Summary: In this episode of The Preceptor’s Compass, we sit down with Samy Barsoum—a community pharmacist, pharmacy manager, and skills lab demonstrator—to explore what it truly takes to create a learning environment where students feel safe, supported, and inspired. From fostering psychological safety and giving feedback that promotes growth, to using a strengths-based approach and respecting individuality, Samy shares practical strategies for building confidence, engagement, and curiosity in learners. We also dive into the importance of inclusion and belonging—how small, intentional actions by preceptors can transform rotations into spaces of trust and growth. Whether you’re a seasoned preceptor or just starting out, this conversation offers actionable insights to help students thrive and see themselves as future professionals.

Disclaimer

The Preceptor’s Compass podcast is intended for general educational and informational purposes only. It is not a substitute for professional medical advice, clinical judgment, or institutional guidelines. The views and opinions expressed by the host and guests are their own and do not necessarily reflect the official policies or positions of any academic institution or employer.

Listeners are encouraged to use their own professional discretion and consult relevant policies, regulatory bodies, or academic programs when applying any information discussed. Reliance on content from this podcast is at the listener’s own risk.

References to third-party materials, websites, or content do not constitute endorsement and may not reflect the views or standards of the host or contributors. The podcast assumes no responsibility for the accuracy, legality, or content of any external sources mentioned.

Limitation of Liability

The podcast, its hosts, and guests expressly disclaim all liability for any direct, indirect, incidental, or consequential damages arising from the use of or reliance on information presented in this podcast. The Practice Experience Program at the Dalhousie College of Pharmacy assumes no responsibility or liability for the content of this podcast or any actions taken based on its discussions.

Episode Summary:

In this episode of The Preceptor’s Compass, we explore the concept of Generational Humility and its importance in pharmacy education. As preceptors, it is easy to fall into the trap of generational stereotypes-especially when mentoring students who may learn, communicate, or engage differently than we do. But to be truly effective, we must move beyond assumptions and embrace a mindset of curiosity, respect, and adaptability.

Harriet and Jennifer draw on insights from two thought-provoking articles-Burnworth et al.'s Preceptor Tips for Navigating Generational Differences and Jauregui et al.'s Generational Othering: The Myth of the Millennial Learner-to unpack how generational dynamics show up in experiential education.

Joining the conversation is Kim Sponagle, Associate Director of Student Affairs and Skills Lab lead at the Dalhousie College of Pharmacy. With her extensive experience working with learners across all levels, Kim shares practical strategies and reflections on what generational humility looks like in action.

Whether you are a seasoned preceptor or new to the role, this episode offers valuable perspectives on fostering inclusive, responsive, and effective learning environments across generations.

Actionable Tips for Preceptors:

Ask on Day 1: “How do you prefer to receive feedback?” This simple question opens the door to more effective communication.

Mix it up: Use a variety of teaching tools—verbal explanations, checklists, visuals, or digital resources—to match different learning preferences.

Reflect on your assumptions: If you catch yourself thinking, “They should know this,” pause and ask, “What might I be missing about their perspective?”

Invite student input: Ask what is working—and what is not. Students often have great suggestions when they feel safe speaking up.

Be open to change: When something is not landing, pivot. Modeling flexibility shows learners how to adapt to practice, too.

Articles:

https://doi.org/10.18549/PharmPract.2020.4.2176

https://doi.org/10.1111/medu.13795

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 explore the journey from supervision to independence in pharmacy experiential education. Hosts Jennifer MacDougall and Harriet Davies are joined by Dr. Natalie Kennie-Kaulbach to unpack how preceptors can effectively guide learners from observation to confident, independent practice.

We dive into three key areas:

• The balance between supervision and autonomy
• The essential roles preceptors play in learner development
• Strategies for gradually building responsibility based on student readiness and task complexity

Listeners will gain practical insights into the Preceptor’s Toolkit—modeling, coaching, facilitating, and scaffolding—and learn how to apply these roles flexibly throughout a rotation. Whether you're a new or seasoned preceptor, this episode offers valuable guidance to help you support student growth with intention and impact.

Notes:

Building Up Responsibility – From Simple to Complex

1. Students need a structured path from observation to independence → You cannot fast-track independence. Gradual development of responsibility is essential to safe, meaningful learning.

1. Sequencing and scaffolding help manage complexity and support learning → Assign simpler tasks first, then add complexity as the learner grows in confidence and competence.

1. Scaffolding is not “doing it for them”—it is providing support until they are ready → It includes modeling, offering tips, and stepping back strategically as the student gains traction.

1. Increased task depth prepares students for real-world practice → Assigning more nuanced or multi-layered cases over time helps learners apply knowledge in diverse clinical contexts.

1. Reflection and feedback loops are essential for progression → Preceptors should observe, debrief, and check in regularly to guide learners forward.

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.