Currents in Pharmacy Teaching and Learning最新文献

{"title":"Insights from a survey on professional identity formation activities in pharmacy skills laboratory courses","authors":"Apryl N. Peddi ,&nbsp;Kevin N. Astle ,&nbsp;Lisa Hong ,&nbsp;Brittany L. Riley ,&nbsp;Melissa Ruble ,&nbsp;Lisa Vandervoort ,&nbsp;Laura Knockel","doi":"10.1016/j.cptl.2025.102350","DOIUrl":"10.1016/j.cptl.2025.102350","url":null,"abstract":"<div><h3>Introduction</h3><div>Professional identity formation (PIF) is the process of internalizing a profession's values, norms, and standards to “think, act, and feel” like a member of that community, making it essential to incorporate into learners' development. The purpose of this article is to characterize how and to what extent PIF-related activities are currently integrated into pharmacy skills laboratory courses.</div></div><div><h3>Methods</h3><div>An electronic survey was sent to pharmacy faculty who teach in skills laboratory courses about how PIF is described to students and its differentiation from professionalism, how it is integrated into the pharmacy curriculum, the type of pharmacy skills laboratory activities currently in the curriculum related to PIF, and how PIF is assessed in skills laboratory courses.</div></div><div><h3>Results</h3><div>Survey respondents from all eight National Association of Boards of Pharmacy Districts provided with 34 individual responses representing 25 unique schools. Most respondents reported incorporating PIF into their curriculum, most commonly in experiential education (23.9 %), skills laboratory courses (21.1 %), and co-curricular activities (23.9 %). In skills laboratory courses, PIF development was included in lectures, individual activities, team-based activities, reflections, and small-group discussions. Descriptions provided by respondents mentioned prescription product preparation, patient counseling, patient cases, role-playing activities, reflections, cases with clinical uncertainty or ambiguity, interprofessional activities, and professionalism.</div></div><div><h3>Conclusion</h3><div>The incorporation of PIF-related activities into skills laboratory courses is not widespread. There is room for improving faculty understanding of PIF and differentiation from professionalism.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102350"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Faculty experiences developing and directing a novel multi-campus medication therapy management introductory pharmacy practice experience","authors":"Kelsey D. Frederick ,&nbsp;Catherine M. Crill ,&nbsp;Kenneth C. Hohmeier ,&nbsp;Christopher K. Finch ,&nbsp;Danielle Case ,&nbsp;Collin Albrecht ,&nbsp;Dawn E. Havrda","doi":"10.1016/j.cptl.2025.102362","DOIUrl":"10.1016/j.cptl.2025.102362","url":null,"abstract":"<div><h3>Background and purpose</h3><div>The COVID-19 pandemic accelerated the emergence of telehealth, showcasing feasible and scalable ways to deliver remote patient care services during and beyond the pandemic. This underscores the need to equip students with the requisite skills to engage in telehealth patient care services and navigate the evolving landscape of healthcare delivery. Literature reveals that students recognize the critical role of medication therapy management (MTM) in patient care and education and desire more training to develop proficiency in delivering these services. Integrating telehealth MTM training within pharmacy experiential education curricula aligns with education standards and evolving needs of the profession, enhances student competencies, and offers practical exposure to real world MTM application and patient care.</div></div><div><h3>Educational activity and setting</h3><div>An innovative MTM introductory pharmacy practice experience (IPPE) was developed and implemented by The University of Tennessee Health Science Center College of Pharmacy in partnership with AdhereHealth. The course provides students with hands-on, real-world telehealth patient care experience. It allows students to address patient medication adherence and social determinants of health (SDOH) and communicate with patients and healthcare providers to optimize medication outcomes for thousands of patients across the country with a Proportion of Days Covered (PDC) less than 80%.</div></div><div><h3>Findings</h3><div>From 2021 through 2023, the novel MTM experience has provided MTM telehealth training for 390 s-year students across the three COP campuses, leading to over 6500 completed targeted medication reviews and SDOH assessments and over 154,000 total patient outreach attempts across the United States. Assessment data suggest that the innovative MTM IPPE improves student self-efficacy and efficiency in delivery of telehealth patient care. Additionally, both MTM in general and this specific IPPE can be effective in addressing SDOH. The authors list factors believed to contribute to successful operation of a telehealth MTM IPPE for consideration prior to implementation, including offering the experience in dedicated call center space on campus, providing a clear orientation to the MTM IPPE expectations, resources, and purpose, a personalized precepting approach, appropriate technology and regular tech support, and structuring student assessment to emphasize focus on learning and skill improvement, not the grade.