leiden university pharmacy phd

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Systems Pharmacology and Pharmacy

The Division of Systems Pharmacology and Pharmacy (SPP) aims to develop precision medicine approaches to characterise and predict variation in treatment response and enhance translational drug development strategies.

We work in a reach of therapeutic areas using a combination of experimental and computational approaches ( see Infrastructure ).

To learn more about the research groups within SPP, please visit the individual group pages:

• Antiviral Pharmacology (Anne-Grete Märtson)
• Quantitative Clinical Pharmacology (Catherijne Knibbe)
• Predictive Pharmacology (Liesbeth de Lange)
• Quantitative Pharmacology (Coen van Hasselt)
• Medical Systems Biophysics and Bioengineering (Alireza Mashaghi)
• Pharmacy (Miranda van Eck)
• Translational Immuno-Pharmacology (Rob van Wijk)
• Leiden Academic Centre for Drug Research (LACDR)
• Antiviral Pharmacology
• Medical Systems Biophysics and Bioengineering
• Predictive Pharmacology
• Quantitative Clinical Pharmacology
• Quantitative Pharmacology
• Systems Pharmacology
• Translational Immuno-Pharmacology

• 22 December 2017 NWO awards funding for LACDR research project to develop novel engineering approaches to study cancer immunity

• 15 August 2017 Topology of polymer chains under nanoscale confinement: insights into genome folding

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Bio-Pharmaceutical Sciences

Students in the Master’s programme in Bio-Pharmaceutical Sciences (BPS) of Leiden University are trained for a scientific career in drug research and development. Depending on their interests, students can choose from seven specialisations to further extend their scientific training and theoretical background or supplement it with other subjects and training.

The duration of each programme variant is two years (120 EC). Students who complete the programme receive the degree Master of Science in Bio-Pharmaceutical Sciences, with specification of the specialisation. All students who complete the master Bio-Pharmaceutical Sciences, regardless of the specialisation, are admissible to a PhD programme in Bio-Pharmaceutical, Biomedical or other Life Sciences.

Specialisations

The Master’s Programme offers three major Research Specialisations corresponding to the disciplines of the Research Divisions of the Leiden Academic Centre for Drug Research (LACDR): Drug Discovery and Safety (division of Drug Discovery & Safety), BioTherapeutics (division of BioTherapeutics), and Systems Biomedicine and Pharmacology (division of Systems Pharmacology and Pharmacy, and the Metabolomics Centre).

The remaining four BPS specialisations consist of a research component in combination with another specialisation in either Business Studies (BS), Science Communication and Society (SCS), Education (EDU) or the Dutch specialisation Industrial Pharmacy (IP; max. 2 selected participants).

First and Second Year

The master’s programme of Bio-Pharmaceutical Sciences (BPS) aims to train students in the research area of bio-pharmaceutical sciences and drug research in such a way that the graduated master’s students (MSc’s) have enough knowledge and hands-on experience to be able to work independently as a scientific researcher. An MSc in any of the Bio-Pharmaceutical Sciences specialisations should be able to obtain a PhD position in Life Sciences or Biomedical Sciences.

The education aims at:

obtaining a deeper insight in two or three areas of drug research;

obtaining skills to perform scientific research in one or two areas of drug research, using relevant methods and techniques, and stimulating a critical attitude towards the interpretation of data of scientific research;

obtaining an attitude in order to function well in a team, based on the idea that research in the life sciences tends to be performed in multidisciplinary teams;

obtaining skills to present the results of scientific research by written reports and by oral presentations.

The master’s programme BPS may only start in September or February . Non-Dutch students are advised to check the Masters in Leiden website for more information when they need visa or help with housing. The programme has a duration of two years (120 EC).

The programme of all specializations consists of an introduction course, at least one major research project, at least one lecture series, the course Advanced Academic Skills and Career Orientation (from September 2018) and optional courses. Depending on the chosen specialisation other mandatory and optional courses apply as described on the corresponding page of the E-prospectus. MSc students with deficiencies in their previous training may repair these with optional courses (conditions may apply). The programme will be tailor made for each student individually.

The general outline of the programme of the three Research Specialisations of the Master’s programme BPS is indicated in the table below. The other specialisations generally start with the research component, more details can be found on the e-guide pages of each specialisation.

Attending more than one lecture series of BPS is optional and may be part of the programme component ‘Optional courses’.

Career Orientation

Career preparation in master bio-pharmaceutical sciences.

In addition to offering you a solid university education, Leiden University aims to prepare you as well as possible for the labour market, and in doing so contribute to the development of your employability. In this way, it will become easier for you to make the transition to the labour market, to remain employable in a dynamic labour market, in a (career) job that suits your own personal values, preferences and development. ' Employability ' consists of the following aspects that you will develop within your study programme, among others:

1. Discipline-specific knowledge and skills Knowledge and skills specific to your study programme.

2. Transferable skills These are skills that are relevant to every student and that you can use in all kinds of jobs irrespective of your study programme, for example: researching, analysing, project-based working, generating solutions, digital skills, collaborating, oral communication, written communication, presenting, societal awareness, independent learning, resilience.

3. Self-reflection This concerns self-reflection in the context of your (study) career, including reflecting on the choices you make as a student during your studies, what can you do with your knowledge and skills on the labour market? In addition, reflecting on your own profile and your personal and professional development. Who are you, what can you do well, what do you find interesting, what suits you, what do you find important, what do you want to do?

4. Practical experience Gaining practical experience through internships, work placements, projects, practical (social) assignments, which are integrated into an elective, minor or graduation assignment.

5. Labour market orientation Gaining insight into the labour market, fields of work, jobs and career paths through, for example, guest speakers and alumni experiences from the work field, career events within the study programme, the use of the alumni mentor network, interviewing people from the work field, and shadowing/visiting companies in the context of a particular subject.

Employability in the curriculum

General During the master Bio-Pharmaceutical Sciences (BPS), we want to provide you with the best possible preparation to enter the job market after graduation.

The major part of the master BPS programme involves on-the-job training during research projects and internships. This not allows training of discipline-specific knowledge and skills, but also teaches students to work in a professional environment and fosters the development of an extensive set of transferable skills.

In addition, in the course Advanced Academic Skills and Career Orientation (AASCO, 3 EC) that runs over the 2 years of the master programme students are explicitly trained in several aspects of academic skills and are stimulated to make self-directed, conscious choices for their own professional development and preparation for a successful start of their career on the job market.

