
Professor Andrew McBain
Professor Jo Neill
Professor Anna Nicolaou
Professor Amin Rostami-Hochaghan
Professor Ellen Schafheutle
Professor Ian Stratford
Professor Kaye Williams
Dr. David Allison
Dr. Harmesh Aojula
Senior Lecturer
Dr. Jill Barber
Dr. Elena Bichenkova
Dr. Richard Bryce
Dr. Cyril Bussy
Dr. Sam Butterworth
Senior Lecturer
Dr. Richard Campbell
Senior Lecturer
Dr. Li-Chia Chen
Senior Lecturer
Dr. Susan Cochran
Senior Lectuer
Dr. Costas Demonacos
Senior Lecturer
Dr. Katie Finegen
Senior Lecturer
Dr. Sally Freeman
Mrs. Jenny Hughes
Senior Lecturer
Dr. Gavin Humphreys
Dr. Sally Jacobs
Dr. Richard Keers
Senior Lecturer
Ms. Sarah Knighton
Dr. Ayse Latif
Dr. Ruth Ledder
Senior Lecturer and Programme Lead for Years 1 & 2
Dr. Andrew Leech
Senior Lecturer
Dr. Penny Lewis
Senior Lecturer
Dr. Esnath Magola
Andrew Mawdsley
Senior Lecturer
Diane Mitchell
Senior Clinical Tutor
Kate Oates
Senior Clinical Tutor
Dr. Kayode Ogungbenro
Senior Lecturer
Harsha Parmar
Senior Lecturer
Dr. Jeff Penny
Senior Lecturer
Dr. Denham Phipps
Senior Lecturer
Dr. Alain Pluen
Senior Lecturer
Graham Pollock
Lloyds Teacher Practitioner
Sadia Qayyum
Mary Rhodes
Senior Lecturer
Dr. Daniel Scotcher
Dr. Victoria Silkstone
Dr. Jenny Silverthorne
Dr. Doug Steinke
Senior Lecturer
Victoria Tavares
Lecturer and Programme Lead for Years 3 & 4
Caroline Barrett
Senior Clinical Tutor
Kirsty Worrall
Teaching Practitioner
Mrs Fatima Zulfiqar
Sandra Humphries
UG Programmes Support Manager
Nicola Drinkwater
UG Assessment Administrator
Victoria Hindle
UG Placement Administrator
Joanne Cohen
UG Administrator
Sarah Izett
UG Administrator
Julie Teague
Divisional Operations Manager
Paula Rosson
Academic Group Administration Manager
Glenys Fry
Academic Group Administrator
Sarah Fairhurst
Academic Group Administrator
Michelle Riddehough
Academic Group Administrator
Alyssa Piasecki
Academic Group Administrator
Karen Purcell

Senior Technician (Teaching) Pharmacy Ground floor Pharmacy Skills Suite (PSS)
Sara Evans

Technician (Teaching) Pharmacy Ground floor Pharmacy Skills

Suite (PSS)
Mark Oldfield

Technician (Teaching)                        1st Floor 1SUGT
Mr Anthony Steel

Technical Manager                         1st Floor 1SUGT
Nicola Steel

Deputy Technical Manager                             1st Floor 1SUGT
Mrs Dawn Rearden

Deputy Technical Manager                   2nd Floor 2SUGT
Mr David Garvey

Technician (Teaching)                        2nd Floor 2SUGT

1.2 Key Dates for 2022-2023

Welcome Week: Monday 19 September – Friday 23 September 2022

First Semester:

Monday 26 September 2022 – Friday 27 January 2023

Christmas Break: Monday 19 December 2022 – Sunday 15 January 2023

Sem 1 Exam period: Monday 16 January 2023 – Friday 27 January 2023

Second Semester:

Monday 30 January 2023 – Friday 12 June 2023

Non-teaching week: Monday 27 March – Friday 31 March 2023

Easter Break: Monday 3 April to Sunday 16 April 2023

Examination Periods:

Sem 1 Exam period: Monday 16 January 2023 – Friday 27 January 2023

Sem 2 Exam period: Monday 15 May 2023 – Friday 9 June 2023 (tbc)

Resit Exam period: Monday 21 August 2023 – Friday 1st September 2023 (please bear this in mind when planning holidays).


1.3 Examination and Teaching Timetables


1.3.1 Examination Timetables

Normally the examination timetables are managed and published by the central Exams Team within the Student Services Centre (not the Division). They are produced using dedicated software for which the overarching factor is the production of a timetable with no, or as few as possible, student clashes.

While attempts are made to ensure that students have a spread of examination dates throughout the examination period, in many cases this is not possible given the institutional constraints on the numbers of examination venues that are available, the number of examinations that are scheduled to take place and the options available to students on any particular programme of study. Therefore you should expect to have some exams on consecutive days where this is unavoidable.


1.3.2 Teaching Timetables

A master timetable will be uploaded to the UG Pharmacy Community Space on Blackboard. This provides an overview of each semester.  You are advised to check these at the commencement of each semester and read them in conjunction with course unit level timetables that can be found in the course unit folder in Blackboard.  Whilst it is not anticipated that major changes will be made during the year, minor alterations may need to be made from time to time. Every attempt will be made to notify you of such changes as soon as possible in advance either verbally or by written notice, or both.

You will be split into groups for certain classes and this information will be uploaded to the  timetable folder on Blackboard.

You will have classes in lots of different building across the campus so please familiarise yourself with the locations using our interactive Campus Map.

The following lecture theatres, laboratories and tutorial rooms are located within the Stopford Building.  Please note that you will need your student ID card to gain entry to the Stopford Building:

Lecture Theatres 1, 2, 3, 4, 5, 6

Interprofessional Education Suite (IPE Suite) (Room G.183)

Clinical Skills Suite (Room G.123)

Pharmacy Skills Suite (Room G.229/G.226)

The Training Room (G.223)

The Project Room (G.382)

Teaching labs:  1SUGT (1st Floor) and 2SUGT (2nd floor)


1.4 Religious Observance

The University’s Policy on Religious Observance can be found here:

The Faculty of Biology, Medicine and Health has produced guidance for healthcare students on fasting and caring: Fasting and Caring – Looking after yourself and your patients during Ramadan: guidance for health care students.

1.5 Learning Resources

1.5.1 Library

The University of Manchester Library provides you with the resources and support you need throughout your MPharm programme. The Main Library and Stopford Library house all of the essential text books whilst the Alan Gilbert Learning Commons provide a 24/7 learning environment in addition to study skills workshops. The Library also has an extensive collection of eBooks, databases and journals available online.

You can check the service availability here:


The My Library tab in My Manchester has quick links to all of the Library’s resources and services available to students.


Getting Started You will need your student card to access all library sites around campus. Many of our services and resources also require you to confirm that you are a registered student. This authentication can be your student card, the ID number on the card, your Library PIN, the central username and password you use to log on, or a combination of these.


There is a library guide for Pharmacy students giving all of the latest information on resources and learning and research services available. This is a good starting point if you are looking for any library resources or information related to your course.


Each course module in Blackboard includes an online reading list, so you can quickly check availability and directly access e-books, digitised chapters and e-journals or articles.


The Main Library

The Main Library holds the principal collection of Pharmacy books and journals. Pharmacy textbooks are located on Floor 2 of the Blue Area, together with books in other related subjects such as Biology, Chemistry and Social Sciences. Pharmacy journals held in print are on Floor 1 of the Green Area in the Clinical Sciences sequence; further relevant periodicals are shelved in other areas of the Main Library. The library search facility will let you know what items are available and where to find them, including eBooks and online journals.

The Main Library offers group study rooms, individual study space options and computer clusters. Wi-Fi is available throughout the building and a cafe lounge can be found on the ground floor. The Library has long opening hours and extends these during exam periods. Please check Locations and Opening Hours for full details on opening hours and facilities.


The Stopford Library

The Stopford Library is a smaller site library for Medicine, Dentistry, Pharmacy and Biological Sciences and holds multiple copies of all new editions of core and useful texts. Full details of what is available can be found using library search or asking a member of customer service staff. In addition to books, Stopford Library also has half skeletons and iPads available for loan.


The Stopford Library also has a computer suite, Wi-Fi and 6 group study rooms with a large table and 14 chairs, a 32 inch LCD monitor and a large “sqwiggle” board. Bookings can be made via My Manchester or at the customer service desk in the Stopford Library.


Please check Locations and Opening Hours for full details on opening hours and facilities.


1.5.2 The Alan Gilbert Learning Commons

The Alan Gilbert Learning Commons is a state-of-the-art learning environment with 24/7 opening hours throughout term-time. The Learning Commons has flexible open learning spaces with multimedia facilities, computer clusters and 30 bookable group study rooms with whiteboards and media screens.


There is a series of training workshops covering a variety of academic and transferable skills hosted in the training room at the Learning Commons.  These workshops include training on revision/study skills, note-taking and other topics and have been developed by Learning Commons staff in partnership with other teams across the University.  Full details of training sessions are available in the My Learning Essentials Calendar.


1.5.3. The Stopford Common Room

There is a shared Common Room in Stopford Building that is available to members of the Division of Pharmacy and Optometry, which provides a place where you can relax between  classes. This is based on the first floor of the Stopford Building.


1.5.4 Email

Information is sent to students via e-mail, so please check your university e-mail account daily.


When sending emails to members of staff please bear in mind that your e-mails may need a different style and tone to those you would address to a friend. Always quote your student ID in your email.  The following tips are intended to ensure your e-mails are positively received:

  • Use a formal tone when you initially contact a member of staff, if they respond informally you can assume that your future e-mails to them can match this tone.
  • Include your full name and what year of the programme you are on.
  • Pay attention to the spelling of the recipient’s name and their title (e.g. Prof, Dr, Mr, Miss / Ms; Mrs).
  • Don’t address someone by their first name unless you are on quite familiar terms with them. If they sign off with just their first name in their reply, they are probably inviting you to call them by their first name, but if in any doubt, use the more formal form of address.
  • Open with a polite address, i.e. ‘Dear Dr. Smith’, ‘Dear John’, etc. and avoid overly familiar or bizarre-sounding openers, e.g. ‘Hey John’, ‘Hiya’, etc.
  • Similarly, don’t sign off in an overly familiar way, e.g. ‘Laters!, Jonno’, ‘Jonno xx’, etc.
  • Be polite and respectful in your communications.
  • Don’t send e-mails that sound curt, abusive, or demanding, or make unnecessarily personal remarks.
  • Please allow at least 3 working days for staff to reply to your email. If they are not available they will have an automatic reply. If your query is urgent attempt to see/contact another member of staff.  Alternatively you can visit or email the Programmes Support Office (G.121, Stopford Building) or email:


1.5.5 Blackboard

Blackboard is the University eLearning delivery system. You can view course material for any units that you are taking that have an online space; complete and submit coursework and monitor your progress using quizzes and assignments. You can communicate and collaborate with your lecturer or other students using discussions, chat or email.

There is also a UG Pharmacy Community Space that contains general information relevant to all four years of the Pharmacy programme, such as the programme handbook, timetables, groups etc.

You can access Blackboard via MyManchester.

1.5.6 Social Media

Please follow us on social media:

Twitter handle is @UoMMPharm

Instagram is @manchester_mpharm

1.6 Brief History of Pharmacy at the University of Manchester

Although classes in Pharmaceutical Chemistry were being conducted in the Medical School at Manchester by John Dalton as early as 1824, and courses in pharmaceutical subjects were for a time available to Owens College around 1869, the present Pharmacy School of the University was not established until 1883[1]. In that year a pharmacist, W. Elborne, was appointed Assistant Lecturer in Materia Medica and Pharmacy, working under D.J Leech, then Professor of Materia Medica and Therapeutics. The prospectus for 1884 offered full-time day courses extending over two academic years in addition to part-time evening courses in preparation for the examinations of the Pharmaceutical Society. In 1904, Pharmacy was added to the list of subjects which could be presented for both honours and ordinary degrees, and the July 2004 graduation celebrated 100 years of Pharmacy graduates from Manchester.


During the period from 1904 up to the Second World War, the number of students taking the degree was small, the majority registering for the shorter courses for the qualifying examinations of the Pharmaceutical Society. In 1928 the University purchased the Manchester College of Pharmacy, a very successful privately owned Division of Pharmacy and Optometry, and amalgamated it within the University. Mr. Harry Brindle, who had been the Principal of that private school, became in 1946 the first Professor of Pharmacy at Manchester. This appointment was co-incident with the recognition of an independent Department of Pharmacy.


The growth in the proportion of degree students increased, and by 1959 all undergraduates were reading for a Pharmacy Degree. In 1962, the Pharmacy Department transferred from the Faculty of Medicine to the Faculty of Science. In 1970, a thorough review of the undergraduate syllabus was undertaken, and a three-year honours BSc programme introduced with the cessation of the four-year programme. The first year group of students to take the new BSc programme graduated in 1974. New laboratories for Pharmaceutical Chemistry, Pharmacognosy, and some areas of Pharmaceutics were provided, together with seminar rooms, and a common room.


Further developments in the undergraduate curriculum and the refurbishment of lecture theatres and laboratories have taken place in the period since 1974. In 1997 the 4-year MPharm programme started with the first group graduating in July 2001. In 2000 the School transferred back to the Faculty of Medical and Human Sciences (formerly the Faculty of Medicine, Dentistry, Nursing & Pharmacy). In October 2004 the Victoria University of Manchester and UMIST merged to form The University of Manchester.


In 2006/07, the School moved into a refurbished part of the Stopford Building. Constant change is required if the School is to maintain its place as a leader in the field of undergraduate and postgraduate pharmaceutical education.


