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Academia (Pharmacy Practice)

Pharmacy practice careers in academia combine teaching, mentoring, and clinical practice to prepare the next generation of pharmacists. Faculty in this area often balance classroom instruction, experiential education, and patient care while contributing through research and service. These roles allow pharmacists to shape student learning, collaborate with health care teams, and advance pharmacy practice in academic and clinical settings.

Meet the Pharmacist

Mrs. Catherine Avery
Chief of Clinical Pharmacist, Seattle Pharmacy Group

Mrs. Avery is a board-certified clinical pharmacist with over 28 years of experience in managing complex medication therapies. She is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Mr. John Doe, PharmaD
Lead Clinical Pharmacist, Wellness Pharmacy Group

Dr. Chen is a board-certified clinical pharmacist with over 12 years of experience in managing complex medication therapies. He is passionate about patient education and leveraging technology to improve health outcomes.
At Wellness Pharmacy Group, he leads a team of dedicated pharmacists committed to providing personalized care and expert advice.

Table of Contents

  • Background
  • Characteristics
  • Insider’s Perspective
  • Most Appealing Aspects
  • Least Appealing Aspects
  • Advice
  • Critical Factors Ratings
  • Critical Factors
  • References / Resources
  • Professional Organizations

Background

Academia is an attractive option for pharmacists who enjoy working with student pharmacists while engaging in clinical practice and/or in clinical research. With the increase in the diversity of academic positions, it can no longer be said that an academician’s career is confined to the laboratory or classroom. Three distinct profiles are included in this series: Clinical Practice, Social and Administrative Sciences, and Pharmaceutical Sciences. Each profile provides information on the similarities and differences in these three academic careers.

Pharmacy practice academicians often work with other health care professionals in a variety of capacities to develop therapeutic regimens for patients. Therefore, academicians have both a direct and an indirect impact on patient care.

The “academia” category may be loosely defined as belonging to a university faculty, usually that of a school or college of pharmacy. However, practice pharmacists may also hold academic positions in medical, veterinary, and other health care-related educational institutions. Positions may range from serving as dean of a college of pharmacy to teaching clinical pharmacy at an off-campus site or in a classroom setting.

Duties of an academic pharmacist may include administrative activities, scientific research, teaching professional student pharmacists, supervising research, teaching graduate students, speaking or publishing in scientific venues, student advising, and teaching student pharmacists through experiential practice sites.

In the 2023–2024 academic year, there were a total of 1,636 pharmacy practice faculty at the nation’s schools and colleges of pharmacy.

Characteristics

A total of 143 academics in pharmacy practice responded to the 2024–2025 APhA Career Pathways Program Survey. Of the respondents, 23.1% were assistant professors, 37.1% were associate professors, and 25.2% were full professors. The remainder held roles in the dean’s office or were executive directors or emeritus faculty. A total of 84% received a PharmD as their entry-level degree. A majority of the faculty, 65.5%, completed a residency, 3.5% completed only a fellowship, and 13.4% completed a residency and fellowship.

A total of 55.3% of the survey respondents indicated that they travel for their role. In addition, 29.5% indicated that they work nights and/or weekends.

Respondents indicated several skills as being most important in their current role. Communication was the most commonly cited skill, selected by 13.3% of respondents. This was followed by flexibility at 7.0% and time management 6.3%. Numerous other skills were listed by the respondents.

A respondent from West Virginia stated, “Communication is key to any position. Being able to explain a topic or idea is essential in any team environment. Knowledge can be learned easily but proper communication skills is an art.” Another from Texas added that it is important to have the “[a]bility to change your communication style based on the learner/patient.”

A respondent from Alabama added, “I believe the most important skill for a pharmacist is effective communication. This skill is crucial for collaborating with students, health care professionals, and community partners to ensure that educational experiences are meaningful and impactful. Clear and empathetic communication helps in guiding students, addressing community needs, and fostering strong professional relationships that enhance the overall quality of care and education.”

One respondent from Arizona added a detailed statement about communication, stating, “In your role as a pharmacy educator, the most important skill is communication—but not just in the traditional sense. It’s about communicating knowledge, expectations, and feedback in ways that inspire, challenge, and guide students to their highest potential.” Looking at other skills, a respondent from Alabama indicated the importance of “[f]lexibility, organization, passion and high level of communication skills.”

Finally, one respondent from Iowa added the importance of “time management and multiple task handling.”

Income data show that the average salary for a pharmacy practice faculty member is $149,525 for full-time calendar year appointments; the average age for instructors to full professors, including department chairs, was 42. Note that there are 25 total critical factors to select from.