Activities contributing to career orientation All years

Science Skills Platform with a Personal and Professional development domain

Information on career prospects of graduates of our programme and alumni career paths in the Brightspace module “Master Bio-Pharmaceutical Sciences”

Guest lectures by (guest) lectures provided by professionals pharmaceutical companies at the Leiden BioScience Park

Career Events (e.g. Science Career Event, L.P.S.V. „Aesculapius” Career Day, K.N.P.S.V. Profession Day, BCF Career Event)

Symposia of LACDR and study association L.P.S.V. „Aesculapius

Workshops and Career Colleges Science Career Service

Entrepreneurship workshop series focused on research valorisation for societal challenges

Bio Science Park Excursion

Introductory meeting with the study advisor

Meetings with student mentors

Career Symposium with presentations by alumni

Career Orientation reflection assignment 1 – You are here!, to reflect on current profile, expectations and need for orientation

Career Orientation reflection assignment 2 – On Track!?, to reflect on your academic and personal development

Career Orientation reflection assignment 3 – Choosing direction, to evaluate how the career orientation activities helped you to develop a view on the career perspectives of a Bio-Pharmaceutical scientist.

Second year

• Voluntary Career Orientation reflection assignment 4 – Dream Job Ahead!, to learn how to write an application letter and Curriculum Vitae for the dream job that you aspire after your graduation.

Activities to prepare for the labour market co-curricular or outside the curriculum

Every year, also various activities take place, alongside and outside of the BPS study programme, which contribute to your preparation for the labour market, especially where it concerns orientation towards the work field/the labour market, (career) skills and self-reflection. These may be information meetings on decision moments within your programme, but also career workshops and events organised by the BPS programme, the faculty Career Service, your study association L.P.S.V. „Aesculapius”, or other organizations.

Leiden University Study abroad festival

Annual Leiden University Diversity Symposium

Conferences, e.g. FIGON Dutch Medicine Days

Career Service, LU Career Zone and career workshops calendar

Faculty Career Service The Career Service of your faculty offers information and advice on study (re)orientation and master's choice, (study) career planning, orientation on the labour market and job applications.

Leiden University Career Zone Leiden University Career Zone is the website for students and alumni of Leiden University to support their (study) career. You can find advice, information, (career) tests and tools in the area of (study) career planning, career possibilities with your study, job market orientation, job applications, the Alumni Mentor network , job portal, workshops and events and career services.

Workshops and events On the course calendar you will find an overview of career and application workshops, organised by the Career services.

PhD candidate in antiviral translational pharmacology - Leiden, Netherlands

The Faculty of Science and the Leiden Academic Centre for Drug Research (LACDR) are looking for a:

PhD candidate in antiviral translational pharmacology

Vacancy number: 14234

We are looking for an ambitious PhD candidate to join our division Systems Pharmacology and Pharmacy, LACDR at Leiden University. The successful PhD applicant will perform innovative research in the fields of antiviral pharmacology, pharmacokinetics and pharmacodynamics.

Project description

Viruses with pandemic potential are continuously emerging. Novel antiviral therapies need to be developed efficiently and rapidly. The understanding of drug exposure-response relationships is central to all antiviral drug development. Currently, the knowledge of antiviral exposure-response is limited and it is an understudied phenomenon. This project initially focuses on cytomegalovirus therapy optimisation and thereafter other viruses. Cytomegalovirus (CMV) is a human Herpesvirus that causes significant mortality and morbidity in immunocompromised patients. The first-line drug, ganciclovir, exhibits significant toxicity and resistance is common. There is little understanding on the emergence of resistance.

In this project different computational methodologies will be used to build mechanistic PK/PD models for antivirals based on experimental and literature data. Clinical data will be utilised to develop population PK and PK/PD models to guide dose optimisation of antivirals (e.g., ganciclovir for cytomegalovirus). In addition, PBPK models will be developed to predict target site distribution of antivirals and drug toxicity. The PhD candidate will work closely together with experimentally focused PhD candidate on optimising design of novel experiments and clinical studies. This research project will help optimize therapy in vulnerable patients with compromised immune system.

Key responsibilities

Conduct original, novel, and collaborative research in the framework of the project and complete your PhD thesis within 4 years;

Publish scientific articles at international peer-review journals;

Present at national and international conferences;

Support education activities in the bachelor and master programs of biopharmaceutical sciences;

Engage in collaborations between internal and external research groups;

Follow PhD courses based on an individual training and supervision plan.

Required skills

A Master’s degree in a (bio-) pharmaceutical, biomedical sciences, pharmacy, or biology, or a similar master’s degree.

Knowledge on PK/PD and (clinical) pharmacology

Prior experience PK/PD modelling (e.g., NONMEM, Monolix, Pmetrics) and/or mechanistic computational biological modelling

Prior experience using scientific scripting languages (R, Python)

Full proficiency in English (provide an IELTS/TOEFL score if available)

Strong communication skills

Ability to work independently and in teams

Excellent organisational and planning skills

Interested in participating in educational tasks

Preferred skills

Experience with PBPK and QSP modelling

Knowledge on viral biology, microbiology

Research at our faculty

Working at the Faculty of Science means being part of an exciting, dynamic scientific environment which sets high standards for its students and staff. The research carried out at the Faculty of Science is diverse, ranging from computer science, mathematics, astronomy, physics, chemistry and bio-pharmaceutical sciences to biology and environmental sciences.

The faculty has grown strongly in recent years and now has more than 2,300 staff and over 5,000 students. We are located at the heart of Leiden’s Bio Science Park, one of Europe’s biggest science parks, where university and business life come together. For more information, see  https://www.universiteitleiden.nl/en/science .

Terms and conditions

We offer a full-time appointment of initially one year. After a positive evaluation of the progress of the research, teaching evaluations, personal capabilities and compatibility, the appointment will be extended for another three years. You will be appointed in accordance with the Collective Labour Agreement for Dutch Universities. The salary ranges from € 2.770,- per month in the first year to € 3.539,- gross per month in the fourth year based on a full-time position (pay scale P).

Leiden University offers an attractive benefits package with additional holiday (8%) and end-of-year bonuses (8.3 %), training and career development. Our individual choices model gives you some freedom to assemble your own set of terms and conditions. For international spouses we have set up a dual career program. Candidates from outside the Netherlands may be eligible for a substantial tax break. For more information, see the website:  https://www.universiteitleiden.nl/en/working-at/job-application-procedure-and-employment-conditions .

All our PhD students are embedded in the Leiden University Graduate School of Science. Our graduate school offers several PhD training courses at three levels: professional courses, skills training and personal effectiveness. In addition, advanced courses to deepen scientific knowledge are offered by the research school.

Diversity and work-life balance

Leiden University is strongly committed to diversity within its community and especially welcomes applications from members of underrepresented groups. LACDR is a highly diverse institute, in culture, background, and gender. We stand for excellence in a caring Institute. We wish to reflect society in all aspects, as we believe that this improves the dynamics in our organization. Therefore, we support and understand the need for a work/life/family balance and consequent varying working hours and places. We believe that doing good science is fun, and goes hand in hand with a friendly culture.

Information

Enquiries can be made to Dr. Anne-Grete Märtson ( [email protected] ). If you have any questions about the procedure, please contact Ms. Mingmin Gong ( [email protected] ).

Applications

To apply for this vacancy, please submit your application online via the blue button below. Please ensure that you upload the following additional documents (in pdf format) quoting the vacancy number:

Curriculum vitae

Motivation letter (maximum one page), explaining how your experience and interests match with this PhD project.

