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James Desborough - University of East Anglia. Norwich, , GB

James Desborough James Desborough

Associate Professor | University of East Anglia


His research explores medication adherence – how to support patients in sticking to their regular treatment and drug-taking routines.






Introductory Video Providing structure to your healthcare consultations How to break bad news in healthcare consultations




James Desborough is a Senior Lecturer in Pharmacy Practice in the School of Pharmacy at UEA. His research explores medication adherence – how to support patients in sticking to their regular treatment and drug-taking routines. He has particularly been looking at medicines in care homes, where there are a range of roles looking at the patient’s medication needs, where errors may occur, staff turnover is high, and where the patient may be more inclined to forget or avoid their medication.

James is a qualified pharmacist and has managed a community pharmacy. He also helps pharmacists to be more effective in communicating with patients and has a YouTube channel called Consultations 4 Health on this issue. He is a Member of the United Kingdom Clinical Pharmacy Association and of the Royal Pharmaceutical Society of Great Britain. He is also a referee for International Journal of Pharmacy Practice and for Journal of Clinical Pharmacy and Therapeutics.

Areas of Expertise (5)

Medication Adherence

Chemical Sciences

Clinical Pharmacy



Education (2)

University of East Anglia: Ph.D., Health Services Research 2008

University of Bradford: M.Pharm., Pharmacy 2003

Articles (5)

Exploring the views of community pharmacists on patient feedback on their consultations

International Journal of Pharmacy Practice

2021 Abstract Objectives To explore community pharmacists’ (CPs) views on patient feedback on their consultations.

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Clinical and cost effectiveness of a multi-professional medication reviews in care homes (CAREMED)

International Journal of Pharmacy Practice

2020 With 70% of care home residents experiencing a medication error every day in the UK, better multi‐professional working between medical practitioners, pharmacists and care homes was recommended. The aim of this study was to determine the effectiveness (falls reduction) and cost‐effectiveness, of a multi‐professional medication review (MPMR) service in care homes for older people.

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“Everyone needs to understand each other’s systems”: Stakeholder views on the acceptability and viability of a Pharmacist Independent Prescriber role in care homes for older people in the UK

Health & Social Care in the Community

2020 The role of an innovative Pharmacist Independent Prescriber (PIP) for care homes to optimise medications has not been examined. We explored stakeholders’ views on issues and barriers that the PIP might address to inform a service specification for the PIP intervention in older people's care homes.

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Learning from community pharmacists' initial experiences of a workplace-based training program

Currents in Pharmacy Teaching and Learning

2020 To prepare community pharmacists for the provision of clinical and patient-focused services, a novel postgraduate course for community pharmacists in the United Kingdom was developed. The program incorporated personal development planning against a personal development framework, workplace mentoring, employment of work-based assessment tools, activities that encouraged increased inter-professional working, reflection, and opportunities for peer support.

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Systematic review and narrative synthesis of pharmacist provided medicines optimisation services in care homes for older people to inform the development of a generic training or accreditation process

International Journal of Pharmacy Practice

2019 To develop a training programme to enable pharmacists with prescribing rights to assume responsibility for the provision of pharmaceutical care within care homes, a systematic review and narrative synthesis was undertaken to identify reported approaches to training pharmacists and use this literature to identify potential knowledge requirements.

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