In August 2016 the Faculty of Medical and Human Sciences merged with the Faculty of Life Sciences to form the Faculty of Biology, Medicine and Health, which you are now a member of.

[1] 1.     Robinson, B. The History of Pharmaceutical Education in Manchester, Robinson (1986)


1.7 Health and Safety in the Division of Pharmacy and Optometry


Health and Safety at the University of Manchester is subject to the provisions of the “Health and Safety at Work Act.” As a responsible body, the University actively promotes good practice in all areas relating to health and safety and it is a policy to do all that is reasonably practicable to ensure a safe and healthy working environment for staff, students and any other person who may visit. All schools in the University must conform to the University’s arrangements to implement its health and safety policy which is approved by the University’s Health, Safety and Wellbeing Committee. The policy and arrangements chapters are published on the Safety Services webpages (

Many issues of health and safety are specific to a school or an area of the University. Responsibility for ensuring that proper procedures are in place to provide a safe and healthy working environment for staff and students is devolved to the Head of the Division who has appointed a Divisional Health and Safety Committee, and safety advisors to manage this responsibility and formulate local policy on all health and safety matters.

Your Obligation

By Law, it is the duty of every student whilst on University premises to:

  • Take reasonable care for the health and safety of themselves and of all other people whose health and safety may be affected by their actions or omissions.
  • Co-operate with members of staff who have responsibility for specific safety duties so the University can meet its obligation to comply with health and safety legislation and implement health and safety policies.
  • Not interfere with or misuse, intentionally or recklessly, anything provided in the interest of health, safety and welfare.
  • Use any protective equipment issued to you which will reduce the risk of an accident and promote a safer environment.


Division of Pharmacy and Optometry

It is the policy of the Division of Pharmacy and Optometry to promote awareness of health and safety issues for all activities related your course and student experience.  Information relating to safety will be given to you in a lecture at the start of the semester.  You will also be required to complete satisfactorily an online health and safety course and will receive a sheet titled “Statement to all undergraduate students from the Divisional Health and Safety Committee.”  This gives general guidelines on health and safety together with other related information.  You will be asked to sign a return slip stating that you have read and understood this information, undertake to work within these guidelines and comply with any safety instructions given to you.  Some key safety points are given below for reference and to act as a reminder that health and safety issues must be given the highest priority at all times during the programme.


There is a need for continuous safety awareness and the importance of implementing health and safety measures (e.g. the wearing of safety glasses) must be stressed at all times.  At the commencement of each undergraduate practical class, information about the particular hazards associated with the exercises will be made available to students together with the appropriate preventative measures.  Some classes are exempted from the need to wear safety glasses and the class organiser will inform you of this fact.


Timetabled practical classes are arranged as part of the Pharmacy degree programme.  To ensure that a safe working environment is maintained, undergraduate students are not allowed to work in laboratories outside timetabled class hours unless they have permission from the class organiser.


During their programme, undergraduate students may be expected to carry out project work in recognised research laboratories.  This work will be supervised by a named member of staff who will discuss with the student all aspects of safety relating to the project.  At the commencement of the project and at all stages of the work, the particular safety hazards and appropriate preventative measures must be the subject of discussion between the student and the supervisor.


During laboratory-based practical work students must ensure that they:

  • Are aware of the known properties of material and /or equipment being used.
  • Know what to do in case of an accident.
  • Are compliant with safety rules and regulations.
  • Provide clear information about the action to be taken if equipment is left in operation unattended.
  • Have taken all possible precautions to reduce hazards to a minimum.


If you fail to comply with any health and safety instructions you will not be allowed to enter laboratories to continue with your laboratory work until you undertake to comply consistently with all health and safety requirements.


Points of Information

Students should be appropriately dressed to be in the laboratory (No shorts, open-toe shoes, baseball caps or low-necked tops) and laboratory coats must be worn at all times during practical classes. They should NOT be worn outside the laboratory or in the common room.


Outdoor coats, large bags etc. are not allowed in laboratories. They should be stored in a locker. In the interest of safety and security, any items left unattended will be removed.


Eating and drinking is strictly forbidden in all laboratory areas, lecture theatres, tutorial rooms and CAL laboratories.


The use of mobile phones is not allowed during most classes – please turn them off before entering a class.  On occasion a tutor may ask students to use their mobile device as part of the teaching and learning, on these occasions use to aid learning is permitted.



First Aid

Staff trained in First Aid are available and will respond in the case of an accident. On every occasion, an accident form must be filled in and sent to the University’s Safety Services.


Fire Alarm

If the fire alarm sounds YOU MUST evacuate the building as quickly as possible. DO NOT re-enter the building until told to do so by a University Security or Fire Evacuation Marshall.  DO NOT re-enter a practical class until told to do so by a class supervisor.


Fire alarm systems in the Stopford Building are tested every Tuesday at 8.30am. Fire alarm test times are different in other University buildings and information relating to these can be found on fire notices which are usually posted next to fire extinguishers. These notices also contain information about designated assembly points outside the building in the event of an alarm. You are advised to familiarise yourself with the escape route and assembly points for each building in which you attend lectures, tutorials and practical classes.


The purpose of these guidelines is to provide general information so that students work in as safe an environment as possible and the risk of an accident is reduced to a minimum. However, it should be stressed that no system is foolproof and students must assure themselves that they are aware of the likely risks involved in any practical work and gain the necessary proficiency to minimise the possibility of an accident. There is no substitute for common sense, care and attention.


Pregnancy and Maternity

If you become pregnant during your studies it is vital that you speak to your Academic Advisor as soon as possible.  The purpose of the discussion is a) to provide you with appropriate support and guidance and b) consider any health & safety risk assessments.  After your discussion with your Academic Advisor, they will approach the relevant person to arrange a risk assessment.


1.8 Communication and Dress Code for Pharmacy Students

All health and social care professionals are bound by the guidance and rules of conduct set out by the Department of Health and the relevant regulatory or representative body, e.g. the General Dental Council (GDC), General Medical Council (GMC), Nursing and Midwifery Council (NMC), General Pharmaceutical Council (GPhC), the Health and Care Professions Council (HCPC) and the British Psychological Society (BPS). These in turn define the standards for health and social care education in the UK in settings in which a student is interacting with patients, clients or service users.


The following is guidance on the standards of communication and dress code deemed appropriate for all health and social care students while in a learning environment, and have been informed by guidance provided by a number of Trusts in the North West for health and social care professionals. Students should be aware that during placements, they will need to seek out and comply with the standards as defined by the respective Trusts where they are based.

Communication, both verbal and non-verbal, including dress code, is an important element in ensuring that professional standards are maintained.


1.8.1 Communication

All health and social care students should adhere to the following principles (similarly defined within the General Medical Council’s, ‘Good Medical Practice’ document) when communicating and in other skills training, discussion and assessment:

  • listening to patients, clients and service users, taking account of their views, and responding honestly to their questions;
  • giving patients the information they want or need to know in a way they can understand, ensuring that arrangements are made, wherever possible, to meet patients’ language and communication needs;
  • being considerate to those close to the patient and sensitive and responsive in giving them information and support;
  • being readily accessible to patients and colleagues seeking information, advice or support when you are on duty.


1.8.2 Dress Code

It has been shown that non-verbal communication is at least as important as verbal communication, so how a student or health and social care professional appears to patients, clients, service users, relatives, professionals or colleagues may communicate as much as what is said. Extremes of dress compromise communication channels between health and social care students and other patients and professionals, regardless of either party’s gender, or cultural or ethnic background.

Styles of dress or articles of clothing that introduce barriers to communication or that compromise, or could potentially compromise, hygiene must be avoided. Students should avoid displaying tattoos where possible as visible body art may not be permitted in Trusts during placements. Therefore, efforts should be made to cover them up. Where tattoos are located on the hand, wrist or forearm, careful consideration must be given to the maintenance of appropriate hand hygiene.

Styles of dress should inspire confidence and add to, not detract from, effective and sensitive communication. The wearing of items of cultural or religious significance will be permitted, providing that the health and safety and security of patients are not compromised. In general, students should be clean and smartly dressed. Thus the following are not permitted in settings in which a student is interacting with patients, clients or service users:

  • T-shirts with slogans;
  • Nail varnish or extensions;
  • Extremes of hair styles;
  • Body and face jewellery (except small stud earrings and wedding rings);
  • Wrist bands/string;
  • Revealing clothing;
  • Open-toed sandals (all footwear should be low-heeled and well-fitting round the ankles);
  • Trainers;
  • Clothing that covers most of the face i.e. peaked caps and hoods
  • The Niqab is also an example of unacceptable clothing when interacting with patients, clients or service users as it covers the face; however the Hijab (only obscuring the hair and the top of the head) is acceptable. This applies not only in clinical settings but also in educational elements of the programme where communication skills are relevant, such as some types of group work and role-play exercises. While the University reserves the right to check the identity of students who wear clothing that covers most of the face (as defined above) on key occasions such as examinations, it should be noted that this is done sensitively and by a member of the same gender;
  • Strong odours, perfumes or aftershaves.


For cross-infection reasons, NHS Trusts may not permit healthcare workers (including students) to wear wristwatches and ties other than bow ties.


The following are examples of good practice:

  • Wearing approved clothing;
  • Wearing identification badges or University/Trust identity passes;
  • Tying back of hair if it interferes with, or adds risk, to a clinical interaction.


When on NHS premises such as a hospital Trust or a Primary Care Trust, a community setting such as a GP practice, or in the homes of patients, clients and service users, students should dress according to both the University’s and the appropriate local guidelines and regulations.


1.9 Health clearance

As part of the admissions process you were required to complete a health questionnaire.  The details from this will determine whether you need to attend an appointment with our Student Occupational Health Service.  To participate in hospital placements you need to receive Occupational Health clearance which includes Hepatitis B vaccination.  If an appointment is required, this will be arranged for you either by the Division of Pharmacy and Optometry or directly by Occupational Health.  A certificate of health clearance will be sent to the Division as soon as you have passed these checks and this will be kept on your student file. Without this clearance you will NOT be permitted to attend the compulsory hospital placements.


1.10 Disclosure and Barring Service (DBS) Criminal Records Check

In addition to completing the disclosure of criminal convictions section on your UCAS form and signing a Division of Pharmacy and Optometry Code of Conduct Declaration during the application process, first year students will be required to submit to a criminal records check at the start of the first semester of the MPharm programme. This takes the form of an Enhanced Level search by the Disclosure and Barring Service (DBS). The Division will assist students in the completion of this check, however it is your responsibility to ensure that this is completed on time and that you complete all the actions requested of you within the timeframe allocated.


You are required to provide the Division with information relating to any reprimands, cautions or convictions which you may have received either in this country or in other countries. Any information provided is treated in the strictest confidence and may not necessarily lead to a reconsideration of your position on the programme.  However, failure to disclose any information at this stage, which may be provided to us at a later date by the Disclosure and Barring Service through its enhanced disclosure, will be viewed most seriously and will result in a reconsideration of your suitability to practise. You should declare all reprimands, cautions or convictions, including any that will be filtered from the Police National Computer, even if they have already been declared on your UCAS form.


Failure to complete the DBS check will prevent you from attending the compulsory hospital placements and will affect your progression on the MPharm programme.


1.11 Annual GPhC Standards and Criminal Record Declaration

Students are required to complete an annual declaration stating they are aware that they must meet the General Pharmaceutical Councils’ Standards for pharmacy professionals at all times and that they must declare all ongoing investigations, reprimands, cautions or convictions (including any that will be filtered from the Police National Computer). All students must complete this satisfactorily each year in order to commence placements.  The declaration will be via an on-line survey on Blackboard.


1.12 Additional costs

The Division works hard to ensure that this programme can be completed without significant additional study costs over and above the tuition fee for the programme. The two areas where additional costs can be incurred are travel and reading. In both of these situations the Division seek to ensure that additional costs are kept as low as possible. The University defines low cost as an annual cost which is no more than 1% of the annual home undergraduate fee.


Where possible the Division will attempt to make core readings accessible to students via the Library, either digitally or for loan. There are a limited number of core texts that may be required by students. The Division have attempted to keep this list to a minimum including only those texts which are used extensively in more than one unit or in more than one academic year and that are not available electronically. This list is reviewed annually by the Teaching Governance Committee.


A great strength of the Manchester programme is the number of placements that are provided and we believe this invaluable experience in community and hospital pharmacy will benefit students in the long term. Students will have to travel to placements in Greater Manchester and occasionally into Cheshire or Merseyside, as part of this programme and students will be responsible for meeting these travel costs.


Students experiencing financial hardship (in excess of that expected of a typical student, supported by evidence), may apply in confidence. A small level of financial support may be available towards placement travel costs (with receipts), on a case by case basis.


1.13 Whistle blowing

The Standards for Pharmacy Professionals directs students to ‘speak up where we have concerns or when things go wrong’.  Whistle blowing involves informing others if you believe poor practice could impact on the safety or care of others. All health care professionals have a duty to take action if they believe the safety of others could be comprised as a result of poor practice. If you believe you have witnessed poor practice of a healthcare team or a student, which could impact on the safety of others then you should follow the flowchart below.


Have you witnessed bad or poor practice with the potential to lead to harm to a patient, a member of the public, a fellow student or a member of staff? If you have, you should present the information to the appropriate person depending on where it happened (see below).

