Episode at a glance

• A learner's performance is real information, but it is not always a complete explanation.

• Social determinants of learning can be barriers or facilitators, and they arise at both individual and institutional levels.

• A preceptor's role is not to investigate or rescue. It is to notice, ask respectfully, avoid preventable barriers, and connect early with the Practice Experience team.

• Equity does not mean lowering competency expectations. It means reducing barriers unrelated to competence and creating a fair opportunity to demonstrate learning.

Description:

What shapes a learner’s success beyond knowledge and effort?

In this episode of The Preceptor’s Compass, Jennifer and Harriet explore the social determinants of learning-the personal, social, economic, and institutional conditions that can support or impede a learner’s ability to participate fully in practice education.

Through pharmacy-based examples, they consider how transportation, financial pressures, caregiving, health, disability, belonging, psychological safety, and the hidden curriculum can sometimes appear as disengagement or a lack of professionalism.

Preceptors will leave with practical ways to respond with curiosity rather than assumptions, make expectations more transparent, identify barriers within the learning environment, and connect learners with support early.

Reference:

Gimie, A., Mathis, L., Ludeman, E., & Felter, C. (2025). Social determinants of learning: A framework to promote diversity along the health professions education continuum. Teaching and Learning in Medicine. https://doi.org/10.1080/10401334.2025.2551317

Shelgikar, A. V., & James, C. A. (2024). Social determinants of learning in medical education: Application to neurology and neurosciences education. Neurology: Education, 3(2), e200134. https://doi.org/10.1212/NE9.0000000000200134

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.

In this special episode of The Preceptor’s Compass, we celebrate three APPE Preceptors of the Year, recognized by students for their outstanding contributions to experiential education. Through powerful student reflections and conversations with award recipients Chelsea Caldwell and Jaime McDonald, we explore how exceptional preceptors create supportive learning environments, foster confidence, challenge learners to think critically, and help shape professional identity. Join us as we recognize the lasting impact of preceptors who inspire, guide, and empower the next generation of pharmacists.

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.

How do pharmacists actually think through therapeutic decisions—and how can preceptors help learners develop those skills?

In this episode of The Preceptor’s Compass, Harriet Davies and Jennifer MacDougall are joined by Dr. Dan Rainkie and APPE PharmD student Andrew Haydar to explore the emerging concept of therapeutic reasoning. Together, they unpack Dan’s new conceptual model of pharmacist therapeutic reasoning, discussing how pharmacists connect patient, disease, and drug knowledge when making treatment decisions.

The conversation also explores the realities of uncertainty in clinical practice and learning environments. Andrew shares insights from his research on epistemic, aleatoric, and behavioral uncertainty, providing a learner-centered perspective on decision-making and the challenges students face while developing confidence in therapeutic reasoning.

Whether you are supporting students on rotation or reflecting on your own decision-making processes, this episode offers practical strategies for making clinical thinking more visible, supporting metacognition, and creating learning environments where uncertainty can be discussed openly.

Reference:

Rainkie, D., Nazar, Z., Teunissen, P., & Könings, K. (2026). Mapping the Processes of Pharmacist Therapeutic Reasoning: A Scoping Review and Development of the Pharmacist Therapeutic Reasoning Model. Research in Social and Administrative Pharmacy, 22(1), 116–127. https://doi.org/10.1016/j.sapharm.2025.08.012

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.

In the final episode of this three‑part series, we focus on the Continue phase - what happens after feedback conversations, when insight does not yet lead to change. Joined by Dr. Natalie Kennie‑Kaulbach, we explore how moving from agreement to action often requires clear goals, structured follow‑up, and shared accountability.

We introduce feedback as a graduated process, where adding structure, documentation, and early consultation are not signs of failure, but essential supports for learner development, preceptor confidence, and patient safety. By reframing escalation as part of good teaching, feedback becomes a sustained process that supports meaningful change over time.

References:

Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818.

Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066.

Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955.

Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809

AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent.

Resources linked:

https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html

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.

In Part 2 of this three‑part series, we focus on what happens in the moment of feedback - how preceptors connect with learners, set the scene, and coach in ways that support reflection and growth.

Joined by Dr. Natalie Kennie‑Kaulbach, we explore how small shifts - like naming that feedback is happening and clarifying its purpose - help learners understand and engage with feedback as part of learning rather than judgment.

We also discuss how readiness and psychological safety shape how feedback is received, and how creating space for reflection helps learners move from reacting to learning and planning next steps.

References:

Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818.

Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066.

Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955.

Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809

AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent.

Resources linked:

https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html

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.

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.

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.

This episode begins a three‑part series exploring what actually helps feedback lead to meaningful learner growth, alongside Dr. Natalie Kennie‑Kaulbach.

In Part 1, we focus on the Prepare phase - the work that happens before feedback is given. While feedback often feels like a single conversation, we explore why it is more effective to view feedback as a process that unfolds over time.

We introduce a practical framework - Prepare, Connect, Coach, Continue - and discuss how preparation shapes the clarity, purpose, and impact of feedback. This includes being intentional about the type of feedback, the task it is anchored to, the learner’s development, and the expectations of the setting.

References:

Armson et al., “Identifying Coaching Skills to Improve Feedback Use in Postgraduate Medical Education.” https://doi.org/10.1111/medu.13818.

Mnatzaganian et al., “The Preceptors’ Toolkit for Working with Struggling Pharmacy Students.” https://doi.org/10.3390/pharmacy13030066.

Molloy et al., “Developing a Learning-Centred Framework for Feedback Literacy.” https://doi.org/10.1080/02602938.2019.1667955.

Sargeant et al., “Facilitated Reflective Performance Feedback.” https://doi.org/10.1097/ACM.0000000000000809

AI Attribution Statement Some planning and drafting for this work was supported using generative AI (Microsoft Copilot). The authors reviewed, edited, and finalized all content to ensure it reflects evidence‑based practice, professional judgment, and educational intent.

Resources linked:

https://www.dal.ca/faculty/health/pharmacy/programs/related-resources.html

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.

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.

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.

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.

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

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

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.

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

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

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

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.