My RPS internship: developing confidence, leadership and my voice in pharmacy
My RPS internship: developing confidence, leadership and my voice in pharmacy
A transformative internship with the Royal Pharmaceutical Society helped Maruf Ahmed build confidence, develop his leadership skills and find his voice in advancing inclusion and diversity within the pharmacy profession.
This was published when the organisation was the Royal Pharmaceutical Society
Pharmacy has already been incredibly rewarding for me, even at this early stage of my career. As a final-year pharmacy student at the University of Bath, I’ve been fortunate to gain experiences that have taken me beyond the classroom and into the heart of the profession. Those experiences have shaped my understanding of leadership, collaboration and inclusive practice.
The path that brought me to RPS
Last year, I worked with the Bath and North East Somerset, Swindon and Wiltshire ICB on implementing the South West Inclusive Pharmacy Practice manifesto. This deepened my appreciation for how change is driven by people working together and opened the door to my current role with the Royal Pharmaceutical Society (RPS) as an Inclusion and Diversity intern. At RPS I’ve been able to build on those foundations and engage with the profession’s commitment to equity on a national level.
Supporting inclusion and diversity work
During my internship, I supported the Inclusion and Diversity team by working on the RPS Inclusion and Diversity consultation. I was responsible for developing the survey and analysing the responses. The findings will help shape the updated Inclusion and Diversity strategy and support the organisation’s journey toward becoming a Royal College. I had the opportunity to present my findings to the National Boards, which was an experience that was both humbling and inspiring, and one of the most affirming moments of my journey so far.
Alongside this, I contributed to the South Asian Heritage Month event as a panellist, where I shared reflections on representation, engaged with sixth-form students at the IntoHealthcare programme and collaborated with the British Pharmaceutical Students’ Association.
What I learned about leadership and representation
Working closely with the RPS team taught me how policy, consultation and professional standards are shaped through meaningful engagement and collaboration. I developed confidence in presenting, analysing qualitative data and communicating complex ideas clearly. What surprised me most was how valued the student perspective was — I felt genuinely heard, and my contributions shaped parts of the consultation and its direction.
Through weekly team meetings, stakeholder discussions and attending the England Pharmacy Board meeting, I gained insight into how the organisation leads national advocacy and embeds inclusion into its wider strategy.
Events like the South Asian Heritage Month panel were especially meaningful. As the first in my family to attend university, and having rarely seen South Asian representation in pharmacy, being surrounded by leaders with similar backgrounds was profoundly motivating. It reinforced why representation matters and why Equity, Diversity and Inclusion work must continue to evolve.
My advice to future RPS interns and pharmacy students
Looking back, the most rewarding part of this internship was seeing how my work contributed to a national consultation and being trusted to speak in spaces I never imagined entering as a student. It reminded me that students can offer genuine value and a fresh perspective to the profession. I also deeply valued the chance to build my network and connect with inspiring professionals, leaders and peers who have already shaped the way I see my future in pharmacy.
My advice to others is simple: take opportunities that challenge you, surround yourself with people who uplift and inspire you and never underestimate the impact of your voice.
Pharmacy’s role in reducing health inequalities for people with a learning disability and autism
This was published when the organisation was the Royal Pharmaceutical Society
Listening and learning from people’s experiences
At NHS England, people with lived experience of learning disability and autism work in co-production with healthcare professionals, including pharmacists. Learning from people’s personal experiences adds unique quality to our work.
We are passionate about STOMP (Stopping the over medication of people with a learning disability and autism of all ages) and STAMP (Start appropriate medication in Paediatrics). We all need to work together so that people are only prescribed the right medication, for the right length of time and for the right reasons.
We were both proud to present at the Action in Belonging, Culture and Diversity (ABCD) group. The group meets every two months with the aim of improving inclusivity across pharmacy services. Members talked about the benefits and impact of having a person with a learning disability present at the group.
What opportunities are there in your role to listen to and respond to the views and experiences of people with lived experience?
Aaron's personal experience of medication
I became mentally unwell and was diagnosed with anxiety and depression. The doctor gave me 50mg Sertraline and 30mg Propranolol, said I may experience side effects and would review my medication in a year’s time.
I had never taken any psychotropic medication before. I put on a lot of weight, had nightmares and became so unwell I was off work for four months.
I made another doctor's appointment and explained how unwell I was feeling. The doctor took me off Sertraline and prescribed me 30mg Citalopram. I started feeling like myself again.
There are things that the doctor should have done differently, but there are also things the pharmacy team could have done to help me understand and have the best experience of medication, including:
Using plain English when talking, giving me written information and checking I have understood it;
Asking me about other medication I am taking now or have taken in the past;
Offering information about the medication prescribed and how to take it;
Explaining any possible side effects, and what I should do if I experience any;
Asking if I have difficulties swallowing;
Explaining the best way to take the medication, for example, drink with water not fizzy drinks.
Resources to improve inclusivity of pharmacy services
Aaron’s experience is not unique. At NHS England, we often hear from people with a learning disability, autistic people and their families about the challenges they face when accessing health services.
It is clear from Aaron’s experience that there is more that all pharmacy teams can do to improve care for people with a learning disability. Teams in community pharmacy, within primary care networks and in hospitals have their part to play. This includes:
Understanding, recording and implementing reasonable adjustments to make access to pharmaceutical care more comfortable;
Being STOMP and STAMP aware to educate people about psychotropic medications. Learn more about STOMP awareness and access STOMP training;
Thinking about your communication style to ensure care is accessible and adjusted to the person. Find out more from the CPPE learning Disability Hub;
Being learning disability aware: CPPE;
Completing the Oliver McGowan Mandatory Training in learning disability and autism awareness.
Read more blogs.
Lifelong learning: empowering excellence and growth
At the Royal Pharmaceutical Society, education and professional development sit at the heart of our purpose. Investing time in active lifelong learning is more essential than ever.