  • If it occurred in an acute trust? (e.g. Central Manchester University Hospitals NHS Foundation Trust, Salford Royal NHS Foundation Trust, University Hospital of South Manchester NHS Foundation Trust, Stockport NHS Foundation Trust or The Christie NHS Foundation Trust.  You should report to the clinical tutor and the Division Clinical Placement Lead


  • If it occurred in the University, a community pharmacy or another practice setting?   You should report it to either the Head of Division, the Director of Undergraduate Teaching and Learning or the Practice Placement Lead




2.1 Programme Aims and Objectives


The purpose of this programme is to produce pharmacy graduates committed to life-long learning who, having sufficient understanding of the principles and techniques of pharmaceutical sciences and after appropriate foundation training, are able to communicate and deliver pharmaceutical care in hospital range of care settings and are also able to take professional responsibility for the manufacture and testing of medicinal products.



The General Pharmaceutical Council (GPhC) accredits the MPharm degree. All years of the MPharm degree are accredited to the 2011 standards for the initial education and training of pharmacists, years one and two of the programme are also working towards the 2021 standards for initial education and training of pharmacists. In this process they list a range of criteria that our degree has to fulfil. The requirements are detailed below, which have been taken directly from the GPhC website ( document titled, Accreditation of Pharmacy Degrees.



 The student…

  1. Is inculcated with a concern for a patient, normally above other considerations
  2. Gains first-hand structured experience of practice, including contact with patients and practitioners of other healthcare professions
  3. Is required to communicate with individuals and audiences
  4. Is structured in the use of, and required to apply, library and other information resources
  5. Is required to apply routinely, word-processing, spreadsheet, database, e-mail and information retrieval computer applications
  6. Has brought to his/her attention the continuing professional development opportunities open to practising pharmacists
  7. Is made aware of the advantages of, and encouraged to undertake, employment or attachment for vacation experience in pharmacy practice
  8. Is encouraged both to be a participating member of the British Pharmaceutical Students’ Association (BPSA). Information on joining the BPSA will be available in Welcome Week.


The degree programme…

  1. Is planned with reference to the GPhC’s learning outcomes and as an integrated programme. The inter-relationships of its component parts must be considered and made explicit
  2. Seeks to develop students’ skills of self-management, team working and peer assessment
  3. Has the features of positioning knowledge, understanding and skills in a pharmaceutical context and with reference to pharmacy practice
  4. In the processes of curriculum development, benefits from the academic staff properly taking account of major advances and developments potentially impacting on pharmacy
  5. Features a variety of approaches to achieving and assessing learning appropriate to its stated objectives, including lectures, practical classes, seminars, workshops, tutorials, computer-based/aided learning, clinical visits, problem-solving exercises, essays, projects, dissertations and other assignments and examinations
  6. Includes significant staff-led or supervised time devoted to the topics of pharmacy law and professional requirements, and their applications in practice, this being in addition to the assimilation of legal and professional requirements into a substantial proportion of a dispensing practical course
  7. Where appropriate and possible, has the student taught and learning alongside and together with students of other healthcare professions
  8. Has pharmacy undergraduate teaching taking place alongside and with reference to research and other postgraduate activities


At the end of the MPharm degree, the GPhC expects the graduate to:

  1. Take personal responsibility for his/her learning, developing a foundation for subsequent continuing professional development
  2. Communicate effectively, orally and in writing, with his/her teachers and peers, as a sound basis for future interaction with patients, carers and other healthcare professionals
  3. Have undertaken structured problem-solving
  4. Recognise ethical dilemmas in healthcare and science, and understand ways in which these might be managed by healthcare professionals, whilst taking account of relevant law
  5. Appreciate and have an understanding of main sources of drugs; ways in which drugs are purified, characterised and analysed; their physico-chemical properties; and properties drugs display as biologically active molecules in living systems
  6. Have an understanding of the design, manufacture and performance of drug dosage forms, and be able to critically appreciate the inter-relationship between formulation, drug delivery and therapeutic effectiveness
  7. Understand how medicines are developed, manufactured and brought to the market place
  8. Have proven him/herself capable of performing pharmaceutical calculations accurately
  9. Be able to interpret and evaluate, for safety, quality, efficacy and economy, prescriptions and other orders for medicines, and to advise patients and other healthcare professionals about medicines and their usage.
  10. Be aware of and understand systems for the quality assurance of products and pharmaceutical services. This includes the management of risk
  11. Be able to design, improve and operate within standard operating procedures, including Patient Group Directions
  12. Be able to supply medicines in accordance with legal and professional requirements
  13. Undertake critical appraisal of information or conjecture in all forms of presentation
  14. Apply appropriate research approaches and methods to manage scientific and practice problems
  15. Have a foundation of knowledge, understanding and skills for promoting good health, diagnosing disease, and prescribing medicines
  16. Understand and explain concepts of medicines management and pharmaceutical care.

2.2 Programme Specification

The MPharm programme specification can be found in the UG Pharmacy Community space on Blackboard.  This is updated annually.

2.3 Programme Structure

The MPharm degree is organised on a modular basis in accordance with the principles for modular degree programmes approved by Senate.  Each course unit has a credit rating and students are expected to study and pass 120 credits each year of the programme.  The credit rating system and assessment procedure is detailed in Section 4 of this document.


All students take the same units in each year of the programme.


2.4 Changes in Curriculum

In order to ensure that we are delivering an up-to-date curriculum that meets the requirements of the General Pharmaceutical Council and prepares students for current pharmacy practice, the Division occasionally has to make changes to the programme content and structure. These changes can be minor or major.


Students who interrupt their studies or are unable to progress from one academic year to the next within the same calendar year may face consequences if there have been curriculum changes. There may be occasions where students are required to complete units or parts of a unit in a different order to other students or to complete units or parts of a unit from an earlier academic year if teaching content has moved. The Division of Pharmacy and Optometry will deal with these situations on a case-by-case basis.


2.5 MPharm Course Units

 Below is a list of the current course units for the MPharm programme. Course unit outlines will be available in the relevant course unit space in Blackboard at the start of the academic year.


First Year

PHAR 10000 Health & Safety

PHAR 10181 SWAPS Academic Advisor Tutorials

PHAR11001 Foundations of Pharmacy

PHAR11002 Gastrointestinal system, liver and kidneys

Second Year

PHAR 20010 SWAPS Academic Advisor Tutorials

PHAR22001 Immunity, Infection and Respiratory system

PHAR22002 Cardiovascular system


Third Year

PHAR 30100 The Medicine

PHAR 30200 The Pharmacist

PHAR 30270 SWAPS Academic Advisor Tutorials

PHAR 30300 The Patient

PHAR 30400 Integrated Research Skills

PHAR 30700 Integrated Professional Practice

PHAR 30902 Healthcare Leadership


Fourth Year

PHAR 40010 SWAPS Academic Advisor Tutorials

PHAR 40101 Advanced Pharmaceutical Sciences

PHAR 40202 The Pharmacist

PHAR 40300 The Patient

PHAR 40400 Integrated Project

PHAR 40600 Integrated Professional Practice



2.6 Continuing Professional Development (CPD)


What is CPD?

The aim of CPD at undergraduate level is to improve your capacity to understand what and how you are learning and to review, plan and take responsibility for your own learning. This will help you to:

  • Become a more effective, independent and confident self-directed learner
  • Understand how you are learning and relate your learning to a wider context
  • Improve your general skills for study and career management
  • Articulate your personal goals and evaluate progress towards their achievement
  • Develop a positive attitude to lifelong learning


How will the CPD scheme operate?

At least one assessment per year throughout your 4-year programme will be devoted to your professional development where you will be able to receive feedback on your work. You will be prompted to reflect upon your own progress and development, identify your own strengths, pinpoint areas for improvement and decide upon a plan of action which can achieve those improvements. There are three professional development activities used on the MPharm; CPD records, reflective account of practice and peer discussion, which you will be able to discuss with your academic advisor. Over the period of your degree you will be building up a portfolio of your development which will be very useful in helping you develop your CV for job applications and for the interview itself. As it is a requirement of the GPhC that you make at least four CPD records, one reflective account and one peer discussion per year as a pharmacist, you need to be able to confidently record CPD during the MPharm programme.


For each CPD activity, you should follow the guidance on Blackboard and record your learning using the GPhC’s forms.  Use the example CPD records provided and discuss with your academic advisor and your peers to help you become familiar with the process of recording your professional development.



2.6 Book Lists

The books required for each year of the programme are listed in the course unit outlines on Blackboard.


Reading matter is classified as either directed reading and it is deemed essential that you read those texts to gain a full understanding of the subject, or recommended texts which contain additional information that you will find useful in your studies.


Directed reading material listed for each course unit is potentially examinable. Students should therefore endeavour to make sure that they read and familiarise themselves with the selected material. Recommended reading is for additional information only and will not be examined unless specifically stated.


We do not expect students to purchase all books listed in the directed reading lists. All of these books are available in the University Library and many of the books are available electronically via the library. We would advise students to consider purchasing those books not available electronically that are either used extensively in a single unit or are used in more than one unit.


The PASS Scheme holds a second-hand book sale in semester 1 although care should be taken to ensure that the edition being sold is appropriate.


2.7 Integrated Assessment

When pharmacists are practising it is vital that they can apply their knowledge and skills from the different units of their MPharm. The Division have introduced integrated examinations in Year 1 and 2 of the MPharm to promote the integration of material within the taught units.  To support students mastering the integration of material the Division have introduced Enquiry Based Learning (EBL) into years 1 and 2 and Team Based Learning (TBL) into years 3 and 4.  The EBL and TBL sessions provide students with the opportunity to work in teams to integrate and apply knowledge and skills and to receive feedback on their performance.


What are EBL and TBL?

EBL and TBL offer a number of advantages over traditional didactic teaching. There is some evidence that they encourage greater student participation in learning at a much earlier stage in the process as well as encouraging the application of concepts.


EBL and TBL involve students learning together in small groups. They encourage students to prepare before the class adn the learning activity focuses on the application rather than memorisation of facts.


The essential elements of TBL are:

  1. Groups – properly formed and managed
  • Students are organised into teams. Team members must be assigned and groups should be as diverse as possible. Five to seven members are ideal. Team members are assigned rather than self-selected to help avoid cliques forming
  1. Accountability – must be accountable for individual and group work
  • Students are allocated pre-reading prior to the RAP – readiness assurance process. They are tested individually and as teams during the RAP.
    1. iRAT – individual readiness assessment test
    2. tRAT – team readiness assessment test
  • Accountability -students must be accountable for their own work and also for their contribution to the team effort. Group members must have the opportunity to provide feedback to their fellow group members on their contribution during the peer assessment.
  1. Feedback – must be frequent and timely
  • Students receive immediate feedback on the tests and are able to appeal against any of the test items. The final stage of the RAP is a lecture which is usually brief and should address any areas of difficulty identified by the IRAT.



2.8 Pharmaceutical Calculations

During each stage of the MPharm programme, you will be introduced to a variety of calculations that are regularly undertaken by pharmacists, linked to the units that you are studying at the time. The overall aim of calculations in the MPharm is that by the time you graduate you will be able to competently deal with calculations that you may come across in practice. Most of the calculations that you will come across in practice you will have seen similar examples of during the MPharm, however this may not always be the case. So it is important that you also develop your numeracy skills to be able to confidently deal with any new types of calculations that you may have to perform.


Although most students enrolled on the MPharm will already have very good mathematical skills we recognise that there will be quite a wide variation in ability. Therefore, your existing skills will be assessed at the beginning of the course and regularly throughout the programme. You will be provided with a pharmaceutical calculations self-study materials each year with an associated self-test on Blackboard. This is in addition to all the unit-specific calculations you will be undertaking.


You will also undertake a calculations assessment each year, in which you will be required to achieve a minimum mark of 80%. There will be one opportunity to re-sit the calculations assessment each year; any subsequent attempts will be at the discretion of the Board of Examiners.




3.1 Interruptions and restarting the year



You will not be allowed to interrupt full-time study except with permission from the Division.   Applications to interrupt study must be made in writing and where possible in advance of the period of interruption.  Application forms can be found in the UG Pharmacy Community Space on Blackboard.   Supporting evidence may be required if the interruption is on medical grounds.


You are advised to discuss the implications on an interruption with a member of staff (academic advisor, year tutor, programme lead or programmes support office staff) before you submit an application.  If you are an international student and are here on a visa, you are also advised to contact Student Immigration Team at:


Your application will be considered by a panel of relevant staff and you will be notified in writing of the outcome.   Applications should be submitted to the Programmes Support Office via email:


Further guidance for students on interruptions can be found at the following link:


The University’s Policy on Interruptions can be found at the following link:


Restarting the year

During an academic year you may apply to restart the year if your ability to study has been adversely affected (e.g. medical/personal/family/financial problems). Application forms can be found in the UG Pharmacy Community Space on Blackboard.  Supporting evidence will be required.


You are advised to discuss the implications of a restart with a member of staff (academic advisor, year tutor, programme lead or programmes support office staff) before you submit an application.  Please note that repeat years will incur full tuition fees so you are also advised to contact whoever provides your funding.  If you are an international student and you are on a visa, you are also advised to contact Student Immigration Team at:


Your application will be considered by a panel of relevant staff and you will be notified in writing of the outcome.   Applications should be submitted to the Programmes Support Office via email:


Please note that you cannot submit an application to restart the year after the June Examination Board or the September Examination Board has published the examination results. If you wish to restart the year after publication of the June or September exam results you must submit an academic appeal to Faculty (see section 3.16).


3.2 Withdrawal from the Programme

Should you feel that you want to withdraw from the programme please speak to your academic advisor or year tutor in the first instance for guidance.  You will need to complete a withdrawal form, which is available in the UG Pharmacy Community Space on Blackboard.  Please submit your completed form to the Programmes Support Office via email:


3.3 Submission of Coursework

3.3.1 Submission

Coursework may only be submitted once the annual academic malpractice online learning and declaration have been completed.  The deadline for completion of the online learning is week 6, semester 1.