Insider’s Perspective

Top 5 – First tier

Below is a list of critical factors that pharmacy practice faculty indicated are their top five.

  • Repetition (11.2%)
  • Leisure and family time (9.8%)
  • Autonomy (9.8%)
  • Problem solving (7.0%)
  • Ongoing coworker/client relationships (7.0%)

Top 5 – Second tier

The second grouping of top critical factors listed below includes limited overlap with the top five first-tier list. Problem solving was the only factor included in both tiers.

  • Innovative thinking (12.6%)
  • Problem solving (9.8%)
  • Collaborating with health professionals (7.7%)
  • Leadership and professional development (7.7%)
  • Application of knowledge—clinical/scientific (7.0%)

Participants listed several issues related to the most rewarding and/or challenging experiences in their field. Two main themes are highlighted. Working with student pharmacists was mentioned by 30.1% of the respondents as either a rewarding or challenging process or both. This was followed by teaching, at 8.0%.

A respondent from North Dakota stated, “Most rewarding—working with students and seeing them begin their career in the area of pharmacy they have decided. Most challenging—the various personal and mental health challenges that students are facing that result in academic difficulties and the diminishing applicant pipeline for recruitment.” Another respondent from Florida stated, “Mentoring and precepting students is the most rewarding, challenging when they struggle (academically or mental health issues).”

Another from Ohio added that “seeing students develop their own skills and blossom during a rotation with you.” Lastly, a respondent from North Carolina noted that “student appreciation for your teaching is rewarding.”

When asked to select another factor they felt was most important, respondents selected both flexibility and adaptability.

Respondents provided several highlights of their careers. Below is a list of some of the responses:

  • "Alumni wanting to be preceptors because of the good experience they had as students."
  • "Getting notes from students and patients saying I have made a positive difference in their lives."
  • "Being elected to the board of a national organization. Teaching and research awards. Medical director telling me that patients would die if pharmacy wasn't there."
  • "Professional colleagues."
  • "Being the founding Dean of a new School of Pharmacy."
  • "The highlight of my career as a pharmacist thus far has been the opportunity to mentor and guide students through their experiential education rotations. Seeing them grow into skilled and compassionate professionals who make a positive impact on the community has been incredibly rewarding."

Most Appealing Aspects

What aspects of the role are most appealing?

Respondents listed four main areas as the most appealing aspect of their roles. These included flexibility at 16.1%, working with student pharmacists at 14.9%, and autonomy and variety, both at 9.0%. One respondent from North Dakota stated they liked the “[f]lexible schedule and control over my schedule.” Another from Massachusetts added, “Working with young people and watching them fulfill their dreams of becoming a pharmacist.”

A respondent from Tennessee added that an appealing aspect is the “[v]ariety, long-term relationships with patients and students, serving underserved communities.” A different respondent from Tennessee stated, “Autonomy. Working with very bright and motivated students, personal fulfillment.”

Least Appealing Aspects

What aspects of the role are least appealing?

Workload or work were the factor most commonly identified as least appealing, with 32% of the respondents highlighting this as an issue. A respondent from North Carolina stated, “The least appealing part of pharmacy education can often be the administrative workload. Tasks like grading, assessment reporting, accreditation documentation, and committee meetings can be time-consuming and sometimes feel far removed from the rewarding aspects of teaching and mentoring. The academic environment itself can also sometimes be demanding, with expectations for research, service, and publication.” Another respondent from Iowa added, “Amount of workload (basically working 2 full time jobs).”

Other areas that were highlighted included working with unmotivated student pharmacists, student apathy, excessive email, wearing so many hats, and paperwork.

Advice

What advice should student pharmacists and practitioners consider when selecting a position as a SAS faculty member?

Respondents listed numerous considerations for student pharmacists to think about for today and the future. Below is a partial list of thoughts provided:

  • "Be open to opportunities and collaborations."
  • "Study, be open to learning new things, stay positive."
  • "Take opportunities to engage in scholarly activity, in any discipline, while a student pharmacist."
  • "Have a passion for the profession and a drive to make changes to progress the abilities of the pharmacist."
  • "Find a good mentor. Stay curious. Remember that, ultimately, it's about the patients! Have a life outside of the profession. Take care of yourself and others. Find someone who loves you!"
  • "If you think you would enjoy working with students/meeting new bright, energetic people every year, this job is for you."

Critical Factors Ratings

Opportunities for Advancement
[To what degree does your work allow for advancement?]

