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Entry-to-practice Doctor of Pharmacy (PharmD) curricula focus on advanced clinical knowledge and skills, enabling graduates to be competent and confident in providing direct patient care in various practice settings. A significant component of the 4-year program is experiential education, involving both early and advanced pharmacy practice experiences. 1 These programs will require that many more rotations be offered, with greater breadth, quantity, and sophistication of experiences. To create an effective training environment for students and to accommodate the larger number of rotations, some educational programs have indicated that they would like students to be able to “add value” to the practice sites by contributing to patient care. This contribution would offset the increased demand on pharmacist preceptors associated with providing enhanced experiences to a larger number of students. To contribute effectively to patient care to any relevant degree, students will need to assume direct patient care responsibilities. Educational institutions, practice sites, and professional associations have proposed various strategies to facilitate this enhanced training. Models for pharmacy residencies and student training have indicated the importance of both residents and students undertaking patient care activities that are known to improve patient outcomes. 2

Marriage of Individual Pharmacists’ Achievement on Key Performance Indicators and Teaching Responsibilities