Contact information of at least three potential references preferably including your previous supervisor(s)

Only applications received before 28 November 2023 can be considered.

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UB Pharmacy travels to state capital for Pharmacy Lobby Day

Published April 22, 2024

UB SPPS faculty, students, alumni and Walgreens pharmacists at Pharmacy Lobby Day in Albany.

On April 15, students, faculty and alumni from the University at Buffalo School of Pharmacy and Pharmaceutical Sciences (UB SPPS) traveled to Albany on Pharmacy Lobby Day to advocate for the profession of pharmacy.

Pharmacy Lobby Day in Albany is an annual event providing PharmD students and pharmacy professionals the opportunity to meet face-to-face with their respective assemblymembers and legislators to discuss issues impacting pharmacists and to educate legislators on how pharmacy legislation will ensure New York State residents receive the best care.

Our Student Pharmacists' Association of Western New York (SPAWNY) and our student chapter of the Pharmacists Society of the State of New York (SPSSNY) organized this year’s event and nearly 30 students, five faculty and two alumni made the trip to Albany. Thanks to Walgreens for their sponsorship and support of travel expenses.

“Pharmacy Lobby Day gives us the opportunity to see firsthand what it takes for legislation to change for the pharmacy profession,” says Sophia Osmond, PharmD ’25, SPAWNY president and SPSSNY vice president. “Speaking directly to the legislators allows us to make connections and enlighten legislators on why we seek these changes. We hope to provide a unique perspective that comes from students who want to practice at the top of our profession because we want the ability to provide the absolute best quality care to our patients.”

Meetings occurred with Assemblymember John T. McDonald, Senators Dean Murray, Robert Ortt, Alexis Weik, Pamela Helming, Thomas O’Mara, John Mannion, Joseph Addabbo, Jr., George Borrello, James Tedisco, Peter Oberacker and Shelley Mayer, the offices of Senators Patrick Gallivan, Jessica Scarcella-Spanton, Anthony Palumbo, Timothy Kennedy, Jonathan Rivera, and the offices of Assemblymembers Phillip Steck, Mary Beth Walsh, Andrew Hevesi, Karen McMahon and Crystal Peoples-Stokes to advocate for the following legislation:

• Pharmacist CLIA-Waved Testing (S3467A, Rivera/ A6627B, McDonald): amend public health and education laws to include pharmacists as qualified healthcare professionals to order and administer certain Clinical Laboratory Improvement Amendments (CLIA)-waived tests. This would allow pharmacists to perform clinical laboratory tests on patients to expedite health assessment, diagnosis or treatment of disease.
• Expanded Access to Treatment (S7839, Rivera/ A8596, McDonald): allow pharmacists to begin the initial stages of care following a positive test result for COVID-19, Streptococcal A and Influenza to patients in accordance with New York State Department of Health protocols. The bill includes requirements for pharmacists to communicate case information and treatment provided to a patient’s designated provider as well as referral protocols and requirements for pharmacists to provide patients with available primary care providers to ensure continuity of care.
• Registered Pharmacy Technician Practice (S8545, Cooney/ A9251, Solages): expand the practice of registered pharmacy technicians in New York State, allowing registered pharmacy technicians to practice in all pharmacy settings and authorizes registered pharmacy technicians to do compounding and to administer vaccinations under the direct supervision of licensed pharmacists.

PharmD students from Albany College of Pharmacy and Health Sciences, Touro College of Pharmacy, Long Island University College of Pharmacy and St. John Fisher Wegmans School of Pharmacy also attended the legislative sessions.

UB SPPS faculty, students and alumni meeting with legislators during Pharmacy Lobby Day in Albany.

For over 135 years, the University at Buffalo School of Pharmacy and Pharmaceutical Sciences has continually been a leader in the education of pharmacists and pharmaceutical scientists, renowned for innovation in clinical practice and research. The school is accredited by the American Council of Pharmaceutical Education and is the No. 1 ranked school of pharmacy in New York State and No. 19 in the United States by U.S. News & World Report.

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

PhD Excellence Initiative

A campus-wide, student-centric effort to ensure that UB’s PhD programs remain among the strongest in the world.

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Pre-PhD Programme

Are you interested in doing legal research or in pursuing your PhD? Then the Pre-PhD Programme is for you!

The Pre-PhD Programme (PPP) is intended for LLM students studying at the Faculty of Law of Leiden University who would like to pursue a PhD. During this programme, you can further strengthen your research skills, gain experience in (legal) academic research during the science internship and receive help in writing a proposal for a PhD project (in Leiden or elsewhere).

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• Open access
• Published: 19 April 2024

Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice

• Alice Campbell 1 ,
• Tina Hinton 1 , 2 ,
• Narelle C. da Costa 1 ,
• Sian E. O’Brian 1 ,
• Danielle R. Liang 1 &
• Nial J. Wheate 1  

BMC Medical Education volume  24 , Article number:  421 ( 2024 ) Cite this article

172 Accesses

Metrics details

This study aimed to understand the key determinants for poor academic performance of students completing a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree.

Data were collected on pharmacy students who had not met academic progression requirements between 2008 and 2018 at The University of Sydney, Australia. This included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank upon entry, previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark at last show cause or graduation; whether they graduated and were a registered pharmacist; and, the number of years they spent studying the degree. Descriptive studies were used to analyse student characteristics using SPSS software, and student self-reported reasons for poor performance were analysed reflexively using thematic analysis procedures using NVivo.

This study included 164 pharmacy students enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32). Of the students, 54% ( n  = 88) were men, 81% ( n  = 133) were domestic students, 15% ( n  = 24) transferred from another degree program, and 38% ( n  = 62) graduated from the course. Show cause students were less likely to graduate if they transferred from another degree program ( P  = 0.0002) or failed more than three units of study (UoS; P  < 0.0001). The most commonly failed UoS were related to organic or pharmaceutical chemistry, and the top student self-reported reasons for poor performance was stress/anxiety, physical health, and depression.

Pharmacy schools should aim to address student foundational knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better services to address student mental health.

Peer Review reports

Introduction

A student’s academic performance in higher education is typically defined by their achievement of learning outcomes and demonstration of their ability to apply the concepts taught. Measurement of these attributes can include assessments, quizzes, role plays, field work, practical placements, workshops, tutorials, laboratories, and examinations. In most higher education programs, a minimum standard of academic achievement is required in order to progress through the course, to ensure the student has gained adequate knowledge and skills, and that they have achieved the specified learning outcomes. In this regard, poor academic performance can be defined by instances where a student fails to meet the expected minimum academic standard. Usually this comprises a minimum overall score in a subject and/or passing a specific barrier assessment, which is ultimately linked to their retention or attrition.