Respondents indicated that they have opportunities for advancement by assigning this factor an upper-tier score of 8.02.

One respondent from Alabama stated, “(We have) promotion and tenure as well as academic administrative roles. We have several faculty who have also gone into university administration.” Another from Michigan added, “Advancement is set every 5 years to be promoted to a new rank/merit; also, many leadership roles within committees, department, college, and university; many opportunities to follow your passion and specialize in your area of interest.”

A respondent from North Carolina indicated, “As an Assistant Professor in Academia, I have found the career to be very fulfilling. I have been given a great deal of autonomy and flexibility in the realms of teaching, scholarship, and service. I have found that working hard and constantly seeking to improve myself have allowed me to advance in academia.”

One additional respondent from Wisconsin summed up the process by noting that “[a]cademia has a natural progression for advancement. It differs based on your institution, but ranks (assistant, associate, full) and tenure are common considerations.”

8.02
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?]

Pharmacy Practice faculty scored leadership/professional involvement in the upper range at 8.72. This highlights the numerous opportunities for leadership development and professional involvement. This was the highest rating for any factor in this profile.

A respondent from Nebraska stated, “I serve on 2 Boards of Directors of community organizations, have testified on numerous legislative bills representing different community organizations, and helped to develop (and serve on) an Overdose Fatality Review Team, serve on a federal patient safety review team and case review committee, among others.” A respondent from South Dakota stated, “Academia roles for faculty generally have leadership & professional involvement 'baked in' to a percentage of their workload, as well as advancement in these areas as you rise through the ranks of assistant to associate to full professor.”

Finally, a respondent from Tennessee with a slightly different viewpoint added, “Academia feels limited quite a bit unless you want traditional leadership. My unique training and experiences have allowed me to almost craft a role of my own.”

8.72
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?]

Pharmacy practice faculty assigned an upper mid-range response of 7.95 to their impact on the community. Community can be understood broadly to encompass patients, caretakers, and legislatures.

A respondent from Wisconsin summed this up well when they stated, “All pharmacists in the Pharmacy Practice development serve the community by giving their time in a clinical practice role.” A practitioner from Alabama added, “Our students really help keep us grounded in the community.”

An additional respondent from Pennsylvania added, “In my role, I get to directly impact members of the community through direct patient care out of a community-based pharmacy.”

7.95
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?]

Comments indicated a high level of autonomy, rating this factor in the upper range of 8.11.

A respondent from Michigan stated, “Faculty have a large amount of autonomy in how they spend their time, what research they engage in, how they work with students, what committees they engage with, and many other areas. This is a huge benefit to being an academician.” Another from Illinois added: “Working on the leadership team allows a high degree of autonomy over the work with which I am engaged.”

A respondent from Tennessee noted that they appreciate the opportunities, stating, “I am in full control of decision-making regarding my career. My chair gives me wide autonomy to seek opportunities and provides support as much as possible.”

8.11
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?]

Focus varies based on individual role and level, as reflected in the mid-range 6.89 rating.

A faculty member from Pennsylvania noted, “There is a constant push and pull of this in academia, as there are many tasks needed to keep the school functioning. However, I still am able to make time to think forward for my own professional development and the betterment of the school.” A respondent from Nebraska had a different perspective, stating, “I'm the policy wonk, so planning for the future is all I do.”

Another from South Dakota added, “In academia, increasingly the focus is shifting to the future rather than the 'now' as guided by accreditation standards in training new graduates to practice not just when they graduate but also 20+ years from now. This is a balance and sometimes is challenging working with other stakeholders (preceptors, students, public) that are rightfully more focused on what they perceive as the immediate need of now.”

6.89
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?]

Participants in the survey rated prestige in the upper range, with a score of 8.02. This makes sense, given the role that these faculty have.

A respondent from Maryland indicated, “Given that we are encouraged to engage in organizations, present at conferences, and serve as experts, we have opportunities to have high prestige in our roles.” Another from Ohio added, “The opportunity is always there—and is encouraged and supported—but it is up to the individual to decide if that is important to them.”

A faculty member New Mexico from highlighted that “I have worked closely with my physician colleagues who have included in me in national and international work.”

8.02
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?]

In general, most faculty feel that they create value. The respondents in this profile rated this factor in the high range, with a score of 8.14.

One respondent from West Virginia stated that they “absolutely [create value], though this may be tempered at times due to financial constraints.” A Pennsylvanian faculty member stated, “I can attain fulfillment through both my direct work in patient care settings and through the work I do to educate students and support pharmacists professionally through organization involvement.”

