The following reflection on personal impact and growth was originally published in the June 2025 issue of HOPA News. To discover even more articles in that issue and beyond, visit the HOPA News archive.
When most people think of academia, they imagine a professor standing in front of a classroom or quietly writing grants and papers alone in an office. But the reality is far more dynamic - and for me, more fulfilling.
During rotations as a student and resident, I found deep satisfaction and joy in the clinical and interpersonal aspects of direct patient care. But I also found excitement in the behind-the-scenes work - the policies, research projects, and in-service presentations that shaped healthcare on a larger scale. As an admittedly introverted and Type-A person, I realized that these "deliverables" weren't just fulfilling to work on - they were making a lasting difference. I was drawn to the intellectual challenge of shaping systems with immense satisfaction in knowing that my contributions had a broader impact.
In these early years, I heard from many mentors and preceptors who offered the same advice: "Practice for a few years, then transition into academia." While this sentiment was well-meaning, I have come to realize it reflects a misconception: that you cannot be a 'real' clinician if you are in academia. Even now, when we interview residency candidates, it's common to hear, "I want to work as an oncology pharmacy specialist and then move into academia," with the assumption that one must first 'complete' a clinical role before transitioning into academia. However, here's the truth I have learned; it is possible, even advantageous, to start your career in academia and still be integrated into clinical practice. Furthermore, the sentiment offered by my mentors also failed to recognize that many clinical specialists not in academia contribute substantially to teaching and scholarly efforts.
Starting out in academia was one of the best decisions I ever made. My role allowed me to have the so-called 'off service' protected time to pursue research and scholarly activities and to focus on creating and assessing teaching content. Non-faculty certainly can pursue these same activities but often are limited in the amount of time allotted within their work hours.
Another unique advantage of starting a career in academia is the ability to apply for early-career grants - opportunities that become less available as you gain years of clinical experience. Clinical faculty such as myself are a part of daily patient interactions usually through clinic or inpatient service assignment that requires ~30-60% of time commitment (e.g., two clinic days a week or on-service for 25 weeks of a year). Remaining closely connected to patient care enhances scholarly pursuits to be relevant, timely, and responsive to the current needs of patients and oncology practice. While some pharmacists transition into academia later in their careers to focus solely on teaching or administration, this can unintentionally deprive students of the opportunity to learn from instructors who bring real-world insights into the classroom.
Oncology pharmacists who are considering transitioning to academia should not be discouraged by my advice for current residents to consider academia immediately. Many successful clinical faculty come to universities after working for years in a hospital-based position. The benefit of doing this is that they already possess the real-world clinical knowledge to impart on students, offer unique insight into curricular design aligned with the current and future practice, and leverage their prior scholarship, leadership, and service experience (e.g., organizational involvement) to advance through academic ranks more quickly.
You may be thinking, "Why not leverage clinical pharmacists to volunteer as adjunct faculty?" While their contributions are undoubtedly invaluable, focused teaching time for volunteer faculty often gets squeezed between already demanding clinical responsibilities. Developing quality content, creating assessments, and keeping up with the latest teaching methodologies takes more time than most adjuncts can offer. Dedicated clinical faculty members overseeing the courses and content have the focused time to ensure courses are structured and executed effectively. Teaching isn't just about knowledge - it's about how we impart it, how we assess student progress, and how we continuously improve as educators. Clinical faculty members, embedded throughout the curriculum, have the time and focus to engage in ongoing scholarship of teaching and learning. They can integrate new technologies, enhance assessment methods, and contribute in meaningful ways that adjunct faculty - with their already full schedules - understandably may not be able to prioritize. However, these adjunct faculty can 'follow the lead' of a dedicated full-time faculty member who has completed those tasks on their behalf, structuring the courses accordingly.
As of February 2025, there are 4,519 board-certified oncology pharmacists (BCOP). However, there is a growing need for more oncology pharmacists to assume faculty positions. Out of the thousands of registered HOPA members, only 93 self-identify as faculty members across the nation. We need more oncology pharmacists to take on faculty positions. The future of oncology pharmacy begins with the next generation of students. To increase the number of oncology pharmacists, we must first ignite their passion for the field. Dedicated oncology faculty are essential - not only to inspire students to pursue oncology pharmacy, but also to ensure that every pharmacist, whether they specialize in oncology or not, is equipped to understand the rapidly evolving therapies and their monitoring needs. As we know, our colleagues in other areas (e.g., emergency medicine, cardiology, infectious diseases, etc.) require baseline oncology knowledge when providing comprehensive care for cancer patients too.
Reflecting on my own journey, I have a few key pieces of advice for anyone considering a career in academia.
- First, don't wait to start your career in academia. You can be (or continue to be) an exceptional clinician and an impactful educator and researcher at the same time. Being in academia doesn't mean stepping away from patient care. In fact, the two complement each other. The role of a faculty member is similar to that of a clinical pharmacy specialist, but with a different balance of teaching, research, and patient care responsibilities. This mix is what makes being a faculty member so dynamic and rewarding. You don't have to wait years of clinical practice to begin making a difference in the classroom, and you do not have to sacrifice your love of patient care to teach either.
- Second, it is crucial to establish a clear arrangement between your college of pharmacy and your patient care institution. Having precise written agreements stating your patient care responsibilities, time commitments, and additional duties (such as hospital committees, policy work, staffing or cross-coverage duties) is essential and should be reviewed regularly. A successful practice site should meet both the needs of the institution and allow ample time for teaching, research, and other scholarly endeavors. Finding the right balance is key, and there is no one-size-fits-all model for what a practice site should look like. But when it works, it's incredibly fulfilling for both you and the institution, which ultimately benefits students and patients alike.
- Be aware of the "other" workload in academia. While patient care, teaching, and research are the commonly recognized components, a significant amount of other behind-the-scenes work exists. Faculty must carry administrative and service workloads beyond what a non-academic pharmacist will be required to complete. Course management (oh the volume of student emails!), college or university committees, promotion and tenure reviews, accreditation tasks, instructor evaluations, etc. can take up a fair amount of time. There is little glory, accolades, or often personal satisfaction in these more mundane tasks, but they are essential for the student experience and functioning of a college/school of pharmacy.
- Lastly, focus on building strong, supportive relationships with your colleagues and with the managers at the practice site. Relationships must be built on transparency, mutual respect, give and take, and understanding of each party's needs and restrictions. Solid relationships are invaluable in helping you balance your academic responsibilities with clinical duties.
- In terms of research, I have found that successful clinical faculty often focus on a narrow area within their portfolio. This focus should align with the promotion and tenure criteria at your college and with your own professional goals. If you're not inclined toward research, find a college that supports your other areas of interest where research may not be a central component of your promotion criteria.
For those of you considering this path, don't let the idea that academia is "for later" hold you back. Pursuing a career in academia doesn't mean abandoning your passion for patient care - it means integrating it with teaching and research to shape the future of pharmacy. You don't have to choose between being a dedicated clinician and a passionate educator. You can be both - and in doing so, you'll inspire the next generation of oncology pharmacists to do the same.
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