From information to experience: Using design thinking to support pharmacy students preparing for multiple mini interviews

Purpose: Preparing pharmacy students for the Foundation Training Year (FTY) Multiple Mini Interview (MMI) is a key component of supporting transition to professional practice. While MMIs assess non-academic competencies such as communication and ethical reasoning, preparation within curricula often emphasises informational support rather than experiential learning. This reflective work addresses this gap by exploring how a Design Thinking approach can be used to better understand and support students' preparation for MMIs. Description: This work draws on our experience as an educator responding to pharmacy students' concerns about MMI preparedness. Using a Design Thinking framework, we engaged students through Poll Everywhere activities to explore their experiences, generate ideas, and evaluate potential solutions. Students reported uncertainty about expectations, limited opportunities for practice, and performance anxiety. Several potential interventions were identified, with mock MMI practice sessions emerging as the preferred approach. Analysis: This experience challenged our initial assumption that providing information was sufficient for interview preparation. Instead, we recognised the importance of experiential learning in developing performance-based competencies. Engaging students as partners in the process highlighted the value of co-creation in curriculum design. The findings were interpreted through experiential and situated learning perspectives, emphasising the role of authentic practice and feedback in building confidence and professional competence. Conclusions: Preparation for MMIs requires a shift from information delivery to experiential, practice-based learning. Mock interview sessions offer a valuable approach to supporting students' readiness for high-stakes assessments and professional transitions.