</div></div><div><h3>Summary</h3><div>The MTM IPPE demonstrated feasibility and effectiveness as a means for purposeful integration of MTM telehealth and SDOH exposure within experiential education. The experiences and resources shared demonstrate that an MTM IPPE can be successfully scaled and implemented at other institutions.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102362"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Longitudinal curriculum design shows promise to improve pharmacogenomics education in an observational study","authors":"Judy Qiju Wu ,&nbsp;Stacey Manahan ,&nbsp;Ming Wang ,&nbsp;Andrea Reynolds ,&nbsp;Jeff Pierce ,&nbsp;Susan E. King ,&nbsp;Michael Zhuo Wang","doi":"10.1016/j.cptl.2025.102359","DOIUrl":"10.1016/j.cptl.2025.102359","url":null,"abstract":"<div><h3>Introduction</h3><div>Longitudinal curriculum has been suggested for improving pharmacogenomics education, however the outcome of such curriculum design has yet to be reported. Here we evaluated the effectiveness of a simple longitudinal curriculum consisting of didactic lecturing and laboratory-based teaching in two sequential semesters towards pharmacogenomics education.</div></div><div><h3>Methods</h3><div>Four pharmacogenomics lectures were offered to professional year 3 (PY3) pharmacy students during the fall semester. During the following spring semester, students participated in two laboratories followed by an implementation project. Knowledge attainment was assessed through an exam following the fall lectures. Students' perception about their clinical pharmacogenomics skills were collected by electronic questionnaire before, immediately after, and 3 months after the fall lectures and the spring laboratories. Statistical analysis was performed using one-way ANOVA followed by pairwise <em>t</em>-test.</div></div><div><h3>Results</h3><div>The average exam score in Fall 2023 was 79 % (54 %–96 %). Students' perception in a 1–5 Likert scale improved from 1.35 to 3.63 immediately following the lectures (<em>p</em> &lt; 0.0001) but dropped to 1.94 after three months (p &lt; 0.0001). In contrast, after two laboratories in Spring 2024, students' perception improved from 1.94 to 3.67 immediately following the laboratories (p &lt; 0.0001), and importantly, remained high at 3.55 three months later (<em>p</em> = 0.36).</div></div><div><h3>Conclusions</h3><div>Combination of didactic lecturing and laboratory-based teaching offered in two sequential semesters is conducive to maintaining student's positive perception about their clinical pharmacogenomics skills. Our curriculum design is simple to implement and has the potential to improve long-term retention of pharmacogenomics knowledge.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102359"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based education in pharmacy- Challenges, opportunities, and the path forward","authors":"Aliasgar Shahiwala","doi":"10.1016/j.cptl.2025.102358","DOIUrl":"10.1016/j.cptl.2025.102358","url":null,"abstract":"<div><div>Competency-based education (CBE) is an essential framework for preparing pharmacy graduates to meet evolving healthcare demands. While existing competency frameworks emphasize foundational knowledge, patient-centered care, and interprofessional collaboration, they often lack structured mechanisms for advanced specialization and career-specific skill development. This paper advocates for a paradigm shift in pharmacy education, transitioning from a current competency “I-shaped” skill model, which prioritizes clinical expertise, to a “comb-shaped” model that fosters broad, interdisciplinary competencies. Integrating customizable modules can restate pharmacy curricula to support lifelong learning, global mobility, and adaptability to emerging professional roles. Drawing insights from competency-based models like the Association of Chartered Certified Accountants (ACCA) competency model and the Royal College of Physicians and Surgeons of Canada Competence by Design (CBD) model, this paper proposes a modular, flexible approach that balances core competencies with specialized career pathways. A structured approach is outlined to support curriculum designers in implementing adaptive frameworks that enhance specialization opportunities while ensuring the retention of fundamental professional standards. By embracing this modular and competency-driven approach, pharmacy education can better equip graduates for diverse career trajectories in research, industry, regulatory affairs, digital health, and clinical practice, thus reinforcing its relevance in an evolving healthcare landscape.