Understanding the key determinants of student success, failure, retention, and attrition has become increasingly important for higher education institutions, and has been the subject of extensive research over the past few decades. Early studies on student attrition focused primarily on student characteristics [ 1 ], before attention shifted to interactions between the student and their institutions. Prominent researchers, including Spady [ 2 , 3 ], Tinto [ 4 , 5 ], and Bean [ 6 ] proposed models to explain the interplay between academic and social integration leading to underperformance, and eventually, attrition. More recently, interest has increased in examining student engagement [ 7 , 8 , 9 ], where the student and institutions have a joint responsibility for academic success. To be successful, a student needs to participate, and higher education institutions need to provide an appropriate learning environment, opportunities, and support [ 10 ].

Studies on the key determinants of student underperformance reveal an array of contributing factors. Recent systematic reviews on underperformance and dropout rates show that key determinants fall into categories relating to the institution, personal life, demographics, and social integration [ 11 , 12 ]. Within higher education institutions, studies have found that an academic’s professional knowledge and pedagogical skills, along with the institution’s learning resources, course structure, and environment, are key factors that influence academic performance and non-completion [ 13 , 14 , 15 , 16 , 17 ]. Teaching methods that higher institutions adopt have also been evaluated, with student-centered approaches that encourage active learning resulting in better performance when compared with a traditional teacher-centered approach [ 15 , 16 ].

In terms of individual factors, studies have found a lack of effort, distraction, poor time management, and no longer being interested in the course as having a negative impact on academic performance [ 14 , 15 , 18 , 19 ]. Active learning (e.g. self-quizzes, completing problem sets, and explaining concepts) has been found to yield better academic outcomes when compared with passive learning (e.g. reading lecture slides or class notes, watching lecture videos, and reading textbooks) [ 20 , 21 ]. In the same study, how early a student studied in relation to their exam did not affect their outcome, whereas students who were more distracted during the time they allocated for study, performed worst [ 20 , 22 ]. Education-related stress, poor mental health, exam anxiety, and sleep quality are also factors found to cause poor performance [ 23 , 24 , 25 , 26 , 27 ]. Other studies have shown that part-time students and those who have previously failed subjects are at risk of further poor performance and attrition [ 17 , 28 , 29 ]. Social factors including cyberbullying [ 30 ], homesickness for international students [ 31 ], and excessive socialising [ 16 ] also have a negative effect on academic performance.

Working status was found to negatively impact academic performance [ 27 ], where poor academic outcomes were correlated with a longer time spent at work [ 16 , 28 , 32 ]. Many studies have associated the lower socioeconomic status of students and their family, or financial strain with poor academic performance [ 27 , 28 , 29 ]; whereas, other studies have shown that students in families where one parent has attended higher education tend to achieve higher grades [ 31 ]. Some studies have found men and minority students are more at risk of poor performance [ 31 , 33 ]. Part-time students are much more likely cite work and family responsibilities as reasons for stopping their studies [ 17 ]. Research on students whose first language is not that of the higher education institution is mixed, with some confirming it to be a key attributor to underperformance [ 34 , 35 , 36 ], along with students with a migrant background or who are first-generation university attendees (commonly referred to as first-in-family) [ 31 , 37 , 38 ]. In contrast, other studies have found that academic performance of international students was similar, or better, than domestic students [ 39 , 40 ].

A government panel in Australia reported that the leading drivers for non-completion in higher education are both institution-related (learning environment, an academic’s ability to teach, student to staff ratios, student engagement, and support services) and student-related (health, finance, and personal responsibilities) [ 41 ]. A survey conducted by the Australian Bureau of Statistics (ABS) identified the top three reasons for attrition for students studying a bachelors degree to be: loss of interest, employment/financial reasons, and personal reasons (health, family, or other personal reasons). For postgraduate courses, reasons for attrition were highest in the order of personal reasons, employment/financial, followed by loss of interest [ 42 ].

Where a student has underperformed, they may be offered remediation assessments; to re-enroll and attempt the entire subject again, which may result in a delay in degree completion; or in some cases, be excluded from reenrolling into the same course for a period of time [ 43 , 44 ].

Consequences of poor performance vary across higher education institutions and may depend on the reasoning provided, extent of underperformance, and number of failed subjects. Key stake holders impacted by poor performance and attrition from higher education can include the students and their families, the higher education institution they are enrolled in, their community workforce, and government. Non-completion directly impacts the funding and reputation of an institution [ 17 , 45 , 46 ]. In Australia, where the cost of higher education for domestic students is subsidised by the federal government, non-completion incurs a direct cost to both the student and the tax-payer. The cost to the student includes lost time, psychological health, student debt, and forgone income [ 9 ]. From the perspective of workforce planning, a delay or non-completion of study reduces the number of employees entering into the workforce, and can lead to workforce shortages and place a burden on those currently in the field.

There are many studies that have examined the key determinants for student success or underperformance and attrition in health; however, most have focused on nursing or medical education [ 13 , 15 , 47 , 48 , 49 , 50 ]. Consequently there are limited studies that have examined the rate and reasons for attrition within pharmacy degrees. Being a degree known to be difficult in technical content, and which requires students to achieve a high level of competence, it is important to investigate reasons for attrition and potential opportunities for improvement in student teaching and engagement.

In this study we analysed 10 years of demographic data and responses to why academic progression requirements had not been met in a cohort of students enrolled in a Bachelor of Pharmacy (BPharm), Bachelor of Pharmacy and Management (BPharmMgmt), or Master of Pharmacy (MPharm) degree at The University of Sydney. Our aim was to understand the key determinants for poor performance within this group of students and identify opportunities for policy and practice to reduce underperformance in the future.

Approval for this study was granted by the Human Research Ethics Committee of The University of Sydney (2022/815).

Data collection

The inclusion criteria for this study were students enrolled in a BPharm, BPharmMgmt, or MPharm degree between the period of 2008 and 2018 (inclusive), who were required to provide a minimum of one show cause at any stage of their study. Data collected on each student included: age at the start of pharmacy degree; gender; whether they transferred from another university; whether they were a domestic or international student; Australian Tertiary Admissions Rank (ATAR) upon entry, which is a percentile score that ranks Australian students finishing secondary school in relation to their academic achievement [ 51 ]; previous studies in biology, chemistry, or mathematics; show cause triggers (units of study failed); number of show causes; students’ written show cause responses; weighted average mark (WAM) at last show cause or graduation (WAM is an average grade score indicating a student’s overall academic performance over the course of their degree and is similar to a grade point average) [ 52 ]; whether they graduated; and, the number of years they spent studying the degree. Whether those students who had graduated were currently registered as a pharmacist in Australia was retrieved using the Australian Health Practitioner Regulation Agency online registry list [accessed in 2023].

Data analysis

Researchers Da Costa, O’Brien, and Liang collected, screened, and de-identified the data, and researchers Campbell, Hinton, and Wheate analysed the data. Descriptive statistics, including mean ± SD, median, and frequencies (count and percentage) were calculated using Microsoft Excel. Mann-Whitney U tests were undertaken in GraphPad Prism 9.0 (GraphPad Software, Boston, MA, USA) to ascertain any differences between ATAR scores. Chi Square analyses were undertaken in GraphPad Prism 9.0 to compare categorical data including differences between men and women, domestic and international students, transferring and non-transferring students, and graduating and non-graduating students.

