Critical factor ratings
Opportunities for advancement
[To what degree does your work allow for advancement?]
Participants scored in the upper mid-range for this factor at 7.70. Many stated that advancement can
have its pluses and minuses. The opportunity to advance can be positive or negative depending on your
feelings of keeping your clinical role intact. One hundred percent of the respondents did indicate that
the opportunity does exist.
One respondent from California indicated that “[t]here are reasonable opportunities for advancement.
However, advancement requires you to move away from clinical practice and into an administrative
role.” Another from Michigan added that “PharmD and certifications helped with clinical advancement.
Fellowship was key to getting interview for academic position. Additional training, publications, and
grant funding will determine promotion and academic career longevity.”
Finally, one clinician from Illinois expressed concern that advancements within the School of Pharmacy
are possible only “if someone leaves their position above me. Even then many other professors are in a
similar boat, and we would all be going for the same advancement position.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little advancement opportunities
10 = Great opportunities for advancement
Leadership development/professional involvement
[To what extent does your work allow for the development of leadership skills and
professional involvement in the pharmacy profession?]
Most schools encourage faculty to take on leadership roles and become involved with the profession. This
underscores the reason for the 9.00 rating, which is the highest by participants for this profile.
A respondent from California indicated that “[m]ost academic positions require you to assume leadership
roles, such as committee chair. In addition, schools and colleges of pharmacy are supportive of their
faculty becoming actively involved in professional organizations.” Another clinician from the District
of Columbia area added: “Leadership and professional development are part of the job, valued, and
required.” A New York practitioner added a brief comment that “[f]unds for professional development are
provided.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little development of leadership skills and professional involvement
10 = Great opportunities for leadership development and professional
involvement
Community impact
[How much impact does your work have in terms of serving the community?]
Participants indicated that they have a high level of impact on the community, with a score of 8.52 for
this factor. This is the second-highest rating for the group.
One respondent from California looked at this from a couple of different viewpoints: “Working in a
Federally Qualified Health Center (FQHC), I have a direct impact on community health. Additionally,
working with student organizations, I can give back to my community through outreach with them.” Another
clinician from Michigan looks broadly at the impact they can have: “This is my goal. Right now, I am not
sure, but my focus is to make my program of research, teaching, and clinical practice 100% based on a
social accountability framework with success measured in community-based outcomes.”
Another from Ohio stated, “My involvement in community service has been significant. I spend a lot of
time precepting students at community outreach events. However, this varies widely across faculty
roles.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little impact
10 = High level of impact
Autonomy
[To what extent does your work allow for autonomy in decision making?]
Overall, the clinicians in this group rated autonomy in the high range of 8.45. The degree of autonomy
may vary depending on role.
As an example, one respondent from the District of Columbia stated that they have “a lot of autonomy in
regard to how you wish to teach and how you want to practice.” Another from California concurred,
stating, “As a faculty member I have a great deal of autonomy in the decisions I make.”
Some respondents from Illinois felt differently, stating: “Working at a public university involves many
guard rails.”
0
1
2
3
4
5
6
7
8
9
10
0 = Very little low autonomy
10 = High level of autonomy
Focus
[To what extent does your work allow you to be focused on the future versus a focus only on
immediate tasks?]
The faculty rated this factor as mid-range, with a score of 6.82. There is a balance that most feel they
need to maintain.
One respondent from Pennsylvania discussed the balance that they have, indicating: “I do have some time
to focus on future planning and future forecasting for the shifts in pharmacy; however, the majority of
my time is in immediate tasks (seeing patients, teaching students, etc.).” Another from California
added: “I think it is important to have balance in this respect. Getting the immediate tasks done is
important but as a an academic you also need to be preparing students for the future of practice as
well.”
0
1
2
3
4
5
6
7
8
9
10
0 = Immediate tasks only
10 = Tasks focused on the future
Prestige
[To what extent does your work provide professional prestige?]
Prestige can be looked at in different ways. Many base this on a perception of their achievements or
quality, which leads to prestige. The group is in the upper mid-range, with a 7.82 rating.