A respondent from Maryland looked at the factor broadly, stating, “In my role as a faculty member, I realize the actual and potential impact I have not only on my current students, but also on alumni and other pharmacists. I believe given the "flexibility" faculty are provided, we have a responsibility to support the profession to ensure a future in the profession for our graduates but also to serve our patients in the best way possible.”

8.14
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?]

Patient relationships were rated in the low mid-range, at 4.44. This makes sense as many split their time between teaching and patient care.

A respondent from Ohio who practices acute care stated, “No long-term patient relationships simply due to my practice site. However, many long-term relationships (even life-long) with faculty and staff colleagues.” Another from Michigan added, “The patients are a mix of long-term for a few years and shorter term that just need help for a couple months.”

A respondent from Tennessee discussed patient and coworker relationships when they stated, “While I do have a practice site as a staff independent pharmacist (1 day/week), I am not able to maintain the rapport and relationships necessary to create a long-term relationship. My role does, however, give me opportunity to have extensive relationships with colleagues across the country, including individuals working at other institutions, national organizations, or among our college's regional partners.”

4.44
0 1 2 3 4 5 6 7 8 9 10
0 = No ongoing/ long-term relationships 10 = All are long-term relationships

Co-worker / Client Relationships
[To what degree do you have ongoing or long-term relationships with co-workers or clients?]

At a high-range score of 8.44, relationships with coworkers and clients scored much higher than patient relationships. This makes sense, given the roles that they have in academia and in patient care. This was the second-highest rating for this group.

A respondent from Pennsylvania stated, “[I] do have long-term relationships with my colleagues and students, which I enjoy.” Another faculty member from Wisconsin added, “I have no direct patient care in my practice setting. Most of my relationships with co-workers and students are long-term, which I enjoy; it's a major reason I don't miss patient care.”

Finally, a faculty member from Illinois summed this up nicely when they stated, “Several co-workers have been with me for over 10 years and have forged valuable friendships at work.”

8.44
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?]

Writing and conducting research received a mid-range score of 5.24 rating. Answers varied depending on whether respondents were in a traditional tenure track or other position.

One faculty member from Alabama expressed their feelings about the amount of time needed when they stated, “I like to engage in research and scholarship, but it is difficult to fit in due to heavy teaching loads.” Another from Maryland added, “While scholarship is a part of my responsibility, I have the ability to choose how much time I spend in scholarship, research and writing.”

Finally, a respondent from Massachusetts stated, “Research is typically expected to be around 1/3 of a faculty members job.”

5.24
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 lean toward the innovation side of generating new ideas, with a rating of 7.34.

A faculty member from Minnesota stated, “There is always room for improvement and changes in academia. We are always tweaking our courses and trying innovative approaches to teaching students.” Another from Tennessee provided a longer response by stating, “For academia, this varies depending on topic. There are sometimes competing interests of 'keeping things the same because they're working' which is an easy trap to fall into, but with a strong college mission/vision and administrative support, new ideas should be a focus to do right by students and other stakeholders.”

A respondent from Pennsylvania looked at this long-term when they said, “I am constantly seeking to solve problems and improve in my patient care practice, teaching, and scholarship.”

7.34
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?]

Responses varied based on the role of the respondent. As an example, those that are department chairs rated this higher than those who do not have supervisory roles. Based on the rating of 4.76, many of the respondents do not spend a great deal of time on supervision or management.

A respondent from Arkansas addressed the management perspective when they stated, “Manage classes and student rotations, resident rotations, teams of faculty.” Another from California added that they supervise “[m]ainly as an advisor to student organizations.”

An administrative respondent from Nebraska added, “I serve as Chair of the Practice Department, so for me I spend about half of the time in [a] management role, and half as pharmacy faculty.”

4.76
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?]

Respondents indicated that they spend limited time interacting with patients, as reflected in the low-range score of 2.79. This was the lowest rating for the pharmacy practice group.

One respondent from Michigan indicated that “[c]linical pharmacy practice is limited to about 10–15% of my time as a shared faculty member.” Another from Pennsylvania stated, “My direct patient care practice is a small portion of my role, but this varies for each faculty position.”

2.79
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?]

Respondents also spend limited time interacting with the public, with this factor receiving a low-range score of 2.83. This was the second-lowest rating for this group.