All assessed work must be submitted by the deadline given. You are strongly advised not to leave submission until the last few minutes before the deadline in case uploading times are slowed. Material submitted at 12.01 for a 12.00 deadline will be classed as late.


3.3.2 Deadlines

A summary of deadlines for each year will be placed on Blackboard.


You should be aware that submission deadlines are in UK local time and it is your responsibility to ensure that you check relevant time zones.


3.3.3 Extending deadlines

Where approved mitigating circumstances apply, deadlines may be extended in accordance with the Policy on Mitigating Circumstances.


If you need to request an extension you must do so before the deadline and provide full details of why the extension is required and where possible provide evidence (e.g. medical note).


The link to the extension request form can be found in the UG Pharmacy Space on Blackboard.


Any application for an extension submitted after the deadline will not be considered without a credible and compelling explanation as to why it could not have been submitted beforehand.


You must not assume you have been granted an extension until you receive official confirmation of this.


3.3.4 Penalty for late submission

According to the University’s Policy of Submission of Work for Summative Assessment, there is a standard penalty for all work that is submitted late.


Definition of late submission

Any work that has been submitted after a deadline has passed is classed as late except in cases where an extension has already been agreed via mitigating circumstances procedures and DASS extensions.  There should be no discretionary periods or periods of grace.  A student who submits work at 1 second past a deadline or later will therefore be subject to a penalty for late submission.



The standard penalty relates to first attempts only. Students who submit referral (resit) assignments after the deadline will be automatically subject to a mark of zero. There are no further resit opportunities for referred assignments that are submitted late, unless there is approved mitigation.


The mark awarded will reduce by 10% of the maximum amount available per 24 hours (e.g. if the work is marked out of 100, this means a deduction of 10 marks per 24 hours late. If the work is marked out of 20, the deduction would be 2 marks each 24 hours late.) The penalty applies as soon as an assignment is late; a 10% deduction would be issued if an assignment is submitted immediately after the deadline, and the work would continue to attract further penalties for each subsequent 24 hours the work was late, until the assignment is submitted or no marks remain.


If you submit work late and the penalty imposed results in a mark below the pass mark, you may be set an additional piece of work in order to gain the credits required to pass and progress.


3.4 Monitoring Attendance and Wellbeing of Students

Regulation XX – Monitoring Attendance and Wellbeing of Students

1. The University records and monitors the attendance of all students to:

a) support academic attainment and progression;

b) ensure student wellbeing; and

c) satisfy external reporting/accreditation requirements


Attendance at scheduled classes is not viewed by the University as a matter of choice and the expectation is that you will attend ALL the classes for which you are enrolled. There is a considerable body of evidence to show that students who do not attend do not perform as well as those that do and the teaching and learning on each unit will have been designed with your participation in mind.


Matters relating to the regulations concerning work and attendance are administered on behalf of the Division by a sub-committee of the School of Health Sciences Fitness to Practise Committee.  The remit of the Work & Attendance Committee is to ensure that you comply with the programme level requirements.   The Division will monitor attendance at practical classes, tutorials, workshops (this includes completion of virtual exercises in units that are delivered online) and course tests over the course of the academic year.


Certain professional or clinical components have stricter attendance requirements than others (see individual course unit outlines on Blackboard). For example, attendance at your placements is mandatory and there is a clear procedure for non-attendance that must be followed.  If you are unable to attend a placement you must inform your Clinical Tutor or Placement Supervisor by phone or e-mail at the earliest opportunity and no later than 9am on the day of the placement for full day placements or 11am for afternoon placements.  If you fail to attend and do not provide a reason before the appropriate deadline (as mentioned above) you will be asked to explain your absence to the Division’s Work and Attendance Committee or the School of Health Sciences Fitness to Practise Committee.


If your work and/or attendance, at any stage of the programme, is deemed unsatisfactory you may be sent a warning letter or asked to explain your high absence rate in person. Failure to satisfy the Division’s requirements for Work & Attendance (without an acceptable explanation) or failure to attend a Work and Attendance Committee meeting when requested or deliberate non-attendance following a warning, can result in a referral to the School of Health Sciences Fitness to Practise Committee.


The Division Examinations Board may use attendance data and performance in course tests and other formative assessments when determining your eligibility for a resit of an assessment. Whilst attendance at lectures is not always recorded, you are reminded that it is in your best academic interest to attend as fully as possible.


Please note that it is your responsibility to ensure that you are marked as present on the class register for each teaching activity where attendance is monitored.


3.5 Absences due to illness

When you are ill and absent from a compulsory class you should complete an online student absence form. The link to the absence form can be found in the UG Pharmacy Community Space on Blackboard.  There may be other classes, such as hospital tutorials that have additional absence reporting requirements – please ensure you check.

It is a requirement of your registration with the University of Manchester that you register with a local general practitioner. A list of GP practices can be obtained from the Student Health Centre, any University Hall of Residence or a local Pharmacy. You can also search using this link.

The University has launched a GP service in Crawford House, managed by the Robert Derbyshire Practice. Students can  register with this practice and more information can be found here:

According to guidance issued by the General Medical Council it would not be regarded as good practice for a family member to be the registered GP or to offer treatment except in the case of emergency.

You should always consult your GP if your illness is severe, if it persists or if you are in any doubt about your health.   You should only attend A&E if it is an emergency.  You should also consult your GP if illness keeps you absent from the University for more than 7 days including weekends. If you do consult a GP and they consider that you are not fit for attendance at the University, then you should obtain a note from the doctor to that effect or ask them to complete Part III of the University form ‘Certification of Student Ill Health’ copies of which are available at local GP surgeries.  You should hand this certificate into the Programmes Support Office at the earliest opportunity.

If you are unwell and feel unable to attend an assessment or examination then you must seek advice by contacting the Programmes Support Office immediately. This is to ensure that you understand the implications of being absent and any consequences for your academic progression, which might be quite serious. You must do this as soon as possible so that all options can be considered and certainly no later than the day of your assessment or examination. If you do not do this then you will normally be considered as having been absent from the assessment/examination without good reason.  If you are absent from an examination/assessment you must complete and submit a Mitigating Circumstances Form (see section 3.6 below).

If you are unwell but are able to proceed with an examination but feel that your performance will have been impaired, you must complete and submit a Mitigating Circumstances Form (see section 3.6 below).

Summary: –

  • If you are absent from normal classes for less than 7 days you must complete an online Absence Form.
  • If you are absent from classes for more than 7 days you must complete a Student Absence Form and provide medical evidence (a Certification of Student Ill Health which your GP must sign, or a Doctor’s Note will suffice).
  • If you are absent from an examination/assessment or feel that your performance has been affected you must inform the Division immediately and complete a Mitigating Circumstances Form with independent supporting evidence.


  1. All above the mentioned forms are available in the UG Pharmacy Community Space on Blackboard.
  2. If you are found to have been deceitful or dishonest in completing the Certification of Student Ill Health form you could be liable to disciplinary action under the University’s General Regulation XX: Conduct and Discipline of Students.
  3. The use of the Certification of Student Ill Health forms by GPs as described above has been agreed by the Manchester Local Medical Committee. A GP may make a charge for completing the form.


3.6 Mitigating Circumstances

3.6.1 Mitigating Circumstances for assessed team-based learning workshops:

Where approved mitigating circumstances apply, an alternative assessment may be set in accordance with the Policy of Mitigating Circumstances.  If you miss an assessed team-based workshop or tutor marked assessment you must provide full details of why you were absent and where possible provide evidence (e.g. medical note).  You must ensure that you also complete the absence form, where it has not been possible to provide external evidence.

The link to the online form can be found in the UG Pharmacy space on Blackboard. Applications will be reviewed by a member of the SWAPS team to determine:

  1. whether a student has presented substantiated evidence of circumstances eligible for mitigation;
  2. whether the circumstances could have had an adverse effect of the student’s performance;
  3. how significant the effect of any mitigating circumstances would likely have been.

You must not assume you have been granted an alternative assessment until you have received official confirmation of this.

3.6.2 Mitigating Circumstances for all other assessments, including examinations:

The Division’s Mitigating Circumstances Panel meets prior to every Examination Board to consider the effect of mitigating circumstances (e.g. medical/personal/family problems) on assessment performance. Applications can only be considered if presented in time for the Panel meeting unless there is good reason why it was submitted late.

If you wish to submit an application you can do so by completing an online Mitigating Circumstances Form by the deadline given. Applications may be submitted before the evidence if the evidence is not available before the deadline. You should not delay submitting an application because you are waiting for evidence. Waiting to receive the evidence will not be accepted as a good reason for late submission of a mitigating circumstances application. All applications must be supported by strong third party evidence. All information will be treated in strict confidence.

The link to the mitigating circumstances form and supporting advice can be found in the UG Pharmacy Community Space on Blackboard.

NB: In accordance with General Medical Council guidance the Division does NOT accept GP certification where the GP is a relative of the student concerned.

Late submissions will not be considered without a credible and compelling explanation as to why the notification was not made at the appropriate time.

The Mitigating Circumstances Panels will determine:

  1. Whether a student has presented substantiated evidence of circumstances eligible for mitigation;
  2. Whether the circumstances could have had an effect on the student’s performance;
  3. How significant the effect of any mitigating circumstances would likely have been.

The Mitigating Circumstances Panels will make a recommendation to the Examination Board for proposed mitigation for an accepted request.  The Exam Board has the final say.

Further details on Mitigating Circumstances can be found here.


3.7 Progress Committee and Fitness to Practise Committee

The Progress Committee considers the progression of all students. Students that are in danger of not satisfying the MPharm assessment regulations, as detailed in Section 4 of this handbook, may be called up for interview following the January examination period. The student may choose to be accompanied by a current member of the University, which includes staff, fellow students or a member of the students union. The purpose of the Committee is to provide a fair and transparent mechanism for considering such matters, to provide support and to reach a decision based upon evidence presented to it.


The School of Health Sciences Fitness to Practise Committee considers matters of health and/or conduct for students registered on undergraduate programmes in the Division of Pharmacy and Optometry. The purpose of the Committee is to provide a fair and transparent mechanism for considering such matters, and to reach a decision based upon evidence presented to it. The membership of the Committee will be drawn from academic staff within the School of Health Sciences.  For each meeting, the Committee will normally comprise at least four academic staff and an administrator. Initial referrals will be considered by the Concern Review Panel and they will decided if a formal referral to the School or Faculty Fitness to Practise Committee is required.

Students will be informed in writing as soon as possible if any concerns have been raised about them and will normally be given at least ten working days notice of the date and time of any formal meeting.  The letter will clearly state the reason(s) for the referral and inform student that they can submit a written statement beforehand if they wish. Papers sent to the student will include a summary of the case, highlighting any previous relevant matters and any additional documentary evidence. The set of papers sent to the student will be identical to those sent to the committee members.


3.8 Sharing your information

The University may share appropriate information relating to your health and/or conduct with external organisations such as your professional employer(s) (for example, relevant NHS Trust, Professional and Statutory Regulatory Bodies), placement and training providers and/or regulator (General Pharmaceutical Society). This may occur where concerns in relation to your health and/or conduct arise and the University considers it necessary for them to be disclosed to one or more of the above organisations. The University’s Privacy Notice for Registered Students (which is accessible via this link: includes further information about how the University may use and process your personal data, including the legal basis and conditions which may be relevant to such processing (see section 6 of the Privacy Notice). The University will only disclose special category data (such as data relating to your health) to a third party organisation where one of the additional conditions are satisfied (see section 9 of the Privacy Notice), including where processing is necessary for reasons of substantial public interest.


3.9 Paid or Voluntary Employment

How many hours can I work each week?


It is important that work experience does not affect your academic study. We recommend that you work for no more than 15 hours a week during term-time. The weekend usually provides a good time to undertake work experience that does not affect your coursework.


3.10 Obtaining a Reference

Students will require references when seeking vacation employment and when seeking pre-registration training positions. Students should approach their academic adviser in the first instance to request a reference. Other University staff should only be approached for a reference after approaching their academic adviser (e.g. if a position required two academic referees). Academic advisers are normally very happy to act as referees for students applying for work experience relevant to their future careers, for students applying for foundation training places and for students seeking appropriate further training.


It is University policy that staff do not provide references unless students have requested that they do. This is because unauthorised third parties (credit-rating agencies etc.) may seek information about students. Students must approach staff before giving their names as referees.


3.11 Professional Behaviour/Fitness to Practise/Standards for Pharmacy Professionals

The Standards for Pharmacy Professionals published by the General Pharmaceutical Council applies to pharmacists, pharmacy technicians and pharmacy students.


You should be aware that this code covers behaviour on the course and in your personal life. Your behaviour on and off the course could have an impact on your fitness to practise as a pharmacist. This means, for example, that you have a duty to report to the University any criminal convictions, cautions or penalty notices for disorder. Criminal offences, particularly those involving dishonesty, or the use of drugs or alcohol, are likely to raise questions about an individual’s fitness to practise as a healthcare professional.


You should note that the Standards cover not just behaviour, but also your own health. This means that you have a duty to seek and follow advice from a suitably qualified professional about your health, and you should not rely on your own or another student’s assessment of the risk posed to patients (in particular, but also staff and fellow students) by your poor health. This is particularly important if you have, or suspect you have, a serious condition that could be passed on, or if you are receiving treatment that could affect your judgement or performance. Students should be willing to seek medical or occupational health advice, or both, and be referred for treatment and to engage in any recommended treatment programmes.