One respondent from South Carolina was straightforward in stating: “It is difficult for me to judge the
level of prestige I have, but I feel pride in my role.” Another from Indiana added: “Part of being a
faculty member is building recognition as you go through your career. There is fairly
significant prestige involved from students, and it seems like generally professors are highly thought
of by other pharmacists.”
0
1
2
3
4
5
6
7
8
9
10
0 = Provides low prestige
10 = Provides high prestige
Creating value/positive outcomes
[To what extent does your work allow for personal fulfillment through the creation of value
and positive outcomes?]
Clinical faculty create value and positive outcomes, as reflected in the high-range response of 8.52.
This can be looked at from a student, patient, or management perspective. This is tied for the
second-highest rating for the group.
One faculty member from Texas stated, “Both academia (for students) and ambulatory care (for patients)
give me personal fulfillment through the impact we can make on both of their lives.” Another from North
Carolina added: “My job is extremely fulfilling to me. I feel like I impact not only students but also
patients, and I have a lot of variety in my day to day, which keeps me engaged/not bored.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little extent
10 = High extent
Patient relationships
[To what degree do you have ongoing or long-term relationships with
patients?]
At 6.18, scores for patient relationships were mid-range, 6.18. A respondent in ambulatory care from
Ohio stated that patient relationships are “built on [a] chronic care model so many patients are managed
>1 year; coworker relationships are long term by nature since the pharmacy community tends to have high
levels of networking.” A critical care pharmacist from Tennessee stated that “[w]e don't have long-term
patient relationships.”
0
1
2
3
4
5
6
7
8
9
10
0 = No ongoing/ long-term relationships
10 = All are long-term relationships
Coworker/client relationships
[To what degree do you have ongoing or long-term relationships with coworkers or
clients?]
This group sees more opportunities for long-term relationships with coworkers and clients as compared to
patients, rating this factor in the high range of 8.73.
One respondent from California stated, “For most academic pharmacists, the long-term relationships fall
on the co-worker and student side of the equation.” Another from Wyoming added: “no relationships [with
patients] but work with same attending and physician team.”
0
1
2
3
4
5
6
7
8
9
10
0 = No ongoing/ long-term relationships
10 = All are long-term relationships
Writing/conducting research
[How often do you engage in writing and/or conducting research?]
Respondents were low mid-range at 4.45 regarding the amount of time they spend writing or conducting
research. This was a little surprising as many are in positions in which they publish the work that they
do.
One respondent from Missouri indicated that “[a]pproximately 20% of my time is allotted for research.”
Another respondent also from Missouri stated, “Scholarship and research is a pillar of academic
pharmacy; however, time to conduct such tasks is often low.”
A clinician from West Virginia stated that research is “part of my role, I have a required percentage of
my appointment devoted to scholarship. I accomplish this through a variety of ways such as serving as a
co-investigator with my residents or other faculty. Each year, I present posters at APhA’s annual
meeting. My employer does not have a requirement for a certain number of publications each year, but I
know some universities that do.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Generating new ideas
[To what degree does your work involve generating new ideas?]
Respondents scored mid-range at 6.54 regarding the use of innovative thinking.
One administrator from Alabama indicated: “Most of my work ‘creating new ideas’ involves looking for new
and better ways to train students. Curriculum development and creative ways to present material.”
A clinician from Indiana stated that “[f]aculty need to have innovative thinking for new teaching
methods and new practice opportunities.” Another clinician from South Carolina added: “I
have had to use innovative thinking to shape the role of the pharmacist to best serve patients.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little innovative thinking
10 = High degree of innovative thinking
Supervision/management
[To what extent do you spend your time organizing, managing, or supervising others and/or
business operations?]
Many of the respondents indicated that they spend little time in the role of organizing or supervising
others or businesses, as they rated this factor a 4.52. A few respondents indicated that work with
student pharmacists and residents fits this role.
A respondent from Missouri stated, “I supervise other faculty when I serve as a course coordinator, and
I supervise residents.” Another from California added: “Most clinical pharmacists don't supervise others
in the traditional sense. Precepting students on clinical rotations, however, is a form of "supervising
others.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Patient interaction
[How much time do you spend interacting with patients?]
Compared to the rating of patient relationships, these practitioners are mid-range at 5.08 for
the interaction they have with patient.
