The Preceptor's Compass

Inside the Dalhousie College of Pharmacy PharmD Curriculum: What Preceptors Need to Know

What do PharmD students learn before they arrive in practice—and how does the curriculum prepare them to contribute? In this episode of The Preceptor’s Compass, Harriet and Jennifer explore the seven pillars of the Dalhousie PharmD curriculum with guest Heidi Framp, Associate Director of Education at the Dalhousie University College of Pharmacy. From foundational sciences and Problem‑Based Learning (PBL) as the core pharmacotherapeutics framework, to skills lab training, special populations, critical appraisal, SBA, and the expanded Practice Experience Program (PEP), this episode highlights how learning is intentionally scaffolded across the program. Designed for preceptors, this conversation offers practical insight into what students know and can do at different stages, how curriculum content translates into practice, and how preceptors can support learner growth with confidence. Pillar #1 Pharmaceutical Sciences 1:40 Pillar #2 Problem-Based Learning (PBL) 5:38 Pillar #3 Pharmacotherapeutics in Special Populations 17:20 Pillar #4 Skills Lab 23:10 Pillar #5 Critical Appraisal Skills (CAS) 30:14 Pillar #6 Social, Behavioral & Administrative Pharmacy (SBA) 32:10 Pillar #7 Practice Experience Program (PEP) 36:33 Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Beyond the Counter: How Distributed Rotations Transform Pharmacy Education

In this episode of the Preceptor's Compass, we explore how distributed pharmacy rotations—in rural, remote, and urban settings—are reshaping experiential education across Canada. Guests Edmund Tan (Whitehorse, Yukon) and Anthony Lee (Vancouver, BC) share how their innovative practice models, strong mentorship, and deep community engagement create meaningful, memorable learning experiences for students. Listeners will gain insights into how geographical diversity, community connection, and thoughtful support systems help shape professional identity while addressing workforce needs across the country. This episode also features a special student perspective from 4th‑year PharmD student Bryer, who completed a rotation in the Yukon and shares candid reflections on innovation, belonging, peer support, and personal growth. Introduction of Guests begins at 1:15 Inspiration to Host begins at 3:30 Innovation in Distributed Rotations begins at 6:10 Supporting Students begins at 13:30 Building Belonging begins at 21:48 Motivation & Impact begins at 29:25 Student Spotlight with Bryer begins at 38:38 Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Becoming a Pharmacist: The Preceptor’s Role in Shaping Professional Identity

In this episode of The Preceptor’s Compass, we explore Professional Identity Formation (PIF) -the powerful shift learners make from thinking like students to becoming pharmacists. We are joined by Dr. Janet Cooley, Dr. Teresa O’Sullivan, and Dr. Natalie Kennie‑Kaulbach, who share insights from their collaborative research on how preceptors shape learner identity through everyday teaching moments. Professional identity formation is not separate from practice — it grows from it. This episode offers practical, evidence‑informed strategies to help preceptors reflect on their own journey, support learners with intention, and shape the next generation of pharmacists. Whether you are a seasoned preceptor or just beginning, this conversation offers reflection, inspiration, and tools you can bring into your next rotation. Deeper Dive into PIF begins at 3:45 with Natalie Reflecting on your own PIF begins at 8:19 with Janet Theme #1 Making learners part of the practice and team begins at 11:00 with Terry Theme #2 Preparing learners to assume the role of a pharmacist begins at 15:40 with Natalie Theme #3 Helping learners navigate emotions during practice experiences begins at 21:20 with Terry Theme #4 Supporting learners in finding the right fit within the profession begins at 26:25 with Janet Segment 3: Collaborative Insights 33:45 Segment 4: Bringing It All Together 39:30 Resources: Kennie-Kaulbach, N., Cooley, J., Williams, C., Riley, B., Anksorus, H., & O’Sullivan, T. A. (2024). How Preceptors Support Pharmacy Learner Professional Identity Formation. American Journal of Pharmaceutical Education, 88(9), 100740. https://doi.org/10.1016/j.ajpe.2024.100740 [https://doi.org/10.1016/j.ajpe.2024.100740] Kennie-Kaulbach, N., Cooley, J., Anksorus, H., Janke, K. K., Riley, B., & O’Sullivan, T. A. (2025). Building A Pharmacy Preceptor Development Framework for Nurturing Learner Professional Identity Formation. American Journal of Pharmaceutical Education, 101862. https://doi.org/10.1016/j.ajpe.2025.101862 [https://doi.org/10.1016/j.ajpe.2025.101862] Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Peers in Practice: Unlocking the Power of Peer-Assisted Learning in Pharmacy

Episode Summary: In this episode of The Preceptor’s Compass, we dive into Peer-Assisted Learning (PAL)-a collaborative model where pharmacy students learn with and from each other under preceptor guidance. Our guest, Michelle MacDonald, Clinical Practice Leader and Faculty Liaison with Alberta Health Services and the University of Alberta, shares insights on why PAL works and practical strategies for implementation. We also hear firsthand experiences from Mary Kate and Olivia, two PharmD students who participated in a PAL pilot during hospital rotations. Together, we explore the benefits, challenges, and tips for making PAL successful for both learners and preceptors. Segment 1: What is Pal ? And Why Pal Works begins at 2:00 Segment 2: Challenges & Solutions begins at 10:35 Segment 3: Student Spotlight with Mary Kate & Olivia begins at 20:30 Segment 4: Implementing PAL begins at 28:10 Resources: Khurana, S., MacDonald, M., Thompson, A., Anwar, M., & Koshman, S. (2025). Pharmacy Students’ Perspectives on Institutional-Based Peer Assisted Learning Placements. Journal of Peer Learning, 16(1): 4, 1–14. https://doi.org/10.21061/jopl.118 [https://doi.org/10.21061/jopl.118] MacDonald, M., Thompson, A. E., Ton, J., & Mysak, T. (2020). Strategies to optimize implementation of novel preceptorship models: Peer-assisted learning and near-peer teaching. Currents in Pharmacy Teaching and Learning, 12(8), 945–955. https://doi.org/10.1016/j.cptl.2020.04.001 [https://doi.org/10.1016/j.cptl.2020.04.001] University of British Columbia Faculty of Pharmaceutical Sciences, University of Alberta Faculty of Pharmacy and Pharmaceutical Sciences, & Association of Faculties of Pharmacy of Canada. (2017, January). Peer Assisted Learning in Pharmacy Experiential Education: A guidebook for preceptors [PDF]. https://www.ualberta.ca/en/pharmacy/media-library/peer-assisted-learning-guidebook.pdf [https://www.ualberta.ca/en/pharmacy/media-library/peer-assisted-learning-guidebook.pdf] Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Building a Positive Inclusive Learning Environment: Fostering Confidence, Engagement, and Curiosity in Pharmacy Learners

Summary: In this episode of The Preceptor’s Compass, we sit down with Samy Barsoum—a community pharmacist, pharmacy manager, and skills lab demonstrator—to explore what it truly takes to create a learning environment where students feel safe, supported, and inspired. From fostering psychological safety and giving feedback that promotes growth, to using a strengths-based approach and respecting individuality, Samy shares practical strategies for building confidence, engagement, and curiosity in learners. We also dive into the importance of inclusion and belonging—how small, intentional actions by preceptors can transform rotations into spaces of trust and growth. Whether you’re a seasoned preceptor or just starting out, this conversation offers actionable insights to help students thrive and see themselves as future professionals. Disclaimer The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer. Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk. References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned. Limitation of Liability The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.