Written show cause responses were transcribed by Campbell and uploaded into NVivo (1.5.1) software (QSR International, Massachussets USA). The show cause responses were analysed reflexively using inductive thematic analysis procedures [ 53 ].This involved manually reviewing each show cause response to identify emerging themes relating to the reasons stated by the student for their poor performance. From the themes identified, a total of 43 codes were generated based on the ideas, trends, and content. Coding was conducted in a theory-driven manner, seeking to code information referencing the specific themes arising from the show cause response [ 53 ]. Themes were guided by the frequency of mention, and reported in the results if there was more than a single mention. The frequency of the subthemes was analysed to demonstrate the prevalence of stated factors that the student believed led to their poor performance.

Show cause process

Pharmacy students who do not meet the progression requirements of their degree enter one of three stages of academic intervention (Fig.  1 ). Triggers for a student not meeting the requirements for progression include: awarded a fail grade in over 50% of total units of study (subjects; UoS) taken in a semester or teaching period; an average grade (WAM) less than 50 across all UoS in a semester or teaching period; failing one, or more, barrier or compulsory UoS which includes CHEM1611, CHEM1612, PHAR2822, and any 3000 or 4000 level UoS for BPharm/BPharmMgmt; and any single UoS for MPharm; any practical component (e.g. field work or clinical work), failing the same UoS twice, having unsatisfactory attendance, or exceeding the maximum time limit allowed for the degree to be completed.

Students who fail to meet progression requirements for the first time are placed on Stage 1 of the at-risk register at which point they receive a letter from the Faculty of Medicine and Health, and are advised to complete a ‘Stay on Track’ survey and information session. At the discretion of the Associate Dean of Education, some students at Stage 1 may be required to consult an academic adviser. If a student is enrolled in a degree with a duration of less than two years full-time (e.g. MPharm), they are advised that should they fail to meet progression requirements in the following semester, they would be asked to ‘show good cause’ in order to be allowed to re-enrol in the same program; that is, they would be excluded from the degree for two years unless they could give reasons for why they should be allowed to remain studying. They are also recommended to speak to an academic advisor.

Stage 2 is triggered for a student in a 4 or 5 year undergraduate degree program (e.g. BPharm and BPharmMgmt) if they fail to meet progression requirements after being placed on Stage 1 in the previous semester, at which point the faculty sends a letter, advising the student to complete the ‘Staying on Track’ survey if they had not yet done so, and to consult an academic adviser. Stage 3 is triggered if a student fails to meet progression requirements a third time, or fails the same compulsory or barrier UoS, or any practical component twice. Students on Stage 3 are required to ‘show good cause’ and provide reasonable evidence to be allowed to re-enrol into the degree program.

The three at-risk stages of academic intervention for students who fail to meet course progression requirements. Show cause is required at Stage 2 (MPharm) or Stage 3 (BPharm/BPharmMgmt) in order to re-enrol

Demographics

In total, 164 pharmacy students received at least one show cause notification between the period of 2008 to 2018 (inclusive) and were enrolled in a BPharm (79.3%, n  = 130), BPharmMgmt (1.2%, n  = 2), or MPharm (19.5%, n  = 32) degree (Table  1 ). Of the students, 54% ( n  = 88) were men, and 81% ( n  = 133) were domestic students.

Students who transferred from another degree program made up 15% ( n  = 24) of the sample, and were a median two years older than those who did not transfer (median age 21, range 19–43 years). All students who transferred from another degree, were enrolled in the BPharm. Ninety-two percent of transfer students ( n  = 22) were domestic and 71% ( n  = 17) were women.

The age of students at the start of their degree was positively skewed, with a median age of 19 years for BPharm and BPharmMgmt (range 17–43 years). For MPharm, the median age at commencement was 24 (range 20–24) years. The median age of domestic students at the start of their BPharm or BPharmMgmt degree was 19 (range 17–43) years compared with international students at 22 (range 18–33) years. For MPharm, the median age for domestic students at commencement was 24 (range 20–54) years while for international students it was 24.5 (range 22–38) years.

Performance on entry and exit of the degree

The ATAR scores of the students in either the BPharm or BPharmMgmt were not normally distributed ( n  = 78, mean ATAR 88.8 ± 4.8) (Supplementary Figure S1 ). The average ATAR required for entry into BPharm and BPharm/Mgmt at the University of Sydney is around 90. Of the 24 students who transferred from another degree program, the ATAR score was available for four students, with an average of 78.8 ± 9.8, including two outliers who had ATAR scores of 67.80 and 74.15. The average ATAR on entry to the degree of the students who graduated was 89.4 ± 3.4, which was similar to those who did not graduate, 88.5 ± 5.4. A Mann-Whitney U test showed this difference was not statistically significant (W = 702.5, p  = 0.937).

The proportion of students who graduated after receiving at least one show cause was 37.8% ( n  = 62), of which 77.4% ( n  = 48) were registered as pharmacists at the time of data collection (Fig.  2 ). One student did not graduate their BPharm; however, they did return and complete the MPharm degree and was registered as a pharmacist at the time of data collection. The median time taken to graduation was 7 (range 1–9) years for students enrolled in the BPharm and 3 (range 2.5-8) years for those enrolled in the MPharm. During the study period, 188 students were enrolled in the BPharmMgmt degree but only two (1.1%) were required to show cause due to poor performance. Neither of those two students graduated.

A WAM score was available for all but three of the 164 students. The overall average WAM either at last show cause, if the student had not graduated, or at degree completion was 52.1 ± 12.0. For students who graduated (38.5%, n  = 62), the average WAM was 62.2 ± 5.1, while for those who did not graduate (61.5%, n  = 99), the average WAM was 45.7 ± 10.5.

When the proportion of students who graduated was compared across the ATAR bands (Table S1 ), it was evident that show cause students who entered their degree with an ATAR between 85 and 89.99 were more likely to graduate (44%) when compared with those who entered their degree with lower (27%) and higher (25–35%) ATAR scores.

Units failed

Across the cohort, show cause students received between 1 and 8 show cause notifications (Fig.  1 ). When the proportion of students who graduated was compared across the number of show causes received for those who received 1–5 show causes, the rate of graduation ranged from 36 to 50%, while none of the students who received six or more show causes graduated.

Percentage of students who graduated (black) and did not graduate (grey) by number of show causes received

Number of failed UoS

The median number of UoS failed across the three degree programs was 8 (BPharm, range 2–33), 9 (BPharmMgmt, range 5–13), and 5 (MPharm, range 2–12), respectively. In total, 8.5% ( n  = 14) students were required to show cause because they failed 2 or 3 UoS, 19.5% ( n  = 32) students failed 4 or 5 UoS and 72% ( n  = 118) students failed more than 6 UoS. Of the 14 students who failed 2 or 3 UoS, 86% were studying the MPharm degree and the remaining were BPharm students. Students who failed 4 or 5 UoS, were studying a BPharm (66%), BPharmMgmt (3%), or MPharm (31%) degree. The majority of students who failed more than 6 units were studying BPharm (91%), followed by MPharm (8%), and BPharmMgmt (1%). Students who failed 2 or 3 UoS were significantly more likely to graduate when compared with those who failed 4 or 5 UoS, or more than 6 UoS \( (X_2^2=21.86, \text{P}<0.0001)\) (Supplementary Figure S2 ).

