After a decade of practicing as an oncology pharmacist, it is evident that advancements in
medicine are moving at lightning speed. The advent of new targeted therapies,
pharmacogenomic testing, and artificial intelligence tools have made a significant impact in
the medical world. This means that as technology changes, so should our approach to
education. In today’s classroom, students need so much more than a well-thought-out
curriculum or appropriately designed slide deck. Students need emotional engagement,
distinctive assessments, and intuitive mentorship.
The goal of the educator is to lay down a framework for students to navigate which will
allow them to be successful in new and unfamiliar territory. My aim is to provide them with
foundational principles that they can grow and develop into clinical skills. Pharmacology is
not a simple practice; it requires a unique understanding of cell function and design. By
understanding the basic concepts, one can grasp the bigger picture of how cellular
malfunctions can lead to systemic dysfunction.
Emotional engagement is a critical component of effective pharmacy practice and
preceptorship. In the preceptorship setting, this skill is demonstrated through meaningful
patient interactions, including medication therapy management, patient counseling, and
collaborative care discussions, where students must balance emotional awareness with
evidence-based problem solving. This is further honed through experiences in code
response and traumas. Through guided reflection and mentorship, I aim to help students
cultivate this balance of compassionate presence and professional objectivity, preparing
them to deliver patient-centered care that is both empathetic and clinically effective.
Assessing a student’s understanding of material, therefore, cannot rely solely on multiple
choice questions and traditional methods. It requires that we, as educators, also re-vamp our
method of assessment through case-based discussions, patient simulations, and guided
study. In using these tools, we can help the student both engage emotionally and identify
their specific needs for improvement. In discovering these needs, I can align teaching
methods to adequately address their areas of weakness. This approach can benefit the
student in both current and future practice.
Mentorship of students is best done by modeling and focused guidance. The most profound
professors are those who can guide a student through their thought process rather than
only providing an answer. While mentorship takes many forms, a crucial element is
preparing students for the pharmacist’s role within an interdisciplinary team. Pharmacists
are a vital component of patient care in interdisciplinary collaboration. It is the
responsibility of educators to model and discuss the importance of this function to the
student. Understanding the roles of each provider can help future pharmacists navigate
their designated responsibilities while also preventing any pitfalls. True mentorship means
actively carving out paths for student success, a principle I experienced firsthand during my
own training. Recognizing my passion for oncology, my oncology preceptor advocated for establishing a brand-new, advanced BMT/oncology rotation within the program. This pivotal
opportunity allowed me to deeply hone my practice skills and ultimately paved the way for
my career in oncology. As an educator, my goal is to provide that same level of advocacy,
tailored access, and intuitive mentorship for my own students.
I want to foster the development of the student as a resource and essential member of a
patient’s care team. The student should leave my classroom/rotation feeling well-equipped
to pursue further education through residency, fellowship, or institutional and community
pharmacy services. By fostering a dynamic learning environment that prioritizes student
engagement, compassion, and continuous improvement, I aim to prepare the next
generation of pharmacists to face the challenges of patient care with confidence and
empathy.