If you have any concerns about the Standards or your fitness to practise you should either discuss this with your academic advisor or access one of the support mechanisms listed in this handbook (see section 5).


The Standards are reproduced below. They are also available on Blackboard and the General Pharmaceutical Council website:


General Pharmaceutical Council Standards for pharmacy professionals, May 2017



1.‘ Pharmacy professionals’ (pharmacists and pharmacy technicians) play a vital role in delivering care and helping people to maintain and improve their health, safety and wellbeing. The professionalism they demonstrate is central to maintaining trust and confidence in pharmacy.

2. Patients and the public have a right to expect safe and effective care from pharmacy professionals. We believe it is the attitudes and behaviours of pharmacy professionals in their day-to-day work which make the most significant contributions to the quality of care, of which safety is a vital part.

3. The standards for pharmacy professionals describe how safe and effective care
is delivered through ‘person-centred’ professionalism. The standards are a statement of what people expect from pharmacy professionals, and also reflect what pharmacy professionals have told us they expect of themselves and their colleagues.

4. At the heart of the standards is the principle that every person must be treated as an individual. Pharmacy professionals have an important role in involving, supporting and enabling people to make decisions about their health, safety and wellbeing. For example, what is important to one person managing their short or long-term condition may not be important to another.


The standards for pharmacy professionals

5. There are nine standards that every pharmacy professional is accountable
for meeting. The standards apply to all pharmacists and pharmacy technicians. We know that pharmacy professionals practise in a number of sectors and settings and may use different ways to communicate with the people they provide care to. The standards apply whatever their form of practice. And even when pharmacy professionals do not provide care directly to patients and the public, their practice can indirectly have an impact on the safe and effective care that patients and the public receive, and on the confidence of members of the public in pharmacy as a whole.

6. The standards need to be met at all times, not only during working hours. This is because the attitudes and behaviours of professionals outside of work can affect the trust and confidence of patients and the public in pharmacy professionals.

7. The meaning of each of the standards is explained, and there are examples of the types of attitudes and behaviours that pharmacy professionals should demonstrate. The examples may not apply in all situations.

8. The standards include the term ‘person- centred care’ and refer to a ‘person’ throughout. This means ‘the person receiving care’. The term may also apply to carers or patients’ representatives depending on the situation.

The standards and pharmacy students and trainees

9. The standards for pharmacy professionals are relevant to all pharmacy students and trainees while they are on their journey towards registration and practice. The standards explain the knowledge, attitudes and behaviours that will be expected of students and trainees if they apply to join the register.

10. They should be interpreted in the context of education and training and used as a tool to prepare students and trainees for registration as a pharmacy professional.

11. Pharmacy students and trainees should consider the standards as they move closer to registration and professional practice, and should read them alongside other relevant documents that are provided by initial education and training providers.


The standards and registration

12. The standards are designed to reflect what it means to be a pharmacy professional. They are also at the heart of initial education and training, registration and renewal as a pharmacy professional, and continuing fitness to remain registered.


Applying the standards

13. Pharmacy professionals are personally accountable for meeting the standards and must be able to justify the decisions they make.

14. We expect pharmacy professionals to consider these standards, their legal duties and any relevant guidance when making decisions.

15. The standards and supporting explanations do not list the legal duties pharmacy professionals have, as all pharmacy professionals must keep to the relevant laws. Relevant guidance is published by a number of organisations, including professional leadership bodies, other regulators, the NHS, National Institute for Health and Care Excellence and Scottish Intercollegiate Guidelines Network, as well as by the GPhC.

16. There will be times when pharmacy professionals are faced with conflicting legal and professional responsibilities. Or they may be faced with complex situations that mean they have to balance competing priorities. The standards provide a framework to help them when making professional judgements. Pharmacy professionals must work in partnership with everyone involved, and make sure the person they are providing care to is their first priority.


Standards for pharmacy professionals

All pharmacy professionals contribute to delivering and improving the health, safety and wellbeing of patients and the public. Professionalism and safe and effective practice are central to that role.


Pharmacy professionals must:

1  provide person-centred care

2  work in partnership with others

3  communicate effectively

4  maintain, develop and use their professional knowledge and skills

5  use professional judgement

6  behave in a professional manner

7  respect and maintain the person’s confidentiality and privacy

8  speak up when they have concerns or when things go wrong

9  demonstrate leadership



1  Provide person-centred care

Applying the standard

  • Every person is an individual with their own values, needs and concerns. Person-centred care
    is delivered when pharmacy professionals understand what is important to the individual and then adapt the care to meet their needs – making the care of the person their first priority. All pharmacy professionals can demonstrate ‘person-centredness’, whether or not they provide care directly, by thinking about the impact their decisions have on people. There are a number of ways to meet this standard, and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • obtain consent to provide care and pharmacy services
  • involve, support and enable every person when making decisions about their health, care and wellbeing
  • listen to the person and understand their needs and what matters to them
  • give the person all relevant information in a way they can understand, so they can make informed decisions and choices
  • consider the impact of their practice whether or not they provide care directly
  • respect and safeguard the person’s dignity
  • recognise and value diversity, and respect cultural differences – making sure that every person is treated fairly whatever their values and beliefs
  • recognise their own values and beliefs but do not impose them on other people
  • take responsibility for ensuring that person-centred care is not compromised because of personal values and beliefs
  • make the best use of the resources available


2  Work in partnership with others

Applying the standard

  • A person’s health, safety and wellbeing are dependent on pharmacy professionals working in partnership with others, where everyone is contributing towards providing the person with the care they need. This includes the person and will also include other healthcare professionals and teams. It may also include carers, relatives and professionals in other settings – such as social workers and public health officials. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • work with the person receiving care
  • identify and work with the individuals and teams who are involved in the person’s care
  • contact, involve and work with the relevant local and national organisations
  • demonstrate effective team working
  • adapt their communication to bring about effective partnership working
  • take action to safeguard people, particularly children and vulnerable adults
  • make and use records of the care provided
  • work with others to make sure there is continuity of care for the person concerned


3  Communicate effectively

Applying the standard

  • Communication can take many forms and happens in different ways. Effective communication is essential to the delivery of person-centred care and to working in partnership with others. It helps people to be involved in decisions about their health, safety and wellbeing. Communication is more than giving a person information, asking questions and listening. It is the exchange of information between people. Body language, tone of voice and the words pharmacy professionals use all contribute to effective communication. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • adapt their communication to meet the needs of the person they are communicating with
  • overcome barriers to communication
  • ask questions and listen carefully to the responses, to understand the person’s needs and come to a shared decision about the care they provide
  • listen actively and respond to the information they receive in a timely manner
  • check the person has understood the information they have been given
  • communicate effectively with others involved in the care of the person


4  Maintain, develop and use their professional knowledge and skills

Applying the standard

  • People receive safe and effective care when pharmacy professionals reflect on the application of their knowledge and skills and keep them up-to-date, including using evidence in their decision making. A pharmacy professional’s knowledge and skills must develop over the course of their career to reflect the changing nature of healthcare, the population they provide care to and the roles they carry out. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • recognise and work within the limits of their knowledge and skills, and refer to others when needed
  • use their skills and knowledge, including up-to-date evidence, to deliver care and improve the quality of care they provide
  • carry out a range of continuing professional development (CPD) activities relevant to their practice
  • record their development activities to demonstrate that their knowledge and skills are up to date
  • use a variety of methods to regularly monitor and reflect on their practice, skills and knowledge


5  Use professional judgement

Applying the standard

  • People expect pharmacy professionals to use their professional judgement so that they deliver safe and effective care. Professional judgement may include balancing the needs of individuals with the needs of society as a whole. It can also include managing complex legal and professional responsibilities and working with the person to understand and decide together what the right thing is for them – particularly if those responsibilities appear to conflict. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • make the care of the person their first concern and act in their best interests
  • use their judgement to make clinical and professional decisions with the person or others
  • have the information they need to provide appropriate care
  • declare any personal or professional interests and manage these professionally
  • practise only when t to do so
  • recognise the limits of their competence
  • consider and manage appropriately any personal or organisational goals, incentives or targets and make sure the care they provide reflects the needs of the person


6  Behave in a professional manner

Applying the standard

  • People expect pharmacy professionals to behave professionally. This is essential to maintaining trust and confidence in pharmacy. Behaving professionally is not limited to the working day, or face-to-face interactions. The privilege of being a pharmacist or pharmacy technician, and the importance of maintaining confidence in the professions, call for appropriate behaviour at all times. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • are polite and considerate
  • are trustworthy and act with honesty and integrity
  • show empathy and compassion
  • treat people with respect and safeguard their dignity
  • maintain appropriate personal and professional boundaries with the people they provide care to and with others


7  Respect and maintain the person’s confidentiality and privacy

Applying the standard

  • People trust that their confidentiality and privacy will be maintained by pharmacy professionals, whether in a healthcare setting – such as a hospital, primary care or community pharmacy setting – in person, or online. Maintaining confidentiality is a vital part of the relationship between a pharmacy professional and the person seeking care. People may be reluctant to ask for care if they believe their information may not be kept confidential. The principles of confidentiality still apply after a person’s death. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • understand the importance of managing information responsibly and securely, and apply this to their practice
  • reflect on their environment and take steps to maintain the person’s privacy and confidentiality
  • do not discuss information that can identify the person when the discussions can be overheard or seen by others not involved in their care
  • ensure that everyone in the team understands the need to maintain a person’s privacy and confidentiality
  • work in partnership with the person when considering whether to share their information, except where this would not be appropriate


8  Speak up when they have concerns or when things go wrong

Applying the standard

  • The quality of care that people receive is improved when pharmacy professionals learn from feedback and incidents, and challenge poor practice and behaviours. This includes speaking up when they have concerns. At the heart of this standard is the requirement to be candid with the person concerned and with colleagues and employers. This is usually called the ‘duty of candour’ – which means being honest when things go wrong. There are a number of ways to meet this standard and below are examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • promote and encourage a culture of learning and improvement
  • challenge poor practice and behaviours
  • raise a concern, even when it is not easy to do so
  • promptly tell their employer and all relevant authorities (including the GPhC) about concerns they may have
  • support people who raise concerns and provide feedback
  • are open and honest when things go wrong
  • say sorry, provide an explanation and put things right when things go wrong
  • reflect on feedback or concerns, taking action as appropriate and thinking about what can be done to prevent the same thing happening again
  • improve the quality of care and pharmacy practice by learning from feedback and when things go wrong


9  Demonstrate leadership

Applying the standard

  • Every pharmacy professional can demonstrate leadership, whatever their role. Leadership includes taking responsibility for their actions and leading by example. Wherever a pharmacy professional practises, they must provide leadership to the people they work with and to others. There are
    a number of ways to meet this standard and below are some examples of the attitudes and behaviours expected.

People receive safe and effective care when pharmacy professionals:

  • take responsibility for their practice and demonstrate leadership to the people they work with
  • assess the risks in the care they provide and do everything they can to keep these risks as low as possible
  • contribute to the education, training and development of the team or of others
  • delegate tasks only to people who are competent and appropriately trained or are in training, and exercise proper oversight
  • do not abuse their position or set out to influence others to abuse theirs
  • lead by example, in particular to those who are working towards registration as a pharmacy professional



Useful contacts and further reading


General Pharmaceutical Council (GPhC)

General Pharmaceutical Council

25 Canada Square


E14 5LQ


0203 713 8000


British Pharmaceutical Students’ Association (BPSA),

Council of University Heads of Pharmacy (CUHOP),

MPharm Student Code of Conduct: a Literature Review (Schafheutle et al on behalf of the Royal Pharmaceutical Society of Great Britain, 2009)

Office of the Independent Adjudicator for Higher Education (OIAHE), (Higher Education complaints in England and Wales)

Pharmaceutical Society of Northern Ireland (PSNI),

Royal Pharmaceutical Society (RPharmS)

Scottish Public Services Ombudsman, (Higher Education complaints in Scotland)

Standards of conduct, ethics and performance (General Pharmaceutical Council, 2010)

Student Fitness to Practise Procedures in Schools of Pharmacy (General Pharmaceutical Council, 2010)


Further information on fitness to practise can be found:

David T, Schafheutle E, Hall J. What ‘fitness to practise’ means for schools and students’ behaviour? Pharmaceutical Journal 2009; 282: 623-624


3.12 Registration as a Pharmacist

The General Pharmaceutical Council (GPhC) is the regulator for pharmacists, pharmacy technicians and registered pharmacy premises. To work as a pharmacist and to call yourself a pharmacist, you must register with the GPhC. Part of the registration requirements of the GPhC are education requirements and the GPhC has agreed that there should be completion time limits for anyone entering foundation training from 2011 onwards. This applies to anyone studying currently for an accredited MPharm. The reason for the time limit is to ensure the link between your course and foundation training is preserved and that your knowledge and skills are current when you apply to register.

The normal maximum time period for you to apply to register as a pharmacist is eight calendar years from the day you first enrolled on your MPharm.

In the eight years you must do the following:

  1. Pass your MPharm; and
  2. Pass your foundation training; and
  3. Pass the Registration Assessment (previously known as the Registration Examination); and
  4. Apply to register as a pharmacist.

The maximum number of attempts at the Registration Assessment is three.

The GPhC may consider extending the eight year maximum time period but only if there are documented extenuating circumstances. Extenuating circumstances can include:

  1. Extended periods of illness;
  2. Compassionate leave;
  3. Maternity/paternity leave;
  4. Part time study;
  5. Reasonable adjustments to accommodate a disability but only if the reasonable adjustment is agreed in advance;
  6. Operational tours with the Territorial Army.

This list is not exhaustive.