Type of failed UoS

The most failed UoS that triggered a show cause across students in the BPharm and BPharmMgmt degrees were a mix of pharmaceutical sciences, chemistry and biology, across the first and second years of the degree programs (Table  2 ). The top five UoS failed were Basic Pharmaceutical Sciences (8.8%, 116/1314 fails; unit code: PHAR1812), Chemistry 1B (Pharmacy) (6.9%, 91/1314 fails; unit code: CHEM1612), Drug Discovery and Design 1 (6.7%, 88/1465 fails; unit code: PHAR2811), Molecular Biology and Genetics (6.5%, 86/1314 fails; unit Code: MBLG1001), and Chemistry 1A (6.2%, 81/1314 fails; unit code: CHEM1611).

For students studying the MPharm, the majority of UoS failed were for pharmaceutical sciences in first year and one specific pharmacy practice unit (PHAR5717) in the second year. The top three UoS failed for MPharm were Pharmaceutical Chemistry 1A (12.6% 19/151 fails; unit code: PHAR5513), Pharmaceutical Science (7.9%, 12/151 fails; unit code: PHAR5515), and Pharmaceutical Chemistry 1B (7.9%, 12/151 fails; unit code: PHAR5516) (Table  3 ).

Gender, transfer and international students

There was no significant difference between the number of men and women who graduated after receiving at least one show cause \( (X_1^2=0.056, \text{P}=0.813)\) . There was also no significant difference in the number of UoS failed \( (X_2^2=2.249, \text{P}\hspace{0.17em}=\hspace{0.17em}0.325)\) or number of show causes received \( (X_6^2=2.829, \text{P}=0.830)\) between men and women.

Students who transferred from another degree program were significantly less likely to graduate \( (X_1^2=13.53, \text{P}\hspace{0.17em}=\hspace{0.17em}0.0002)\) . The likelihood of graduating was not statistically significant different between domestic and international students who received a show cause \( (X_1^2=0.88, \text{P}<0.348)\) (Supplementary Figure S3 ).

Student responses to show causes

There were 293 show causes in total, of which only 141 show cause response letters were available. Reasons given by students for their poor performance could be classified under four major themes: personal life matters, institutional aspects, social integration, and interest in the course (Fig.  3 ). Personal life matters could be further sub-divided into health, study familiarity, responsibilities, and other personal life matters.

The majority of show cause responses attributed poor performance to personal life reasons (87%, 396 responses), followed by institution-related (8.8%, 40 responses), lack of interest in the degree (2.2%, 10 responses), and social integration (2%, 9 responses). The five most mentioned personal life reasons that led to poor performance were stress and anxiety ( n  = 63, 45%), physical health ( n  = 51, 36%), and depression ( n  = 39 28%). This was followed by family health, mentioned 37 times (26%), and reasons relating to employment or financial health, mentioned 33 times (23%). Reasons that related to the institution totalled 40, interest of the course totalled 10, and social reasons totalled 9. Personal life health-related reasons accounted for 41% of show cause responses. These included a combination of physical, mental, and unspecified health issues.

All show cause responses provided by students could be categorised into four major themes. Personal life was subcategorised into health, study skills, responsibilities, and other personal life

Some students identified a lack of study-related skills and study familiarity as a source of underperformance. Reasons included: carelessness in exams, poor study habits, language barrier, being an international student or mature age student, misjudging the course difficulty, overloading, burning out after high school, and being unaware of opportunities to apply for special consideration. Another set of reasons provided for underperformance included: needing to meet responsibilities and commitments for family, friendships, and romantic relationships. A variety of other personal life reasons were provided, which included: employment, finance, transition to independent living or a new country, living environment, distance to travel to the university, needing to relocate, and being physically unable to attend classes.

Student show cause responses that attributed poor performance to inefficiencies within the institution included UoS changes, error or poor timing of exams, dissatisfaction with the course and staff, and unhelpful support. Some students found the UoS content too difficult. Social reasons that lead to poor performance included: bullying, stigma from peers once failing, and homesickness (for those studying abroad). Another reason provided was no longer being interested or committed to the course.

This study investigated the key determinants of underperformance by pharmacy students at an Australian higher education institution. Our findings indicate that across the students enrolled in BPharm, BPharmMgmt, and MPharm degrees, those who had failed more UoS overall, were less likely to graduate. The types of UoS failed were weighted towards chemistry-based subjects, and the most frequent student-reported reasons for poor performance were related to personal health.

Our study also found that students who transferred from another higher education institution were less likely to graduate compared with students who had not transferred. Some studies in the US have found that students who transfer to bachelors programs from similar institutions or community colleges, which are US institutions that only offer two year undergraduate associate degrees that lead to a specific skilled job or can be used to transfer into a bachelor course [ 54 ], experience ‘transfer shock’ where grade point average (GPA) declines at the post transfer institution, which can eventually result in attrition [ 55 , 56 ]. In contrast, other studies have found no significant effects from transfers, and an overall lack of consensus on this as a universal experience [ 57 , 58 ]. A study that examined transferring engineering students found that students who transferred from similar degrees were more likely to graduate when compared with students who transferred from less comprehensive degrees [ 56 ]. A literature review that examined transferring student performance found factors that negatively influenced persistence and course completion included: a lack of social integration, limited transferrable credits, lower GPAs, lack of funding, distance from institution, academic rigour, and personal work/life balance [ 57 ].

Our analysis also found that students failing more than three UoS were more likely to not graduate when compared with those who failed fewer UoS. This finding parallels many studies that show students with poor academic outcomes are more likely to not complete their degree [ 59 , 60 ]. A recent study on student attrition, found that students who failed one subject were more likely to fail more subjects, and also had a four-fold higher likelihood of not graduating [ 27 ]. The Grattan Institute presents similar statistics, where students who consistently fail to meet academic progression requirements eventually decide to leave or are excluded from re-enrolling by the university [ 61 ].

The high occurrence of underperformance in relation to chemistry is consistent with other studies [ 62 , 63 ]. Pancyk et al. found that chemistry marks were correlated with attrition while biology marks predicted likelihood of delayed graduation for Master of Science (in Pharmacy) students. Another study found that the prior attainment of a Bachelor of Science degree to be a predictor of performance in a Doctor of Pharmacy program [ 64 ]. In countries, such as the US, where a specialised pre-admissions pharmacy test (Pharmacy College Admissions Test; PCAT) is used for entrance into a pharmacy program, the PCAT score correlated with student academic performance in the pharmacy course [ 65 ]. There are five areas examined by the PCAT, including: writing, biological processes, chemical processes, critical reading, and quantitative reasoning [ 66 ]. There is also evidence that better outcomes attained in pre-pharmacy biology and mathematics GPA [ 67 , 68 ], or having completed a four-year bachelor course, contributes to student performance in American pharmacy colleges [ 64 , 69 , 70 ]. Another study found prior academic achievement in secondary school, or pre-university study, can predict performance in an UK MPharm course; however, not the likelihood of graduation [ 71 ]. Other studies have found that pre-tests, for certain UoS, like biochemistry and pharmaceutical calculations conducted before starting a subject are correlated with overall subject performance, which makes these tests a good predictor for at-risk students [ 67 , 68 ].