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 7","pages":"Article 102358"},"PeriodicalIF":1.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Engaging student pharmacists in emergency and disaster preparedness education","authors":"Elaine V. Nguyen ,&nbsp;Frank Romanelli ,&nbsp;Mohammed A. Islam ,&nbsp;Alamdar Hussain","doi":"10.1016/j.cptl.2025.102346","DOIUrl":"10.1016/j.cptl.2025.102346","url":null,"abstract":"<div><h3>Introduction</h3><div>To design and assess an elective course that introduces students to emergency and disaster preparedness (EDP) education.</div></div><div><h3>Methods</h3><div>A 2-credit hour elective course in EDP was developed and delivered to second-year students in an accelerated Doctor of Pharmacy (PharmD) program. Lectures, case-based discussions, and presentations comprised the learning strategies in this course. Additionally, students took an independent study certificate program (ICS-100) offered by the federal emergency management agency and completed pre/ post-course surveys.</div></div><div><h3>Results</h3><div>Student knowledge gains were demonstrated by cumulative points obtained on assessments employed in the course. Knowledge gains were additionally captured using rating scale and reflections distilled from pre-/ post-course survey responses. Besides learning about the various logistical issues, required flexibility, and manual labor among others, students also learned of alternative career pathways and increased interprofessional collaborative work required during emergencies and disasters.</div></div><div><h3>Conclusions</h3><div>An elective course in EDP was well received by pharmacy students and enhanced their level of preparedness to respond to an emergency. Instructors at pharmacy programs planning to offer a course in EDP may benefit from the design and structure described in this paper.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102346"},"PeriodicalIF":1.3,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143816928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student perspectives on the integration of environmental sustainability and climate Change into the doctor of pharmacy program curriculum","authors":"Simroop Ladhar ,&nbsp;Jasdeep Gill ,&nbsp;Ingrid Frank ,&nbsp;Karen Dahri","doi":"10.1016/j.cptl.2025.102347","DOIUrl":"10.1016/j.cptl.2025.102347","url":null,"abstract":"<div><h3>Introduction</h3><div>There has been an increased focus on evaluating the environmental impact of medications and the pharmacist's role in reducing this impact. The University of British Columbia (UBC) Entry to Practice Doctor of Pharmacy (PharmD) program curriculum in Canada, provides limited exposure to climate change and environmental sustainability in relation to pharmacy practice. The objective of this study was to characterize students' prior exposure and preference for learning about the impact of medications on the environment.</div></div><div><h3>Methods</h3><div>An online survey was developed and disseminated via email and social media to the 865 students enrolled in Program Years 1 to 4 of the UBC PharmD program. The survey consisted of 13 questions covering demographics, prior knowledge level on the topic and learning preferences. Descriptive statistics were used to analyze the responses.</div></div><div><h3>Results</h3><div>A total of 117 students completed the survey (response rate = 14 %). Approximately one-third (37 %) of participants indicated previous educational exposure to climate change and sustainability separate from their PharmD education, and 21 % indicated exposure during their PharmD education. The majority of respondents (97 %) indicated that they are interested in this topic with 91 % planning to advocate for sustainable pharmacy practices in their future careers. Most students rated their knowledge level as basic or moderate for both the contribution of the healthcare systems and pharmacy practice and pharmaceuticals on climate change and the environment. Lastly, 77 % of participants felt that integrating education on climate change and sustainability into the PharmD curriculum was necessary.</div></div><div><h3>Conclusion</h3><div>This study reveals that students have a strong interest in learning about the impact of medications on the environment. However, current educational exposure to this topic within the UBC PharmD program is limited, highlighting a gap in the curriculum. Future research should focus on the incorporation of climate change and sustainability into the pharmacy curriculum.