A respondent from Missouri summed this up well when they stated, “I interact with patients both through
clinical practice and teaching students at my clinical practice. I could spend more time interacting
with the public if I chose as part of my service.”
One respondent from West Virginia provided a different perspective when they stated, “My position is
different than most community-based faculty because I am not located in a pharmacy setting but rather
work with the community through various outreach events, screenings, and health fairs.” Another
from South Carolina added: “The majority of my time is spent having virtual (video or telephonic) visits
with patients.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Public interaction
[How much time do you spend interacting with the public?]
Interacting with the public was rated 3.05, which is the lowest rating for the group.
One administrator from California stated, “My roles have been more administrative than direct patient
care. However, because I oversaw students' participation in community outreach, I have spent a great
deal of time interacting with the public.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Collaboration
[How often do you work or collaborate with other health professionals or educate other
professionals in your work?]
Clinical faculty indicated that they are mid-range 6.84, when looking at collaboration.
One respondent from West Virginia stated, “I frequently collaborate with other health care professionals
as our health sciences center houses medicine, pharmacy, nursing, dentistry and public health. Whether
it’s through committee work, various classes or research projects, or other areas, I am frequently
working with others outside of pharmacy.” Another from Ohio added that they “[w]ork in [a] family
medicine physician office—also [a] residency clinic with 27 medical residents.”
0
1
2
3
4
5
6
7
8
9
10
0 = None of my time
10 = All my time
Family/leisure time
[How much free time do you have for leisure and family activities in your work?]
Respondents rated having family and leisure time at 5.84—a mid-range result. This was interesting, as
most of the written comments suggested having sufficient time for this.
One respondent from Alabama stated, “I have a young family, and I greatly appreciate having a schedule
that allows for family time. I work from home so I can get my kids to and from the bus stop during my
work hours. I can choose when to take my lunch break, and I may use that time for leisure or family
activities.” Another respondent from California added: “Most academic pharmacists have the ability
to control their schedule. They do not clock in at 8:00 am and leave at 4:30 pm. This flexibility is a
plus, but it also means that there are days when you work significantly more than 8 hours.”
One clinician from Ohio summed this up when they indicated: “In academia this time goes in spurts. There
are times of the year when I have plenty of leisure time and other times of the year that it is limited,
but overall, if I have something I need to do, I can often do it.”
0
1
2
3
4
5
6
7
8
9
10
0 = Little free time
10 = Plenty of time for family and leisure activities
Impact on well-being
[To what degree do you impact the well-being of individuals?]
The respondents were in the upper mid-range, rating well-being at 7.57.
A clinician from Alabama stated that “[m]any individuals I have worked with have shared how having a
pharmacist listen to them about their medication concerns has been very meaningful and improved their
well-being.” Another from California looked at this differently when they indicated that “[h]elping
students manage their anxiety and balance their commitments comes with the role of faculty.”
0
1
2
3
4
5
6
7
8
9
10
0 = Low degree
10 = High degree
Problem solving
[To what degree do you solve problems with tried-and-true alternatives versus untested
alternatives in your work?]
Problem solving was rated mid-range, with a score of 4.98. Both tried-and-true and untested alternatives
are important to the group.
A respondent from Wyoming stated, “In many ways our department is the ‘lead dog’ of academic detailing.
Often there is not a ‘tried-and-true’ alternative. That being said, most situations can be modeled after
the experiences of others.” Another from Indiana added: “Part of the improvement process in clinical
practice and academic involves testing new ideas.”
0
1
2
3
4
5
6
7
8
9
10
0 = Tried and true
10 = Untested alternatives
Expertise
[How general or specialized is the expertise required in your work?]
Expertise can be defined in different ways; the clinical faculty rated this mid-range at 6.57.
A respondent from Alabama stated, “Although I work with patients with serious mental illness in
particular, I perform comprehensive medication reviews and talk to patients about any medications they
are taking.” Another from Illinois added: “Since my practice tends to focus on diabetes management, it
is more specialized than general.”
0
1
2
3
4
5
6
7
8
9
10
0 = Generalized
10 = Specialized
Repetition
[To what degree is your work composed of activities and tasks that are highly repetitive
versus highly variable?]