Extenuating circumstances does not include:

  1. Repeating courses/modules/academic years due to academic failure;
  2. Travel such as gap years or other periods of non-compulsory absence;
  3. Periods of imprisonment.

Before being registered, you will have to comply with other requirements including fitness to practise and health requirements. Full details will be sent to you when you apply to register. (In addition you will have to comply with health and fitness to practise requirements as a student and as a Pre-registration trainee.)


Education Standards

As part of the education standards for registration as a pharmacist, the GPhC has identified outcomes that all pharmacy graduates must achieve. These outcomes are assessed throughout the MPharm and will continue to be important in your pre-registration year and when you become a pharmacist. They are assessed at four increasingly challenging competence levels, starting at “knows”, where students need to demonstrate their underpinning knowledge. They then progress through “knows how” and “shows how” to “does”, where students need to repeatedly demonstrate they can perform a skill in practice.


The list of GPhC outcomes for 2011 standards for the initial education and training of pharmacists are given below:


10.1 Expectations of a pharmacy professional Learning
a.    Recognise ethical dilemmas & respond in accordance with relevant codes of conduct Shows how
b.    Recognise the duty to take action if a colleague’s health, performance or conduct is putting patients or public at risk Knows how
c.     Recognise personal health needs, consult and follow the advice of a suitably qualified professional, and protect patients or public from any risk posed by personal health Does
d.    Apply the principles of clinical governance in practice Knows how
e.    Demonstrate how the science of pharmacy is applied in the design and development of medicines and devices Shows how
f.      Contribute to the education and training of other members of the team, including peer review and assessment Shows how
g.     Contribute to the development of other members of the team through coaching and feedback Knows how
h.    Engage in multidisciplinary team working Knows how
i.      Respond appropriately to medical emergencies, including provision of first aid Knows how


10.2 The skills required in practice

10.2.1 Implementing health policy

a.    Promote healthy lifestyles by facilitating access to and understanding of health promotion information Shows how
b.    Access & critically evaluate evidence to support safe, rational & cost effective use of medicines Shows how
c.     Use the evidence base to review current practice Shows how
d.    Apply knowledge of current pharmacy-related policy to improve health outcomes Knows how
e.    Collaborate with patients, the public and other healthcare professionals to improve patient outcomes Knows how
f.      Play an active role with public and professional groups to promote improved health outcomes Knows how
g.     Contribute to research & development activities to improve health outcomes Knows how
h.    Provide evidence-based medicines information Shows how


10.2.2 Validates therapeutic approaches and supplies prescribed and over the counter medicines

a.    Identify and employ the appropriate diagnostic or physiological testing techniques in order to promote health Knows how
b.    Identify inappropriate health behaviours and recommend suitable approaches to interventions Shows how
c.     Instruct patients in the safe and effective use of their medicines and devices Shows how
d.    Analyse prescriptions for validity and clarity Shows how
e.    Clinically evaluate the appropriateness of prescribed medicines Shows how
f.      Provide, monitor and modify prescribed treatment to maximise health outcomes Shows how
g.     Communicate with patients about their prescribed treatment Shows how
h.    Optimise treatment for individual patient needs in collaboration with the prescriber Shows how
i.      Record, maintain and store patient data Shows how
j.      Supply medicines safely and efficiently, consistently within legal requirements and best professional practice. NB This should be demonstrated in relation to both human and veterinary medicines. Shows how


10.2.3 Ensuring safe and effective systems are in place to manage the risk inherent in the practice of pharmacy and the delivery of pharmaceutical services

a.    Ensure quality of ingredients to produce medicines and products Knows how
b.    Apply pharmaceutical principles to the formulation, preparation and packaging of products Shows how
c.     Use pharmaceutical calculations to verify the safety of doses and administration rates Does
d.    Develop quality management systems including maintaining appropriate records Shows how
e.    Manage and maintain quality management systems including maintaining appropriate records Shows how
f.      Procure and store medicines and other pharmaceutical products working within a quality assurance framework Knows how
g.     Distribute medicines safely, legally and effectively Knows how
h.    Dispose of medicines safely, legally and effectively Knows how
i.      Manage resources in order to ensure work flow and minimise risk in the workplace Knows how
j.      Take personal responsibility for health and safety Does
k.     Work effectively within teams to ensure safe and effective systems are being followed Knows how
l.      Ensure the application of appropriate infection control measures Shows how
m.   Supervise others involved in service delivery Knows how
n.    Identify, report and prevent errors and unsafe practice Shows how
o.    Procure, store and dispense and supply veterinary medicines safely and legally Knows how


10.2.4 Working with patients and the public

a.    Establish and maintain patient relationships while identifying patients’ desired health outcomes and priorities Shows how
b.    Obtain and record relevant patient medical, social and family history Shows how
c.     Identify and employ the appropriate diagnostic or physiological testing techniques to inform clinical decision making Knows how
d.    Communicate information about available options in a way which promotes understanding Shows how
e.    Support the patient in choosing an option by listening and responding to their concerns and respecting their decisions Shows how
f.      Conclude consultation to ensure a satisfactory outcome Shows how
g.     Maintain accurate and comprehensive consultation records Shows how
h.    Provide accurate written or oral information appropriate to the needs of patients, the public or other healthcare professionals Shows how
 10.2.5 Maintain and improve professional performance  
a.    Demonstrate the characteristics of a prospective professional pharmacist as set out in relevant codes of conduct and behaviour Does
b.    Reflect on personal and professional approaches to practice Does
c.     Create and implement a personal development plan Does
d.    Review and reflect on evidence to monitor performance and revise professional development plan Does
e.    Participate in audit and in implementing recommendations Knows how
f.      Contribute to identifying learning and development needs of team members Knows how
g.     Contribute to the development and support of individuals and teams Knows how
h.    Anticipate and lead change Knows how


The GPhC published new Standards for the Initial Education and Training of Pharmacists in January 2021. From September 2023, The University of Manchester will be accredited to deliver these standards to students who will graduate in 2025 or later. Students in years 1 and 2 of the MPharm in 2022-23 will be studying a revised programme which meets the 2011 standards above but will also be working towards meeting the new standards.

The new 2021 standards for the initial education and training of pharmacists are:

  1. Demonstrate empathy and keep the person at the centre of their approach to care at all times – Does
  2. Work in partnership with people to support and empower them in shared decision-making about their health and wellbeing – Shows how
  3. Demonstrate effective communication at all times and adapt their approach and communication style to meet the needs of the person – Does
  4. Understand the variety of settings and adapt their communication accordingly – Shows how
  5. Proactively support people to make safe and effective use of their medicines and devices – Shows how
  6. Treat people as equals, with dignity and respect, and meet their own legal responsibilities under equality and human rights legislation, while respecting diversity and cultural differences – Does
  7. Obtain informed consent before providing care and pharmacy Services – Does
  8. Assess and respond to the person’s particular health risks, taking account of individuals’ protected characteristics and background – Shows how
  9. Take responsibility for ensuring that personal values and beliefs do not compromise person-centred care – Does
  10. Demonstrate effective consultation skills, and in partnership with the person, decide the most appropriate course of action – Does
  11. Take into consideration factors that affect people’s behaviours in relation to health and wellbeing – Shows how
  12. Take an all-inclusive approach to ensure the most appropriate course of action based on clinical, legal and professional considerations – Shows how
  13. Recognise the psychological, physiological and physical impact of prescribing decisions on people – Shows how
  14. Work collaboratively and effectively with other members of the multi-disciplinary team to ensure high-quality, person-centred care, including continuity of care – Shows how
  15. Demonstrate the values, attitudes and behaviours expected of a pharmacy professional at all times – Does
  16. Apply professional judgement in all circumstances, taking legal and ethical reasoning into account -Does
  17. Recognise and work within the limits of their knowledge and skills, and get support and refer to others when they need to -Does
  18. Take responsibility for all aspects of pharmacy services, and make sure that the care and services provided are safe and accurate -Does
  19. Take responsibility for all aspects of health and safety and take actions when necessary – Does
  20. Act openly and honestly when things go wrong and raise concerns even when it is not easy to do so – Does
  21. Apply the science behind pharmacy in all activities- Does
  22. Demonstrate how the science behind pharmacy is applied in the discovery, design, development and safety testing of medicines and devices -Shows how
  23. Recognise the technologies that are behind developing advanced therapeutic medicinal products and precision medicines, including the formulation, supply and quality assurance of these therapeutic agents -Shows how
  24. Keep abreast of new technologies and use data and digital technologies to improve clinical outcomes and patient safety, keeping to information governance principles – Shows how
  25. Apply pharmaceutical principles to the safe and effective formulation, preparation, packaging and disposal of medicines and products – Knows how
  26. Consider the quality, safety and risks associated with medicines and products and take appropriate action when producing, supplying and prescribing them – Knows how
  27. Take responsibility for the legal, safe and efficient supply, prescribing and administration of medicines and devices – Shows how
  28. Demonstrate effective diagnostic skills, including physical examination, to decide the most appropriate course of action for the person – Shows how
  29. Apply the principles of clinical therapeutics, pharmacology and genomics to make effective use of medicines for people, including in their prescribing practice – Shows how
  30. Appraise the evidence base and apply clinical reasoning and professional judgement to make safe and logical decisions which minimise risk and optimise outcomes for the person – Shows how
  31. Critically evaluate and use national guidelines and clinical evidence to support safe, rational and cost-effective procurement for the use, and prescribing of, medicines, devices and services – Shows how
  32. Accurately perform calculations -Does
  33. Effectively promote healthy lifestyles using evidence-based techniques – Shows how
  34. Apply the principles of effective monitoring and management to improve health outcomes – Shows how
  35. Anticipate and recognise adverse drug reactions, and recognise the need to apply the principles of pharmacovigilance – Does
  36. Apply relevant legislation and ethical decision-making related to prescribing, including remote prescribing – Shows how
  37. Prescribe effectively within the relevant systems and frameworks for medicines use – Shows how
  38. Understand clinical governance in relation to prescribing, while also considering that the prescriber may be in a position to supply the prescribed medicines to people – Shows how
  39. Take responsibility for people’s health records, including the legality, appropriateness, accuracy, security and confidentiality of personal data – Shows how
  40. Understand and implement relevant safeguarding procedures, including local and national guidance in relation to each person – Shows how
  41. Effectively make use of local and national health and social care policies to improve health outcomes and public health, and to address health inequalities – Shows how
  42. Proactively participate in the promotion and protection of public health in their practice – Shows how
  43. Identify misuse of medicines and implement effective strategies to deal with this – Shows how
  44. Respond appropriately to medical emergencies, including the provision of first aid – Knows how
  45. Demonstrate effective leadership and management skills as part of the multi-disciplinary team – Shows how
  46. Make use of the skills and knowledge of other members of the multi-disciplinary team to manage resources and priorities – Shows how
  47. Develop, lead and apply effective strategies to improve the quality of care and safe use of medicines – Knows how
  48. Actively take part in the management of risks and consider the impacts on people – Shows how
  49. Use tools and techniques to avoid medication errors associated with prescribing, supply and administration – Shows how
  50. Take appropriate actions to respond to complaints, incidents or errors in a timely manner and to prevent them happening again – Shows how
  51. Recognise when and how their performance or that of others could put people at risk and take appropriate actions – Shows how
  52. Demonstrate resilience and flexibility, and apply effective strategies to manage multiple priorities, uncertainty, complexity and change – Shows how
  53. Reflect upon, identify, and proactively address their learning needs- Does
  54. Support the learning and development of others, including through mentoring- Shows how
  55. Take part in research activities, audit, service evaluation and quality improvement, and demonstrate how these are used to improve care and services- Shows how


Further details on the new standards can be found at:

Should you require further information on the GPhC’s education and training requirements for initial registration please contact the GPhC. Contact details can be found on the GPhC’s website:

3.13 Social Networking

Pharmacy students must be aware of the potential dangers of social networking from a personal and professional perspective. It is important to remember that social networking sites are public and therefore, in theory, accessible to anybody. In many cases, ownership of the material posted on them belongs to the site, not the person who posted it, and so sites such as Facebook are free to use it in any way they see fit. Material posted online remains there permanently, if not as part of an active page then as part of easily-accessible ‘cached’, i.e. historical, versions of it.

The same ethics, morals and penalties apply to online social networking as to any other activity. This is particularly true for healthcare students and professionals, who are expected by the University of Manchester, their professional bodies, and by the public generally, to meet the same standards of behaviour both in and out of their professional settings. Healthcare students from the Faculty of Biology, Medicine and Healthcare Science should therefore conduct themselves appropriately online, and take reasonable precautions to ensure that the information they upload cannot be used in a way that could place them, or others, at a disadvantage, either personally or professionally, now or at any time in the future.

Guidance on social media for students:

The following pointers may be helpful:

  • Do everything that you can to limit access to your posts to those for whom they are intended. Change security settings if possible to restrict unwanted access.
  • Consider the language and terminology that you use when you are online and make sure that it is appropriate.
  • Avoid posting personal information such as phone numbers or personal addresses, of you or anybody else, since these may fall into the hands of criminals.
  • Use your common sense. If you feel that a post, a picture, or a video that you are about to upload might have repercussions for you later, or might not be in good taste (e.g. it relates to sexual activity or inappropriate behaviour, or it expresses inappropriate views), then simply do not post it. Once it is online it is there for good.
  • Make sure you are thinking clearly before you go online. If, for any reason such as the effects of medication, stress or inebriation, your judgement might temporarily be impaired, you may be tempted to post something that you otherwise would not.
  • Do not post material that might be considered offensive and/or derogatory, that could cause somebody else to feel bullied, harassed, or that could harm somebody’s reputation. If you have a grievance about an individual related to your programme, follow it up through the recognised channels in the School, Faculty and/or the wider University.
  • Avoid posting any information about patients, clients and service users that could violate professional codes of conduct.
  • It is imperative that if you post anything about somebody else, including any images of them, it is done with their knowledge and consent. It might seem inoffensive to post images of friends, relatives, staff or other colleagues, but it might easily cause offence that you had not intended or could not have foreseen.
  • Try to make sure that the people to whom you give access to your information use it sensibly and also that they themselves do not upload potentially incriminating material about you, which can be just as damaging.
  • Avoid joining any groups that could be seen as discriminatory or judgemental in nature.


