The future pharmacist: empathy, equity and action

Let’s be honest — when most of us trained as pharmacists, we probably didn’t spend much time thinking about health inequalities. We were focused on mastering pharmacokinetics, memorising drug interactions and surviving exams. But the world has changed — the COVID-19 pandemic and other social movements have highlighted health inequalities and injustices, not only in the UK, but globally.

At Kingston University, we have been rethinking what it means to train the next generation of pharmacists. They still need to know their medicines inside out, but they also need to understand people — especially those who are often overlooked or underserved by the healthcare system.  

As the equality, diversity and inclusion (EDI) lead for pharmacy at the university, I have embedded inclusive practice and health inequalities throughout the pharmacy curriculum. For example, we have introduced teaching sessions on cultural competence, emphasising the importance of reviewing all patient scenarios to ensure they are representative. This approach has not only broadened students’ understanding of diverse patient needs but also empowers them to approach healthcare with greater empathy, cultural awareness and confidence in addressing real-world challenges.

Why health inequalities matter in pharmacy

The term ‘health inequalities’ is not just a public health buzzword^​1​. We know there are inequalities between different groups of people in life expectancy, quality of life or access to healthcare. Whether it is a patient struggling to understand their medication because of a language barrier or sensory impairment, or someone who has been misdiagnosed owing to bias in clinical imagery or their gender, these are the challenges our students will face. 

In their first week at university, students immerse themselves in an eye-opening workshop called ‘Walking in a patient’s shoes’, which was co-designed with a physiotherapist. Students use simulation equipment that mimics visual impairments, restricted mobility and ageing. Evaluations show that students come away with a deeper appreciation and empathy for the everyday challenges some patients face and how small changes in communication or environment can make a big difference.  

Cultural competence starts early

From day one, students are encouraged to think about healthcare through a cultural lens. First-year students explore how culture, health beliefs and protected characteristics influence access to care. They also learn the importance of inclusive language and develop the art of self-reflection on where they are in their cultural competence journey. Maintaining focus on person-centred care, health literacy sessions equip students to identify patients who may struggle to understand health information — particularly those with neurodiversity — and develop practical strategies to support these patients. 

Learning through lived experience

In their first year, pharmacy students meet patients in small group workshops, building communication skills while gaining insight into the real-life impact of an illness — from well-known conditions, such as diabetes, to lesser-known ones, such as hypermobility syndrome. Patients report feeling empowered to share their personal stories, teaching students the emotional aspects of illness. These early encounters help students see healthcare through a human lens.

One of the most impactful sessions is a health inequalities workshop for third-year students. It is not a lecture; it is a conversation where students can explore topics such as race, gender identity and disability through lived experiences. For example, I talk about my own experience of maternal health and how outcomes can be affected by ethnicity. Students often find this a safe space to share their own or family members’ experiences and have reported a significant increase in their understanding of health inequalities.

Designing solutions

We don’t just want students to understand health inequalities — we want them to do something about them. That’s why we embedded design-thinking projects into the curriculum. 

In earlier years, students research issues and design solutions in a classroom setting around health promotion and inequalities, such as mental health in prison populations. In later years, students collaboratively create public health campaigns, using inclusive language and accessible formats to reach diverse audiences, such as YouTube videos about smoking cessation or hepatitis C and drug misuse, and infographic posters about sun safety.

Pharmacy is no longer just about the medicines — it’s about the person. As pharmacists, we are in a unique position to bridge gaps in care, advocate for our patients and work collaboratively to challenge the systems that drive health inequalities.

Kingston University is proud to be shaping a new kind of pharmacist — one who is not only clinically excellent, but also culturally competent and socially conscious.