The most common reasons reported by students for their underperformance in the present study were stress and anxiety, personal health, and depression. This is consistent with current literature [ 17 , 23 , 24 , 25 , 26 , 27 ], and the 2022 Australian Student Experience Survey [ 72 ], which reported that health or stress, followed by work/life balance were the leading causes for students attrition. A specific study in pharmacy students found that exam anxiety had a negative impact on student performance in pharmacy practical exams [ 26 ]. Psychological distress among students completing a higher education degree in Norway showed negative impacts on their self-perceived academic ability, and course progression [ 73 ]. Another study investigating students’ self-reported explanations for their poor academic performance found mental health as a contributing factor, and vice versa, where poor performance intensified mental distress [ 27 ]. Although the Australian Bureau of Statistics also reported personal health reasons as a major contributor for non-completion in bachelor programs between 2018 and 2019, the leading reason was that students were no longer interested in their chosen degree. In the same report, non-completion of masters degrees was driven by family, health, or other personal reasons [ 42 ]. Student mental health is a significant driver of attrition and is common across both private and public higher institutions in Australia [ 41 ]. The mental health burden on students is recognised at The University of Sydney and so significant mental health support is offered. All students are able to access free counselling and psychological support sessions, there is a 24/7 mental health support telephone line, and additional self-help resources (like mindfulness and relaxation) are provided through the university’s website. Mental health first health training is also included in the curricula for all pharmacy degree programs at the university.

Successful completion of a pharmacy degree requires not only academic ability, but a certain level of pre-knowledge, in particular, biology and chemistry, to decrease failure rates in these subjects, avoid delays in degree completion, and possible attrition. Institutions should aim to address these barriers by introducing pre-requisite subjects or mandate compulsory bridging courses if a prior level of knowledge attainment in these subject areas is not provided. Alternatively, pre-tests for certain UoS can be conducted prior to the course commencement to identify at-risk students, and additional academic support services can be offered.

With student poor mental health found as the most common self-reported reason for poor performance in this study, often exacerbated by academic performance pressures, institutions should implement policies for early detection and support for students going through challenging times. Such policies could include more frequent reminders for students to self-assess their mental health, and information on where to seek support services. This could take form in programs being introduced prior to lectures, access to support portals made more prominent on online learning platforms, or self-check surveys to be taken at a frequency deemed appropriate.

Limitations

The present study had a number of limitation. Not all student’s ATAR scores (or equivalent) were available. The method of collecting whether a student was registered as a pharmacist was based on them not having changed their last name which may be the case for some students who changed their name after graduation (e.g. upon marriage). Students who may be registered as a pharmacist in countries other than Australia could not be determined. Not all student show cause reasons were available because of the change from physical to electronic filing over the period studied. The limited number of students who received five or more show causes also meant the study was not powered to establish a cut-off whereby after receiving a certain number of show causes, the chance of graduating is highly unlikely.

Conclusions

This study investigated the key determinants for poor academic performance in a cohort of pharmacy students enrolled in a BPharm, BPharmMgmt, and MPharm degree. The key factors that influenced whether a show cause student completed their studies included whether they transferred from another institution, and failed more than three UoS. The UoS with the highest fail rates were chemistry based, and the most frequent student self-reported reason for poor performance was personal stress and anxiety. The results indicate that pharmacy schools should aim to address student foundation knowledge in chemistry, identify at-risk students early using pre-subject testing, and provide better access and knowledge of available services to address student mental burden. Future studies should investigate whether students who have completed chemistry and biology pre-requisites perform better in their pharmacy degree.

Data availability

The data that support the findings of this study are available on request from the corresponding author, N.J.W.

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Sydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, 2006, Sydney, NSW, Australia

Alice Campbell, Tina Hinton, Narelle C. da Costa, Sian E. O’Brian, Danielle R. Liang & Nial J. Wheate

Charles Perkin Centre, Faculty of Medicine and Health, The University of Sydney NSW, 2006, Sydney, NSW, Australia

Tina Hinton

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ND, SO, and DL collated and de-identified the data. AC, TH, and NW analysed the data and wrote the manuscript.

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Correspondence to Nial J. Wheate .

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The University of Sydney Human Research Ethics Committee (HREC) reviewed and approved this study (Approval number 2022/815). All methods were carried out in accordance with relevant guidelines and regulations. As this study utilised de-identified data collected retrospectively, The University of Sydney Human Research Ethics Committee (HREC) gave ethics approval for an informed consent waiver so consent did not need to be obtained from the students whose data was used in the analysis.

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Campbell, A., Hinton, T., da Costa, N.C. et al. Causes and outcomes of at-risk underperforming pharmacy students: implications for policy and practice. BMC Med Educ 24 , 421 (2024). https://doi.org/10.1186/s12909-024-05327-z

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DOI : https://doi.org/10.1186/s12909-024-05327-z

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Moscow International Business Center (Moscow City)

• Guide to Russia

What can you do at Moscow City?

• Dine in style: Moscow City is home to 100+ cafes and restaurants, including Europe’s highest restaurant and ice-cream shop
• See Moscow like never before: Ascend to one of Moscow City’s observation decks for an unparalleled panorama of Moscow
• Admire world-class architecture: Each of Moscow City’s skyscrapers has distinctive architecture and design
• Learn something new: Visit the Museum of High-Rise Architecture in Moscow or the Metro Museum

Moscow City is a multifunctional complex in the west of Moscow, which has come to represent the booming business of Russia’s capital. Its skyscrapers enrich Moscow’s skyline, contrasting the medieval cupolas and Stalinist high-rises. Visitors to Moscow City can enjoy entertainment high in the sky, as the complex is home not just to offices, but to restaurants, cinemas, viewing platforms, and museums.

Photo by Alex Zarubi on Unsplash

History of Moscow City

Moscow City was first conceived in 1991 by honoured Soviet architect Boris Tkhor, who proposed to construct a business center in Moscow. It would be complete with gleaming skyscrapers rivalling those of New York and London, to reflect the new life and growing ambitions of post-Soviet Russia.

The chosen site was a stone quarry and disused industrial zone in western Moscow, in between the Third Ring Road and Moskva River. Initially, the territory was divided into 20 sections arranged in a horseshoe shape around a central zone. The skyscrapers would increase in height as they spiralled around the central section, with shorter structures built on the waterfront to give the taller buildings behind a view of the river. 