3.14 Conduct and Discipline of Students

The university’s Conduct and Discipline of Students regulation (Regulation XVII) can be found at:


The Faculty policy for students on drugs and alcohol can be found at:

3.15 Student Complaints Procedure

The University’s Student Complaints Procedure (Regulation XVIII) and associated documents, including a complaints form, can be found at:

If you are thinking of submitting a formal complaint you should, in most instances, attempt informal resolution first (see the procedure). Formal complaints should be submitted on the relevant form to Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail:

3.16 Reporting bullying, harassment, discrimination

The University believes that bullying, harassment, sexual harassment, and discrimination are never ok. All staff, students, and visitors to our campus can report something anonymously or get support from an advisor.  Full details can be found at:


3.17 Academic Appeals

You have a right of appeal against a final decision of an Examination Board, Progress Committee or equivalent body which affects you academic status or progress in the University.

If you are thinking of appealing you should first discuss the matter informally with an appropriate member of staff, in order to better understand the reason for the result or decision.

Should you wish to proceed to a formal academic appeal, this must be submitted within the timeframe outlined in the Academic Appeals Procedure to the Faculty Appeals and Complaints Team, Room 3.21, Simon Building, University of Manchester, M13 9PL (e-mail:

The Academic Appeals Procedure (Regulation XIX) and associated documents, including the form on which formal appeals should be submitted, can be found at


3.18 Academic Malpractice

Academic malpractice is a form of cheating and can be defined as any activity that is likely to undermine the integrity essential to scholarship and research.

Types of academic malpractice include:

  • Plagiarism: the presentation, intentionally or unwittingly, of the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It includes the copying of the work of any other person, including another student. Plagiarism may include the close paraphrasing, or minimal adaption of another person’s words, illustrations, computer code, graph, diagrams etc. Sources can be any available material, such as websites, articles, books and lecture slides.
  • Self-plagiarism: the submission, in whole or in part, of a student’s own work, where that work has been submitted for a different assessment, either at the University or at a different institution. Students who use a previous piece of work or publication in a future piece of work should ensure that they properly reference themselves and the extent of such use should not be excessive.
  • Collusion: when a student or students permit or condone another student or students, to share a piece of work subject to assessment in order to gain a mark or grade to which they are not entitled. Students who allow another student to copy their work are also committing collusion and both the copier and the provider of the work are liable to be penalised.
  • Fabrication or falsification of results, figures or data: the presentation or inclusion in a piece of work, by individual students or groups of students, of figures or any data (quantitative or qualitative) which have been made up or altered and which have no basis in verifiable sources; this may or may not involve other instances of academic malpractice.
  • Possession of unauthorised material in an examination: when a student intentionally or unwittingly possesses unauthorised material in an examination. The material need not be used during the examination or pertinent to an examination for this definition to be met.
  • Contract cheating: the commissioning of a piece of work by a third party, beyond basic proofreading ( This may be where a student engages an essay mill to request that the essay mill produces a piece of assessed work for the student. This may also include the use of crowdsourcing, where a student obtains content from, or allows editing by, others and fails to acknowledge the contribution.

The Academic Malpractice Panel will follow the University of Manchester’s ‘Academic Malpractice: Procedure for the Handling of Cases’, which can be found here.


Information on Academic Malpractice and how to avoid it can be found at



The University uses electronic systems for the purposes of detecting plagiarism and other forms of academic malpractice and for marking. Such systems include TurnitinUK, the plagiarism detection service used by the University.

As part of the formative and/or summative assessment process, you may be asked to submit electronic versions of your work to TurnitinUK and/or other electronic systems used by the University (this requirement may be in addition to a requirement to submit a paper copy of your work). If you are asked to do this, you must do so within the required timescales.

The Division also reserves the right to submit work handed in by you for formative or summative assessment to TurnitinUK and/or other electronic systems used by the University.

Please note that when work is submitted to the relevant electronic systems, it may be copied and then stored in a database to allow appropriate checks to be made.


3.19 University Charter

Student Charter

One of the University’s three core goals is “To provide a superb higher education and learning experience to outstanding students, irrespective of their backgrounds, and to produce graduates distinguished by their intellectual capabilities, employability, leadership qualities, and their ability and ambition to contribute to society” (from the University of Manchester Strategic Vision 2020). Our Student Charter, developed jointly by the University and the Students’ Union, is an important part of how we establish and maintain clear mutual expectations for the experience of all undergraduate and taught postgraduates. It sets out what we can expect from each other as partners in a learning community.

The Charter provides an overview of the Manchester experience and refers to regulations, policies and procedures; it is not a detailed personal agreement or contract.

The content and implementation of the Charter are reviewed annually. If you would like to make any comments or suggestions on the Charter then please e-mail:

Full details can be found at the following link:


3.20 Student Route Visa (formally Tier 4 Visa) Attendance Monitoring Census (International students only)

The University operates attendance monitoring census points within the academic year in order to confirm the attendance of students holding a student route visa. This is to ensure the University meets the UKVI statutory requirements as a sponsor of students and its responsibilities in accordance with its Highly Trusted Sponsor status.

If you are a Student Route visa holder, you must attend these attendance monitoring census points, in addition to complying with the MPharm programme attendance requirements (as detailed in section 3.5).


If you have any concerns about the attendance monitoring census points, or your Student Route visa status, please contact




4.1 Regulations

The University Undergraduate Taught Degree Regulations (Sept 2012) will apply unless otherwise stated. Examples of deviations from University Regulations include compensation; carry forward of fails, resit rules and units considered to be ‘special regulation’. A summary of the regulations that apply are as follows:


4.1.1 Assessment and Progression


Years 1 and 2

Students can only progress to the subsequent year of the MPharm upon successful completion of all course units taken during the current academic year and the accumulation of 120 credits.

To pass a course unit, a student must:

  • Reach the course unit pass mark, and
  • Pass all course unit components, and
  • Obtain a pass in any special regulation assessments

The pass mark for most assessments, including resits is 40%.  See course unit specifications for full details.

Students must pass a sufficient number of assessments that are reported to the Examination Board at first attempt to be eligible for resits, as outlined below.

In order to be allowed resits, students must meet any one of the three following permitted scenarios:

  1. Pass both case-based integrated examinations at the first attempt OR
  2. Pass one case-based integrated examination and three of four coursework assessments at the first attempt OR
  3. Pass one case-based integrated examination, two of four coursework assessments and four of the pass / fail components.

Some assessments may be Pass/Fail but these still have credits associated to them.  Please check the course unit specifications for further details. Students who do not pass sufficient credits at the first attempt will fail the year.


Year 3

Students can only progress to the 4th year of the MPharm programme upon successful completion of all course units taken during the current academic year and must obtain a minimum overall weighted average of 50%.    The weighted average is calculated as an average of the numerical marks awarded for each unit in a year weighted by the credits for that unit (units graded pass or fail are excluded from the calculation). The mark achieved at the first attempt will be used in the calculation. This is known as the overall weighted average or year mark.

To pass a course unit, a student must:

  • Reach the course unit pass mark, and
  • Pass all course unit components, and
  • Obtain a pass in any special regulation assessments

The pass mark for most assessments, including resits is 40%.  See course unit specifications for full details.


Year 4

Students are only eligible for the award of the MPharm degree upon successful completion of all course units taken during the current academic year; obtain a minimum overall weighted average of 50% and accumulation of 480 credits.  The weighted average is calculated as an average of the numerical marks awarded for each unit in a year weighted by the credits for that unit (units graded pass or fail are excluded from the calculation). The mark achieved at the first attempt will be used in the calculation. This is known as the overall weighted average or year mark.

To pass a course unit, a student must:

  • Reach the course unit pass mark, and
  • Pass all course unit components, and
  • Obtain a pass in any special regulation assessments

The pass mark for most assessments, including resits is 40%.  See course unit specifications for full details.


4.1.2 Compensation

As per the requirements of the General Pharmaceutical Council compensation cannot be applied during the MPharm programme. Therefore University compensation rules do not apply to students on the MPharm programme.


 4.1.3 The Pharmacy Progress Test

In Years 1 and 2 of the MPharm there will also be a compulsory timetabled formative progress test at the end of semester 1. This test is formative in years 1-3 of the MPharm but must be passed in year 4. All years of the MPharm sit the same paper which is aligned to the GPhC’s registration examination, containing pharmacy law and clinical pharmacy. In years 1-3 you will not have studied all of the test content so the purpose of the test is to benchmark your progress rather than to achieve a pass mark. Your mark will be compared with other students in your year in order for you to understand how well you have performed. If you do not meet the required minimum mark for your year group (calculated by mapping the content you have already studied) you will be required to undertake additional work. Please see course unit specifications for further details.

4.1.4 Special regulation examinations/assessments

Some assessments are designated as special requirement assessments. The areas covered by these assessments are professional areas specified by the pharmacy regulator. Examples of these assessments include pharmaceutical calculations, progress test and OSCEs.  The pass mark in these assessments can be increased above 40% (usually 60% or 80%).


4.1.5 Resits

When a student fails to pass a unit or a component reported to the Examination Board, reassessment may be taken. See below for the different rules for each year.


Years 1 and 2

Students will normally be allowed one attempt at resit (i.e. two attempts in total) in up to the equivalent of 60 credits. This principle does not apply to students who have approved and verified mitigating circumstances.

The weighting of each assessment will be used to determine the number of credits passed at the first sitting. Some assessments may be Pass/Fail but still have credits associated with them.  Please check the course unit specifications for further details. Students who fail more than the equivalent of 60 credits will not be permitted to resit and will fail the year.


Year 3

Resits are not normally permitted for the final 240 credits of an Undergraduate Masters Programme. However, one resit opportunity may be provided to a student when automatic compensation (according to university regulations) would normally apply.


A resit opportunity may be provided if the conditions below have been met at the first attempt:-

  • the candidate has obtained a mark of between 30%-39% in the course units which have been failed, and
  • the failed course units do not exceed a total credit rating of 40 credits; and
  • the candidate has obtained an overall weighted mean of 50% or higher

Students that do not achieve an overall mark of 50% in the 3rd year at the June Exam Board will not normally be allowed a resit opportunity. Year 3 students who are not eligible for a resit opportunity will be considered for the exit award of the BSc (Hons) in Pharmaceutical Science degree.


Year 4

Resits are not normally permitted in the final year of an Undergraduate Masters Programme. Final year MPharm students that do not pass all the assessment components reported to the Examination Board will not normally be allowed a resit opportunity. The only exceptions are the professional assessments where the university criteria do not apply. A resit exam may be offered in the May/June examination period for the following special regulation assessments:

  • The Patient: Pharmaceutical Care Plan (pass/fail)
  • The Pharmacist and The Patient: Integrated OSPE (pass/fail)
  • Integrated Professional Practice: CPD Portfolio (pass/fail)
  • Integrated Professional Practice: calculation assessment (pass/fail)
  • Integrated Professional Practice: Medicines Reconciliation Consultation Assessment (pass/fail)

In all other final year assessments, resit and resubmission opportunities are not normally available.


It is the student’s responsibility to ascertain the timing and location of any resit examinations they are required to take and also to ascertain the submission date and guidelines from appropriate staff for resubmission of coursework. Failure to attend resits or to submit resit coursework without prior permission can lead to exclusion.


If an Examination Board has documented evidence that, (a) a student’s work or attendance or both have been unsatisfactory, and (b) the student has been formally warned but has not shown significant improvement acceptable to the Board, then the Board has the right to refuse a resit opportunity.


4.1.6 Resit Marks

Where a student fails a course unit and is permitted to resit, the resit mark will be capped in line with University Undergraduate Taught Degree Regulations (Sept 2012).


Where a student has reached the pass mark for a course unit but has to resit a failed component, the resit is for credit only. The first attempt marks will be used for that component.


4.1.7 Carry Forward Marks

The overall mark for each year of the MPharm programme will be calculated as an average of the numerical marks awarded for each unit in that year weighted by the credits for that unit. Assessments graded pass or fail are excluded from the calculation.


The marks achieved by students in all four years are used to calculate the degree classification to reflect and reward the effort put in by the students over the entire programme. First attempt marks will be used, unless a student passes by resit, in which case the capped resit marks will be used.


The weighting for each year of the MPharm is as follows:

1st year – 6%

2nd year – 19%

3rd year – 37.5%

4th year – 37.5%

Note: For Year 1 students in the 2019-20 cohort the following will apply:

Year 1: 1.7%
Year 2: 23.3%

4.1.8 Degree Classification

The following boundaries inform classification when the weighted total average falls below a classification threshold.


Integrated Masters classification-based on 120 credits Classification thresholds: weighted average (0 to 100 mark range) Boundary zone weighted average
First class 70.0% 68.0 to 69.9%
Upper Second class 60.0% 58.0 to 59.9%
Lower Second class 50.0% 48.0 to 49.9%
Fail Below 49.9%


Consideration of Integrated Masters students within the boundary zone by mark distribution

After allowances have been made for mitigating circumstances, a student whose weighted average at the first assessment is within the boundary zone specified above, must be awarded the higher degree classification as long as the following are satisfied:-

  • 90 credits out of 120 in the final year (level 7) are equal to/or higher than the final award (for example if the student is in the boundary between a 2.1 and a first, 90 out of 120 credits must be at 70% or higher to fulfil this criteria and award the student a first class degree).


