Introduction: To align with General Pharmaceutical Council (GPhC) standards for the initial education and training of pharmacists and enhance
clinical readiness, UK undergraduate pharmacy education must provide meaningful experiential learning. This study explores the feasibility, sustainability, and scalability of longitudinal placements for final-year undergraduate pharmacy students in primary care.
Methods: Ten primary care centres hosted 115 students for one day per week on alternate weeks for 20 weeks. Students engaged in clinical audits,
physical assessments, and interdisciplinary shadowing, supervised by clinical link tutors. Placement site experiences were explored through semi�structured interviews. Student experiences were evaluated using the Placement Evaluation Tool (PET).
Results: Four themes emerged from the qualitative data: placement structure and feasibility, student support and learning environment, student
experience and development and service and patient impact. Sites valued the placement model but raised concerns about clinical workload, physical
space, and funding. The clinical link tutor role was essential to success. Students showed increased confidence and clinical engagement, though
readiness for independent practice and integration into multidisciplinary teams (MDTs) were limited. PET responses (n = 103, 90% response rate)
indicated high student satisfaction (mean overall satisfaction score = 8.26/10 ± SD 1.79 on a 10-point scale).
Discussion: Findings align with international literature advocating longitudinal placements as a means of enhancing clinical preparedness. However,
this study highlights systemic barriers to sustainability, including placement funding and infrastructure. Limitations include potential bias from
selective site participation, single-institution scope, and reliance on self-reported student data. Broader adoption will require investment in su�pervision models, MDT training, and resource planning to support scalable.