One respondent from Tennessee stated, “While it doesn't account for that much of my time, the time I engage with the public (not patients) has ripples through the community that I may see reflected back to me.” Another from Ohio added, “Community engagement is crucial for our college. Also, very important for me personally, and though I don't do a ton of this, I do a fair amount of this, e.g., meetings, conferences, alums, etc.”

2.83
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?]

Pharmacy practice respondents assigned a mid-range score of 6.52 to the amount of time they collaborate with or educate other health care professionals.

An Alabama respondent indicated, “It's not in their traditional roles but I work with physicians, pharmacists, and even some nurses.” Another from Iowa added, “There are opportunities for interprofessional education and interprofessional practice.”

A practitioner from Connecticut stated that they “work closely with medical residents.”

6.53
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?]

Most pharmacy practice faculty rated family and leisure time in the mid-range, with a rating of 5.64.

One respondent from Minnesota provided their perspective over time, stating, “I personally have done better at not working outside of usual work hours. But initially, I spent a LOT of time outside of work hours to develop new courses or do other course-related work. Therefore, it has taken me time to figure out how to harmonize work and family/leisure time.” Another from Iowa reflected on the pros and cons of academia, stating, “The autonomy of academia does allow for flexibility in schedule for family or leisure time. However, it is easy to take on too much work or responsibilities within academia as the opportunities are vast. Knowing your limits and not being afraid to say "no" or prioritize involvement can be challenging in an academic environment.”

5.64
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?]

At 7.20, impact on well-being received a mid-range score. Many of the respondents indicated that they have some degree of impact on the well-being of others.

A respondent from Michigan stated, “I have great impact on the student’s well-being through advising and relationships in class.” Another from North Dakota added, “Not only patients and the public but also students.”

One respondent looked beyond the school environment for impact on well-being and stated, “I provide support and help to practicing community pharmacists on almost any topic (business, policy, contracting, inter professional collaboration, public health, clinical), so I believe that I do help improve their well-being. They know that they have someone they can reach out to and can trust that I'll search for the accurate and complete answer.”

7.20
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?]

The response for this factor was mid-range, with a 5.33 rating. This indicates that faculty use both tried-and-true practices and untested alternatives for solving problems that they encounter.

A member from Maryland stated, “As the educational environment changes, faculty certainly have to be open to trying new methods to educate and engage. As we push and encourage our students, we too as faculty have to refresh and change our approach to education, even if that feels scary or time consuming.” Another participant from Florida added, “I try to stay away from the ‘tried and true alternatives.’ If one says, ‘this is how we have always done it,’ I know it is time to take a step back and look to see what other new alternatives we can consider. We have way too many ingrained in what has been done and tested, very few who are comfortable going through the problem-solving process including embracing the brainstorming process, utilizing critical thinking, and having some courage to try something new.”

A respondent was to the point when they stated that they practice evidence-based medicine.”

5.33
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?]

Respondents rated this critical factor in the mid-range at 6.84. This is interesting as some stated that coursework can be more generalized for well-documented care whereas other areas are more specialized.

A respondent from Ohio summed this up briefly when they stated, “[It is] very much a mix.” A different perspective was provided by a faculty member from Colorado who stated, “Primary care and family medicine specialists in outpatient practices or in transitions of care are specialized generalists.”

Another respondent from Iowa looked at this from a broad perspective: “I know a little about everything in pharmacy practice, but I know a lot about teaching. I also have built a lot of connections so that if my students ask questions I can't answer, I usually know who to refer them to!”

6.84
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?]

Repetition is defined differently by each of us. Some feel that repetition actually helps a provider to hone their skills while at the same time leveraging the outcomes of previous situations. The respondents rated repetition in the mid-range at 6.61.

One respondent from Maryland stated, “Every day of my job is different, and I enjoy that variability of work. This position is good for those who enjoy autonomy and variability in their day-to-day responsibilities. There will be activities that are scheduled like courses you teach or manage, or committee meetings you might have but those can vary from week to week as well.” A practitioner from Pennsylvania agreed, stating, “I often describe my role as ‘every day is different.’ "

Another from Ohio looked at this a little differently: “Every day is different; every challenge is unique; each student is their own person; each faculty is different.”

6.61
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 application of scientific knowledge at 6.20, which is lower than the score for application of clinical knowledge (7.59).

One respondent from Illinois was clear that “[t]eaching in pharmacy practice requires both.” Another from Iowa added, “Because my role is mostly teaching (and less patient care), I'm often in the teaching literature trying to discover evidence-based ways to teach/learn/grow.“

6.20
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?]