As is the case with most roles in academia, there is a certain amount or repetition. The respondents
rated this factor at 6.07, mid-range.
A clinician from South Carolina responded, “I have a few different common patient visit types that are
repeated each week. The extent to how much time I spend on each visit type varies from week to week, but
overall, these visit types are repetitive (answering a specific drug information question, helping a
patient transfer to a new pharmacy, educating patients on a new mental health medication, performing a
comprehensive medication reconciliation).” Another from North Carolina stated, “My work varies a lot on
the day to day, week to week. The only repetitiveness is on an annual basis (i.e., residency orientation
planning every summer, flu clinics every October, same courses the same time each year).”
0
1
2
3
4
5
6
7
8
9
10
0 = Highly repetitive
10 = Highly variable
Applying scientific knowledge
[How much of your time is spent applying scientific knowledge in your
work?]
Respondents rated their application of scientific knowledge at a mid-range of 5.66. However,
when asked about the application of clinical knowledge, the group rated that factor in the high range at
8.05.
One respondent from California indicated that “[b]oth scientific and clinical knowledge are important in
the training of students. Therefore, as a faculty member, helping students see the role each plays in
their care for patients is an important aspect of what we do.”
0
1
2
3
4
5
6
7
8
9
10
0 = No application
10 = High level of application all the time
Applying clinical knowledge
[How much of your time is spent applying clinical knowledge in your
work?]
One respondent from Missouri stated, “In the majority of my work, you have to know the scientific
background to be able to apply the clinical knowledge (mechanism of action [MOA], kinetics,
etc.).” Another respondent from Indiana added: “I used scientific knowledge in setting up my research
and clinical knowledge both in clinical practice and in my teaching.”
0
1
2
3
4
5
6
7
8
9
10
0 = No application
10 = High level of application all the time
Parental leave
[To what extent does your work setting offer parental leave opportunities?]
Parental leave was rated mid-range at 6.61 for the group.
A clinician from Alabama stated, “My university is very generous with its paid parental leave and with
PTO/sick time.” Another from California added: “My institution has good parental leave opportunities. In
addition, the flexibility in and control over my schedule allows for those situations where a child
needs to be picked up because they are sick.”
0
1
2
3
4
5
6
7
8
9
10
0 = Limited opportunities
10 = Unlimited opportunities
Compensation
[To what degree do you feel compensated for your responsibilities in your work?]
Most in the group rated compensation in the mid-range, with a 6.36.
A clinician from Alabama stated, “As a general rule, faculty do not get paid as well as other clinical
pharmacists in practice. However, they are compensated well, and it is important to look at all aspects
of the job. Personal fulfillment doesn't usually come from the dollars earned but rather the importance
of the work done.” Another from Missouri added, “I probably could make more money outside of academia,
but I feel the flexibility is worth the lower salary.”
0
1
2
3
4
5
6
7
8
9
10
0 = Not well compensated
10 = Well compensated
Benefit package
[How comprehensive is the employee benefit package offered in your work setting?]
Faculty feel that the benefits they receive are in the upper mid-range, rating this factor at 7.09.
One faculty member from Missouri truly summarized what others were stating in the following observation
“In addition to regular benefits, I can audit other university courses, and my immediate family can have
reduced tuition at a number of institutions that are affiliated.”
0
1
2
3
4
5
6
7
8
9
10
0 = Not comprehensive
10 = Very Comprehensive
Advice for students
Respondents had a variety of comments regarding advice for student pharmacists on this career path,
including:
- “Be comfortable with the unknown.”
- “Ask your faculty (more than one) about their career path to academia. Join AACP early on—it's
extremely affordable as a student and great for networking. Seek out academia rotations and
volunteer or work-study positions with the offices and departments within your school.”
- “Enjoy the ability to self-start a project with much autonomy, along with being an expert in your
field.”
- “It is a great opportunity to provide service to the community as well as having an influence with
future pharmacist-practitioners.”
- “Working in academia provides an avenue of a solid work/life balance, but the work/work balance of
teaching and clinical care is difficult.”
In addition, respondents provided information on what they see as the future of the practice area. Their
comments are below:
- “Important as we need to continue to advocate for change.”