4.1.9 Exit Awards

  • A First year MPharm student, who fails after reassessment to achieve 120 credits and to pass all compulsory professional components will not be able to progress to the second year of the MPharm programme and will be excluded.


  • A second year MPharm student who fails after reassessment to achieve 120 credits and pass all compulsory professional components will not be able to progress to the third year of the MPharm programme and will be excluded and awarded an appropriate exit award.


  • A third year student who fails after reassessment (if permitted) to progress to the final year of the MPharm programme will be excluded from the MPharm programme and awarded an appropriate exit award.


  • A final year student who fails to pass all final year examinations and accumulate 480 credits will be awarded an appropriate exit award.


  • Exit awards will be considered in line with University Undergraduate Degree Regulations (Sept 2012).


4.2 Use of Calculators in Examinations

Examinations may require students to perform simple calculations for which normal practice would be to use a calculator. It is necessary to ensure that students do not bring into the examination room any device that would enable them to obtain an unfair advantage.


The following rules are designed to regulate the type of calculator that may be used and to do so in a way that is enforceable in practice by invigilators.


Assessments that require complicated calculations may well be better conducted by means other than formal examinations.

Guidance can be found at the following link:


4.3 Timing of Examinations

Examinations usually take place in January and May/June. Resit examinations take place in August (see Key Dates Section).


4.4 Writing up Practical Reports

It is vital that you learn to present your practical reports in a logical and comprehensive fashion. The official record of your experimental work is your laboratory notebook. It must be complete and dated. Similarly, if you work in a hospital or community pharmacy you need to keep your paperwork up to date and in one place. Bits of paper and odd notes are not acceptable. In this series of practical classes you must therefore:


  1. Include all your rough notes in your report. Make sure that your name is written clearly on the cover. Index and number the pages
  2. Write the name of the experiment and the date on a new page at the beginning of the class. Write all your rough notes (observations, results, and rough graphs) here.
  3. Think about what you are doing. If a result seems unreasonable (for example, if you have four points on a straight line and one a long way off) repeat that point. Write all results (good and bad) in your notebook.
  4. At the end of the class, write up the experiment neatly on the next few pages and put a single fine like though your rough notes. Index the neat write-up and put a bookmark at the beginning of the write-up to help the demonstrator find it.
  5. Remember that your report is a practical write-up, not a textbook. It should be brief, but not obscure. Imagine that you are writing for a graduate-level scientist.
  6. In the method section, state what you did. Consider sticking the methods part of the schedule into your book, but if you have to modify the protocol, note it carefully.
  7. Tabulate results where appropriate. Write down the result you got, not the results of your friends, or the result the textbook says you should get. Plagiarism and/or the falsification of results are treated as a serious violation of scientific principles and ethics. If you do make a mistake, you should note this and aim to repeat the experiment (if time permits). You will not lose marks by doing this.
  8. Keep the discussion brief and do not forget to answer the questions listed in the practical schedule. You are expected to take about 2 hours to complete the report.
  9. Make sure your work is handed in on time. Late work will be penalised.
  10. An average mark of 40% must be achieved to obtain credits for a practical course.


4.5 External Examiners

External Examiners are individuals from another institution or organisation who monitor the assessment processes of the University to ensure fairness and academic standards. They ensure that assessment and examination procedures have been fairly and properly implemented and that decisions have been made after appropriate deliberation. They also ensure that standards of awards and levels of student performance are at least comparable with those in equivalent higher education institutions.


External Examiners’ reports relating to this programme will be shared with student representatives at the Staff Student Liaison Committee (SSLC), where details of any actions carried out by the programme team/Division in response to the External Examiners’ comments will be discussed. Students should contact their student representatives if they require any further information about External Examiners’ reports or the process for considering them.


The External Examiners for this programme are


Programme External Examiner:

Professor Snow Stolnik-Trenkic

University of Nottingham


Subject External Examiners:

Professor Anja Mueller

University of East Anglia


Professor Louise Brown

University College London


Professor Snow Stolnik-Trenkic

University of Nottingham


Professor Helen Osbourne

University of Reading


Please note that it is inappropriate for students to make direct contact with External Examiners under any circumstances, in particular with regards to a student’s individual performance in assessments. Other appropriate mechanisms are available for students, including the University’s appeals or complaints procedures and the UMSU Advice Centre. In cases where a student does contact an External Examiner directly, External Examiners have been requested not to respond to direct queries.




5.1 Student Welfare and Professionalism Support (SWAPS)

Student welfare and professionalism support is of utmost importance to help you succeed in your learning journey. To support this aspect of your development, you have all been allocated an Academic Advisor within the Division who you will meet during your first week. In the majority of cases, this member of the academic staff will be your Advisor throughout the four years of your programme. If required, he or she will be able to offer information and advice, and should be your first point of contact. The Year Tutor and the Programme Lead are available to deal with any problems if at any time you are unable to contact your Academic Advisor.

In addition to his/her advisory role, you will maintain contact with your Advisor during the four years of the programme in connection with timetabled Advisor tutorial meetings. As well as providing a forum to build a good understanding between yourself and your Academic Advisor, these tutorials aim to develop your grasp of pharmacy, to improve your skills in managing your education and career and to encourage a confident and reflective approach to your learning. You are expected to attend all advisor tutorials. If you are unable to do so, please advise your Advisor in advance. When you come to apply for vacation and foundation training posts, the necessary references would normally be provided by your Academic Advisor.

Students who experience problems that are unforeseen and/or unpreventable and have the potential to impact on assessments should consider submitting an application for mitigating circumstances (see section 3.7). However, mitigating circumstances are not always the most appropriate way to deal with ongoing problems unless there is an acute exacerbation.

Students with a serious ongoing problem which has the potential to impact on their progression should discuss the matter with their academic adviser or their year tutor or a member of the SWAPS team. In such circumstances we may be able to offer additional support. It is important to do this as soon as possible so that appropriate support can be put in place. It is much easier to deal with potential problems before they become impediments to student progression and the SWAPS team provides an alternative support route to your academic advisor. Such support could include deferring an assessment, offering an extension to submission deadlines or in certain circumstances making adjustments to the format of an assessment. In any adjustment of an assessment it is vital that the competence standards are assessed to the same standard as the rest of the cohort. Support could also include referring to occupation health, DASS, or counselling.


5.2 Peer Assisted Study Sessions (PASS)

Peer Assisted Study Sessions (PASS) is a scheme whereby trained PASS Coordinators (current 2nd, 3rd and 4th year students within the Division of Pharmacy and Optometry) oversee small-group sessions dealing with basic maths skills and pharmaceutical calculations.

PASS complements the formal teaching within the Division of Pharmacy and Optometry and provides and an informal, relaxed, student-led environment in which to study. The scheme is advantageous to Year 1 students wanting to improve their basic maths and pharmaceutical calculations skills.

2nd, 3rd and 4th year students interested in becoming a PASS Leader and overseeing small-group sessions should contact Joanne Cohen (


5.3 Recording Lectures

The Recording of Lectures at The University of Manchester (podcasting)


Over the course of the last few years, The University has been trialing a variety of mechanisms to allow the content of lectures and other group-based teaching and learning activities to be recorded and to be made available to students registered on units associated with such activities. Lecture capture (sometimes called ‘Podcasting’) is specifically designed to provide a useful resource for students that can be used to, amongst other things:

  • provide a study aid for review and revision;
  • help accommodate different learning styles; and
  • assist students who have particular educational needs.



5.4 Guidance and Support

A-Z of Services

The A-Z of Services can be found on the MyManchester website.

Here you can find information on a wide range of topics such as accommodation, careers, library services, disability support and sport.


5.5 Counselling and Mental Health Service

The University of Manchester Counselling Service offers confidential help with any personal issues affecting work, self-esteem, relationships, mental health or general wellbeing.  No problem is too small and getting help early can save stress and further problems later on.  Counselling can provide a valuable opportunity to work on personal issues in a confidential setting with someone independent from your own life.

The Counselling Service is available for all University of Manchester students (undergraduate, postgraduate or research students) and all members of staff.  It is free of charge and consists of a team of professional counsellors with extensive experience of helping people cope better with all kinds of personal problems affecting their work or well-being.

Mostly people find it helpful to see a counsellor for only a few sessions and sometimes just one or two meetings are enough.  They mainly offer brief, focused time-limited counselling that encourages you to make the most of each session and actively use the time in between sessions to help you achieve your aims.

As well as individual counselling they offer a range of groups and workshops in which you can learn new personal skills or better ways of coping with particular issues.

For more information about Workshops, Groups and Forums go to the Group Work and Stress Management sections of the website.


If you need to talk to someone, please complete the online questionnaire. You can then call the appointment line 0161 275 2864 between 11.00-12.30 (Monday – Friday), stating the colour suggested on completing the questionnaire.

Further information can be found at the Counselling Service website: –


5.6 Disability Support

The staff in the Disability Advisory and Support Service are available to assist students with additional support needs arising from:

  • An ‘unseen’ medical condition
  • A physical or sensory disability
  • A specific learning difficulty e.g. dyslexia/dyspraxia etc.
  • Mental health difficulties

How can they help?

  • arrange screening appointments for students who suspect that they might be dyslexic
  • advise about the help and support available in the University and assist with applications for funding for support.
  • advise staff who are working with students with a disability

Quick Query appointments are 20 minute appointments with a Disability Adviser, during which you can ask any questions or explore your options. You can book these appointments in two ways.

At the moment DASS are continuing to carry out appointments via video/phone and the reception and phone lines are open from 10-4 wherever possible. 

Tel (Disability Service) +44 (0)161 275 7512

Email (Disability Service)

Location : DASS, Second Floor, University Place (Building 37 on the campus map)


The Division of Pharmacy and Optometry also has a Disability Co-ordinator, Mrs Sandra Humphries, to whom you can direct any queries


5.7 Assessment feedback

Feedback following assessments can help to enhance learning. In some units we will provide feedback via email to every student and in some units the unit leader will provide face to face feedback upon request. The aim of the face to face feedback is to allow students to learn and to improve their performance. It is not about challenging the marks awarded. We will endeavour to provide feedback in a timely manner following publication of the exam results but it may take the unit leader up to two working days to obtain an individual examination script. Students should normally attempt to obtain feedback within a month of the publication of the exam results. Students should be aware that academic staff may be on annual leave during the University vacation periods and should not delay requesting feedback.


5.8 The University Language Centre

The University Language Centre provides courses and language learning resources for students from a wide variety of disciplines wishing to include a modern languages element within their studies. It also offers a wide range of courses and services for international students for whom English is not a first language.

 Language courses

Offered as part of the University Language Centre’s institution-wide language programme (LEAP), these courses are available to students from across the University and may be studied on a credit or on a non-credit basis to complement your degree. Currently there are 20 languages offered, ranging from the main international languages to a number of less-widely taught languages.

English Language Programmes and Advice

If English is not your native language, you may wish to enquire about the wide range of credit bearing and non-credit bearing English courses available through the University Language Centre.

International students who would like advice on how they can improve their academic writing are encouraged to make use of the one-to-one writing consultation service. Around 500 individual sessions are held per year and these are free of charge.

Timetabled in-sessional courses for international students, covering areas such as academic writing, academic speaking, pronunciation and grammar are also available at no cost to students. Writing is delivered on a broad disciplinary specific basis: Engineering and Physical Sciences, Life sciences, Medical and Human Sciences, Business-related disciplines, Humanities.

Please refer to the Academic Support Programmes section of the ULC webpage via the link given below.

A full guide to the University Language Centre’s courses, services and its language learning resources is available at:





6.1 Student representatives on Division/university committees

Student participation in University affairs is encouraged and in addition to involvement within the Division, there is student representation at Faculty and Senate level. From time to time during the programme, you will be asked to nominate students from your year of study to serve on committees within the Division. These include the Staff Student Liaison Committee (SSLC) which acts as a forum for the exchange of ideas on any problems which relate to the programme or general arrangements in the Division; the Division Board which is concerned with all aspects of Division affairs; the UG Teaching Governance Committee and the School Safety Committee. In the absence of nominations, a direct approach may be made to individual students to serve on these various committees.


6.2 Student Surveys

During all four years of the degree programme you will be asked to complete unit surveys designed to help us assess the quality of individual course units. The data obtained from the completed surveys is used by the academic staff to assess both course content and structure. This enables us to make improvements, if and where required. We would ask for your co-operation in completing these surveys, as the more data we receive, the more meaningful will be the conclusions. You will not be asked to identify yourself when completing the questionnaire. Some unit leads will also conduct their own questionnaires mid-semester to obtain student feedback.


The University also participates in a number of sector wide student experience surveys each year. These demonstrate our commitment to listening to the student voice and the results are used to promote quality enhancement, thus ensuring we deliver the best possible experience for our students.  In your final year you will be asked to take part in the National Student Survey.



Membership of the Manchester University Pharmaceutical Society (MUPS) will give you the opportunity to meet pharmacy students from all four years of the programme. The varied activities of the society will be explained to you during registration week.


On a national basis, pharmacy students are represented by the British Pharmaceutical Students Association (BPSA). All students are strongly encouraged to become members. In addition to organising inter-college sporting events, this group can put forward the student viewpoint to the General Pharmaceutical Council (GPhC), the governing body of the Pharmacy profession.