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102347"},"PeriodicalIF":1.3,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the perceptions and experiences of pharmacy students about formative and summative OSCE incorporating AI in preparatory process: A mixed-methods study","authors":"Sara Rehman ,&nbsp;Majid Ali ,&nbsp;Ejaz Cheema ,&nbsp;Asra Shanzeh","doi":"10.1016/j.cptl.2025.102348","DOIUrl":"10.1016/j.cptl.2025.102348","url":null,"abstract":"<div><div>This study, using a mixed-methods approach, explored pharmacy students' perceptions and experiences of formative and summative OSCEs and their use of AI tools in OSCE preparation. Formative and summative OSCE marks were compared. Further quantitative data were collected from 82 students (89.13 %) via a post-OSCE questionnaire. Qualitative data were collected from 20 face-to-face semi-structured interviews that were audio-recorded, transcribed verbatim and thematically analyzed. Results showed improvement in marks from formative to summative OSCE, with mean marks increasing from 44.2 % to 56.0 %. Students generally perceived the OSCE process positively, with the majority rating their overall experience as excellent (65 %). The formative OSCE was viewed as particularly helpful in preparing for the summative. The integration of AI tools in OSCE preparation was well-received, with 58.5 % of students finding them helpful. However, challenges such as “lack of humanization” and occasional inaccuracies were noted. Themes generated from qualitative data endorsed the quantitative findings and were categorized into facilitators (briefing session, formative OSCE, feedback from role players and evaluators, AI tools) and barriers (challenges with the use of AI tools, anxiety, time management). The study highlights the importance of formative assessments prior to summative and the potential of AI tools in enhancing OSCE preparation, but emphasizes the need for structured training and guidance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102348"},"PeriodicalIF":1.3,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143759881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design, implementation, and validation of an OSCE to assess clinical competencies in pharmacy students in Iran; A cross-sectional study","authors":"Narges Afzali Aram ,&nbsp;Saeed Mohammad Soleymani ,&nbsp;Samaneh Jahanabadi ,&nbsp;Hadi Esmaily","doi":"10.1016/j.cptl.2025.102324","DOIUrl":"10.1016/j.cptl.2025.102324","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to develop and evaluate professional performance tools, specifically the Objective Structured Clinical Examination (OSCE), for pharmacy students at Shahid Beheshti University of Medical Sciences.</div></div><div><h3>Methods</h3><div>In this cross-sectional study, data were collected from 92 final-year pharmacy students through a 9-station OSCE. Each station was designed based on validated checklists and scenarios developed by a panel of pharmacy education experts. Trained examiners and standardized patients assessed the students' performance, and data were recorded using structured evaluation forms during the two-day OSCE. Statistical analyses included regression analysis, correlation coefficients, and reliability testing to evaluate the OSCE results.</div></div><div><h3>Results</h3><div>A total of 92 pharmacy students participated in the OSCE, achieving passing rates ranging from 70.5 % to 100 % across stations. Acceptance quorum scores for each station were determined using border regression analysis, with values ranging from 79.76 to 140.77. The overall Pearson correlation coefficient between OSCE total scores and written test scores was 0.301. Internal consistency across the 9 stations was confirmed, with Cronbach's alpha exceeding 0.7 in most stations.</div></div><div><h3>Conclusion</h3><div>The design, implementation, and validation of the OSCE exam as a professional performance tool for pharmacy students in Iran demonstrated its effectiveness in assessing key clinical competencies. The OSCE showed strong reliability and validity, particularly in measuring the clinical and communication skills required for pharmacy practice. The findings underscore the importance of adapting standardized assessment methods, such as the OSCE, in resource-limited settings to enhance the quality of pharmacy education and better prepare students for the evolving demands of professional practice.