- “Innovations in curricular design and delivery.”
- “The current downturn in student enrollment will likely moderate or reverse, as pharmacist
contributions to patient safety and public health are more widely recognized by policy makers.”
- “AI will make many things easier but will also change things and provide more challenges in how we
teach, publish, and conduct research/scholarship.”
- “Academia will likely undergo a thorough transformation in the next 5 years to move away from
traditional examinations being the routine way of assessing knowledge to instead focus on skill and
ability demonstration in simulations. This will be challenging for some in academia to grasp, but
less so for those involved in lab-based teaching currently.”
- “Both drug information and public health are in times of change right now; keeping up with the
needs of society and health care will be interesting to watch.”
Professional organizations
Academy of Managed Care Pharmacy (AMCP)
675 North Washington Street, Suite 220, Alexandria, VA 22314
(703) 684-2600 | www.amcp.org
Accreditation Council for Pharmacy Education (ACPE)
190 South LaSalle Street, Suite 3000, Chicago, IL 60603-3446
(312) 664-3575 | www.acpe-accredit.org
American Association of Colleges of Pharmacy (AACP)
1400 Crystal Drive, Suite 300, Arlington, VA 22202
(703) 739-2330 | www.aacp.org
American Association of Pharmaceutical Scientists (AAPS)
Avedisian Hall, 7 Greenhouse Road, Kingston, RI 02881
(703) 556-0650 | www.aaps.org
American Association of Psychiatric Pharmacists (AAPP)
8055 O Street, Suite S113, Lincoln, NE 68510
(402) 476-1677 | www.aapp.org
American College of Apothecaries (ACA)
2830 Summer Oaks Drive, Bartlett, TN 38134
(901) 383-8119 | www.acainfo.org
American College of Clinical Pharmacy (ACCP)
13000 West 87th Street Parkway, Lenexa, KS 66215-4530
(913) 492-3311 | www.accp.com
American Foundation for Pharmaceutical Education (AFPE)
11325 Random Hills Road, Suite 360A-105, Fairfax, VA 22030
(571) 404-0471 | www.afpenet.org
American Pharmacists Association (APhA)
2215 Constitution Avenue, NW, Washington, DC 20037
(202) 628-4410 | www.pharmacist.com
American Society of Consultant Pharmacists (ASCP)
1240 North Pitt Street, Suite 300, Alexandria, VA 22314
(703) 739-1300 | www.ascp.com
American Society of Health-System Pharmacists (ASHP)
4500 East-West Highway, Suite 900, Bethesda, MD 20814
(866) 279-0681 | www.ashp.org
Board of Pharmacy Specialties (BPS)
2215 Constitution Avenue, NW, Washington, DC 20037
(202) 946-5026 | www.bpsweb.org
Hematology/Oncology Pharmacy Association (HOPA)
555 East Wells Street, Suite 1100, Milwaukee, WI 53202
(877) 467-2791 | www.hoparx.org
National Alliance of State Pharmacy Associations (NASPA)
2530 Professional Road, North Chesterfield, VA 23235
(804) 285-4431 | www.naspa.us
National Association of Boards of Pharmacy (NABP)
1600 Feehanville Drive, Mount Prospect, IL 60056
(847) 391-4406 | www.nabp.pharmacy
National Association of Chain Drug Stores (NACDS)
1776 Wilson Blvd, Suite 200, Arlington, VA 22209
(703) 549-3001 | www.nacds.org
National Association of Specialty Pharmacy (NASP)
300 New Jersey Ave, NW, #900, Washington, DC 20001
(703) 842.0122 | www.naspnet.org
National Community Pharmacists Association (NCPA)
100 Daingerfield Road, Alexandria, VA 22314
(703) 683-8200 | www.ncpa.org
National Pharmaceutical Association (NPhA)
10810 North Tatum Boulevard, Suite 102-965, Phoenix, AZ 85028
(480) 405-9291 | www.nationalpharmaceuticalassociation.org
Pharmaceutical Research and Manufacturers of America (PhRMA)
670 Maine Avenue, SW, Suite 1000, Washington, DC 20024
(202) 835-3400 | www.phrma.org