Pharmacy Students’ Perspectives on Racial and Religious Inclusivity Within the Pharmacy Course at a London University: A Mixed-Methods Study

Race and religion are social constructs that shape students’ experiences within higher education, particularly in healthcare disciplines where cultural competence is essential. In pharmacy education, students from racially minoritised or religiously observant backgrounds may face microaggressions, bias or discrimination, and underrepresentation, which can negatively impact their engagement, attainment, and sense of belonging. This study investigated pharmacy students’ experiences and perceptions of racial and religious inclusivity within a single-institution UK university's MPharm programme. A cross-sectional mixed-methods design was used, combining survey responses (n = 105) and semi-structured interviews (n = 5). Quantitative data were analysed using descriptive statistics and chi-square tests, while qualitative data underwent thematic analysis. Findings revealed that while overt discrimination was relatively uncommon, microaggressions were frequently reported, particularly during clinical placements. A significant correlation was found between ethnicity and experiences of racial bias. Students demonstrated limited understanding of key concepts and low awareness of institutional support systems. Although the curriculum was generally perceived as inclusive, gaps in religious representation were noted. The study highlights the need for targeted interventions in curriculum design, staff training, and student support to develop inclusive learning environments, sense of belonging and prepare culturally competent pharmacy trainees.