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102324"},"PeriodicalIF":1.3,"publicationDate":"2025-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pharmacy faculty and students perceptions of artificial intelligence: A National Survey","authors":"Kyle A. Gustafson ,&nbsp;Sarah Berman ,&nbsp;Paul Gavaza ,&nbsp;Islam Mohamed ,&nbsp;Radhika Devraj ,&nbsp;May H. Abdel Aziz ,&nbsp;Divita Singh ,&nbsp;Robin Southwood ,&nbsp;Motolani E. Ogunsanya ,&nbsp;Angela Chu ,&nbsp;Vivek Dave ,&nbsp;Jarred Prudencio ,&nbsp;Faria Munir ,&nbsp;Trager D. Hintze ,&nbsp;Casey Rowe ,&nbsp;Allison Bernknopf ,&nbsp;Damianne Brand-Eubanks ,&nbsp;Alexander Hoffman ,&nbsp;Ellen Jones ,&nbsp;Victoria Miller ,&nbsp;Leanne Showman","doi":"10.1016/j.cptl.2025.102344","DOIUrl":"10.1016/j.cptl.2025.102344","url":null,"abstract":"<div><h3>Introduction</h3><div>This study explores the perceptions, familiarity, and utilization of artificial intelligence (AI) among pharmacy faculty and students across the United States. By identifying key gaps in AI education and training, it highlights the need for structured curricular integration to prepare future pharmacists for an evolving digital healthcare landscape.</div></div><div><h3>Methods</h3><div>A 19-item Qualtrics™ survey was created to assess perceptions of AI use among pharmacy faculty and students and distributed utilizing publicly available contacts at schools of pharmacy and intern lists. The electronic survey was open from September 5th to November 22nd 2023. Responses were analyzed for trends and compared between faculty and student responses across four sub-domains.</div></div><div><h3>Results</h3><div>A total of 235 pharmacy faculty and 405 pharmacy students completed the survey. Responses indicated high familiarity with AI in both groups but found differences in training. Both groups identified ethical considerations and training as major barriers to AI integration. Faculty were less likely to trust AI responses than students despite reporting similar rates of incorrect information. Students were more concerned than faculty about AI reducing pharmacy jobs, particularly in community and health-system settings.</div></div><div><h3>Discussion</h3><div>This study highlights the need for intentional AI training tailored to pharmacy students, aiming to bridge the knowledge gap and equip them with the skills to navigate an AI-driven future. The inconsistency in how AI is addressed within the curriculum and the lack of established ethical guidelines display the need for clear and consistent institutional policies and professional guidance.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102344"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Professional identity, pivotal moments, and influences: Implications for preceptor development","authors":"Janet Cooley ,&nbsp;Natalie Kennie-Kaulbach ,&nbsp;Katie Crespo ,&nbsp;Heidi Anksorus ,&nbsp;Brittany Riley ,&nbsp;Charlene Williams ,&nbsp;Teresa A. O'Sullivan","doi":"10.1016/j.cptl.2025.102345","DOIUrl":"10.1016/j.cptl.2025.102345","url":null,"abstract":"<div><h3>Introduction</h3><div>Preceptors are critical in training learners and supporting learner professional identity formation (PIF). This manuscript describes pharmacist preceptors' professional identities (PI), pivotal moments and influences that shaped those PIs, and how this impacts their precepting to inform future preceptor development.</div></div><div><h3>Methods</h3><div>Semi-structured interviews with experienced preceptors from five experiential education programs were transcribed and analyzed. An abductive approach was used for coding, followed by thematic analysis.</div></div><div><h3>Results</h3><div>Twenty-two participants from various settings described their PI as a medication specialist, care provider, safeguard, educator, and/or manager. Six themes were recognized across the interview question data as critical to forming professional identity. These included: common elements among pharmacists' PIs such as being a medication-related problem solver (theme 1) and helping/serving others (theme 2); a connection between preceptor identity and participant precepting practices (theme 3); and the importance of role models (theme 4), practicing autonomy (theme 5) and being treated as a pharmacist (theme 6) in developing the participants' PI.</div></div><div><h3>Discussion</h3><div>These findings suggest that preceptor development could focus on introducing the concept of PIF, build an understanding of the importance of role models and pivotal moments in supporting PIF, and support the development of preceptor identity as a clinician, educator, or teacher.</div></div><div><h3>Conclusion</h3><div>Critically, the findings from this analysis suggest that a preceptor's PI can influence how they precept, the types of experiences they facilitate for learners, and the norms and values they model. These findings will inform future preceptor development programs about their learner's PIF.</div></div>","PeriodicalId":47501,"journal":{"name":"Currents in Pharmacy Teaching and Learning","volume":"17 6","pages":"Article 102345"},"PeriodicalIF":1.3,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143687336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}