The study provided a profile of a pharmacy-based population of 414 patients visiting the pharmacy, all of whom are at high risk of experiencing drug-related problems. Pharmacy staff needs to take this high rate of DRPs in people with angina pectoris, asthma and type 2 diabetes into account when dispensing medicines to and advising patients from the three groups, especially when explaining how to use medicines appropriately.

Objective To investigate the implementation process of cognitive pharmaceutical services (CPS) in ‘professionally active’ pharmacies in Denmark; to describe the factors that influence the implementation process in the context of organisational theory. Method Twenty semi‐structured interviews were conducted with pharmacy staff and owners in ‘professionally active’ pharmacies from 16 community pharmacies in Denmark. Key findings Fifty‐one factors that influence the implementation process were identified. Based on their content and relationships, the factors were categorised into nine ‘common sense’ dimensions: network and relations with the environment; the environment's expectations and pressure for change; barriers to implementation of CPS; competence in relation to CPS; organising the pharmacy for provision of CPS; culture of the pharmacy; resources within the pharmacy; management within the pharmacy; the role of the pharmacy. Subsequently the 51 factors were categorised and described in relation to Leavitt's model of an organisation. Conclusion Implementation of CPS in the pharmacy is a very complex process, which is unique to the individual pharmacy. The model formed a relevant basis for describing the factors, and the theoretical analysis showed a complex interdependence of the factors identified in the study. Many interdependent factors influence the process and this has to be taken into account in designing future models for implementation of CPS. Such models should support comprehensive and flexible strategies that can be adapted to the dynamics of the individual organisation.

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Denmark has few, but large, community pharmacies and a long tradition of research and development resulting in several well-documented cognitive and clinical services. However, few services are reimbursed and implementation is still a challenge.

Aim: The study objective is to evaluate whether a pharmacy internship linked to a practice research project produces studentlearning outcomes that are more relevant to new and extended roles of community pharmacists than traditional apprenticeship learning.Method: A study combining undergraduate pharmacy education, pharmacy practice development and practice research in a participatory action research design. Students contributed to the study during the internship by collecting data and presenting the results to the training pharmacy. A triangulation of methods assessed both internally and externally was used to evaluate student learning for project participants and non-participants alike.Conclusion: Pharmacy students are incorporated into a situated learning context during an internship. Most pharmacy students learn from the internship experience, but students who participated in the Pharmacy-University Study learned more than those who did not. This implies the creation of a more appropriate situation for learning for future pharmacy students.