Architect Gennady Sirota, who contributed to iconic projects such as the Olympic Sports Complex on Prospekt Mira, was selected as the chief architect, and many other world-famous architects were attracted to Moscow to realise their visions in Moscow City.

What can you see and do at Moscow City?

Where Moscow’s cityscape was once dominated by Stalin’s Seven Sisters skyscrapers , this is no more. Moscow City is home to eight of Russia’s ten tallest buildings, six of which exceed 300 metres in height. More buildings are still under construction there today, including the One Tower (which will be Europe’s second-tallest building). Once completed, Moscow City will comprise more than 20 innovative structures.

Each of Moscow City’s skyscrapers was designed by its own architect, lending the cluster of skyscrapers a unique appearance. Aside from being a site of architectural wonder, Moscow City is a place for leisure and entertainment with over 100 cafes and restaurants, exhibition spaces, cinemas, viewing platforms, and more.

Photo by Nikita Karimov on Unsplash

Federation Tower

• East Tower: 374m, 97 floors; West Tower: 243m, 63 floors
• Completed in 2017
• Architects: Sergey Tchoban and Peter Schweger

The East Federation Tower is the tallest building in Moscow, and the second-tallest building in Europe after the Lakhta Centre in St Petersburg. Visitors can enjoy a luxurious meal of seafood, truffles or steak at restaurant ‘Sixty’ on the 62nd floor of the West Tower, or visit Europe’s highest observation deck, ‘Panorama 360’, on the 89th floor of the East Tower.

Did you know? The ice cream and chocolate shop on the 360 observation deck are the highest in the world!

• South Tower: 354m, 85 floors; North Tower: 254m, 49 floors
• Completed in 2015
• Architect: Skidmore, Owings & Merrill LLP

The South OKO Tower is the third-tallest building in Russia and Europe. Here, you can visit ‘Ruski’ to dine on hearty Russian cuisine cooked on a real Russian stove, and have a drink in the ice bar. Alternatively, visit restaurant, nightclub and performance space ‘Birds’; the restaurant is the highest in Europe, situated on the 86th floor roof terrace alongside an observation deck. The OKO Towers are also home to karaoke club ‘City Voice’.

Did you know? Underneath OKO Towers is the largest underground parking in Europe, with 16 levels and 3,400 parking spaces.

Mercury Tower

• 339m tall, 75 floors
• Architects : Mikhail Posokhin, Frank Williams, Gennady Sirota

Another multifunctional skyscraper, which was designed as the first truly ‘green’ building in Moscow. The Mercury Tower has a distinct geometric shape and copper-coloured glazing, and was the tallest building in Europe upon completion. Visit ‘More i myaso’ (Sea and meat) on the first floor of the tower to enjoy European and Mediterranean cuisine whilst surrounded by greenery. On the 2nd and 40th floors a modern art gallery, the ‘ILONA-K artspace’, has just opened.

City of Capitals

• Moscow Tower: 302m, 76 floors; St Petersburg Tower: 257m, 65 floors
• Completed in 2009
• Architect: Bureau NBBJ

The unique geometric design of the City of Capitals towers resembles stacks of rotating blocks, and is rooted in Constructivism of the early Soviet period (many Soviet Constructivist buildings can be found in Moscow). Visitors to the Moscow Tower can enjoy a range of cuisines – traditional Italian dishes on the summer terrace of ‘Tutto Bene’, Panasian cuisine in the tropical luxury of the ‘Bamboo Bar’ on the 1st floor’, and poke or smoothie bowls at ‘Soul in the Bowl’ cafe on the 80th floor.

Tower on the Embankment

• Tower A: 84m; Tower B:127m; Tower C: 268m, 61 floors
• Completed in 2007
• Architects: Vehbi Inan and Olcay Erturk

After completion, the Tower on the Embankment was the tallest building in Europe, and is now the 13th tallest. It houses the headquarters of several large Russian and international  companies, including IBM and KPMG. There are two cafes located on the 1st floor of Tower C – self-service café ‘Obed Bufet’ (Lunch Buffet) and Bakery Chain ‘Khleb Nasushchny’ (Daily Bread).

Evolution Tower

• 255m tall, 54 floors
• Architects: Philip Nikandrov and RMJM Scotland Ltd

Evolution is Moscow City’s most recognisable tower, and the 11th tallest building in Russia. Its façade is a true architectural marvel, comprising continuous strips of curved glazing spiralling high into  the sky. According to the architect, Philip Nikandrov, the spiral shape of the tower honours centuries of architectural design in Russia, from the onion domes of St Basil's Cathedral to Vladimir Shukhov’s Tatlin Tower, a masterpiece of Constructivist design. Outside the Evolution tower is a landscaped terrace and pedestrian zone descending to the Presnenskaya Embankment, which was also designed by Nikandrov.

Did you know? Moscow’s largest wedding palace was supposed to be built on the site of the Evolution tower, though the project was abandoned.

• 239m tall, 60 floors
• Completed in 2011

Imperia’s interesting design has a curved roof and an arched glass façade. Inside the tower are various cafes including ‘City Friends’ for all-day breakfasts and light lunches, ‘Mama in the City’ for simple meals of Russian cuisine, and ‘abc kitchen’ for European and Indian-inspired dishes. Alternatively, visit ‘High Bar’ on the 56th floor for cocktails with a view. In Imperia you’ll also find the Museum of High-Rise Construction in Moscow (suitably located on the 56th floor), and the Camera Immersive Theatre.

Did you know? Inside Vystavochnaya metro station is the Metro Museum , dedicated to the history of the beautiful Moscow Metro!

• 130m tall, 26 floors
• Completed in 2001
• Architect: Boris Tkhor

Tower 2000 was Moscow City’s first tower. It stands on the opposite bank of the Moskva River, and houses a viewing platform from which visitors can admire an unparalleled panorama of Moscow City. The Bagration Bridge reaches across the river from the tower to Moscow City, and underneath are piers from where you can take boat trips.

Photo by Alexander Popov on Unsplash

Afimall is Moscow’s largest entertainment and shopping complex, home to 450 shops, cafes and restaurants, a cinema, and a virtual-reality game park. The shopping centre is located in the central section of Moscow City, and a cinema and concert hall are currently under construction there.

What’s nearby?

Sechenov Botanical Gardens: The botanical gardens of the First Moscow State Medical University was created for students’ training and research in 1946. Today it is open for free visits, and is home to a large arboretum.

Park Krasnaya Presnya: This park belonged to the Studenets estate of the Gagarin princes. It is a monument of 18th and 19th century landscaping, with Dutch ponds, ornate bridges, and tree-lined alleys. There are also sports facilities, sports equipment rental, and cafes.

Photo by Akkit  on Wikipedia

Essential information for visitors

Website: https://www.citymoscow.ru/

Email: [email protected]

Phone: +7 (495) 730-23-33

Nearest metro: Mezhdunarodnaya (closest to the skyscrapers), Delovoy Tsentr (underneath Afimall), Vystavochnaya (closest to Expocentre)

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