Similar to the application of scientific knowledge, participants rated this factor in the high mid-range at 7.59. Participants indicated that they apply slightly more clinical knowledge than scientific knowledge.

One respondent from Massachusetts stated, “We are thinking and applying concepts and evidence in patient and situation specific contexts all the time.” Another from Tennessee added, “When designing new practice models, I am required to apply both clinical and scientific model to ensure patient/pharmacist/provider/payer benefit.”

7.59
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?]

The response to this factor varied depending on the type of educational program, namely, state-based or private. Overall, the respondents rated parental leave in the mid-range, with a 6.35 score. Several respondents noted that they are unsure of the opportunities available because they are not parents.

One respondent from Maryland succinctly answered, “Maternity and paternity leave is available in my workplace.” Another from Ohio added, “The only reason this is a 9 and not a 10 is that I don't think anyone has "unlimited" opportunities. My work setting has VERY GENEROUS leave options.”

6.35
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?]

Responses varied based on the role and level of the respondent. Those with tenure look at this differently than assistant professors or assistant clinical professors who are just starting out. The rating as a group was mid-range at 6.18.

A department chair from Ohio stated, “I feel fairly compensated—however, you have to know you don't take this job (dept. chair) for the money!” Another faculty member from Alabama added, “I took a major pay cut to work in this job for better quality of life.”

One faculty member from Massachusetts summed this up well when they stated that “[f]aculty may get paid less when first starting then other areas of pharmacy; but there are opportunities for advancement that will then make salary exceed other fields of pharmacy.”

6.18
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?]

When one looks at the overall benefit package, there are numerous items to consider. including other critical factors that have been outlined above. Respondents rated benefits in the mid-range, with a score of 7.71.

A respondent from Maryland stated, “My employer provides a very good benefits package, including matching retirement and also very good health benefits.” Similarly, a respondent from New York said, “I work for the state. Pay is good, but the benefits are great!”

Another from Nebraska has a very different experience at their institution and indicated that “[d]ental insurance is poor, disability insurance is not provided (even as an add-on), vacation is capped at an unrealistically low number.”

7.71
0 1 2 3 4 5 6 7 8 9 10
0 = Not comprehensive 10 = Very Comprehensive

Advice for students
[What advice or recommendations can you give to pharmacy students who are considering a career in your field? What do you see as the future of practice area?]

Respondents had a range of advice for student pharmacists on this career path, including:

  • "Seek out experience and find a mentor."
  • "Do it."
  • "Academia is highly dependent on the job market and student pipeline."
  • "Expansion of pharmacy services and prescriptive authorities, with novel revenue-generating opportunities."
  • "Be open to change—challenge yourself and others to work at the highest level. Do not settle for mediocrity."
  • "Need to be able to evolve quickly, knowing change is not a bad thing."
  • "More growth in scope of practice."
  • "Challenges getting enough pharmacists that want to precept student pharmacists."
  • "I think some schools or colleges of pharmacy might be at risk of closing, especially the new programs, but established programs are stable."

Critical Factors

Opportunities for Advancement 8.02
Leadership Development / Professional Involvement 8.72
Community Impact 7.95
Autonomy 8.11
Focus 6.89
Prestige 8.00
Creating Value / Positive Outcomes 8.14
Patient Relationships 4.44
Co-worker / Client Relationships 8.44
Writing / Conducting Research 5.24
Generating New Ideas 7.34
Supervision / Management 4.76
Patient Interaction 2.79
Public Interaction 2.83
Collaboration 6.53
Family Time / Leisure 5.64
Impact on Well-being 7.20
Problem Solving 5.33
Expertise 6.84
Repetition 6.61
Applying Scientific Knowledge 6.20
Applying Clinical Knowledge 7.59
Parental Leave 6.35
Compensation 6.18
Benefit Package 7.71

References / Resources

American Association of Colleges of Pharmacy. Pharmacy Faculty Demographics and Salaries. Arlington, VA: AACP. Available at: www.aacp.org/research/pharmacy-faculty-demographics-and-salaries. . Accessed July 1,2025.

Schommer JC, Brown LM, Sogol EM. Work profile factors identified from the Career Pathway Evaluation Program, 2018 Pharmacist Profile Survey. Am J Pharm Educ. 2019;83(10):7480.

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, Illinois 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
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(571) 404-0471 | www.afpenet.org

American Pharmacists Association (APhA)

2215 Constitution Avenue, NW, Washington, DC 20037
2530 Professional Road, Suite 202, Richmond, VA 23235 Tel: 804-285-4431 Fax: 804-612-6555
(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

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