By: Emily Eddy, PharmD, MSLD, BCACP and Jordan Ballou, PharmD, BCACP
Mentorship is not about hierarchy or titles. It is about seeing someone’s spark before they see it in themselves, and gently, sometimes persistently, fanning that flame. It can also be described as an exchange between two or more individuals with varied levels of experience, where the mentor helps a mentee develop skills and knowledge to advance their career.1 Wheeler and colleagues completed a study with the American College of Clinical Pharmacy Ambulatory Care Practice and Research Network, assessing the perceptions of students, residents, fellows, and nontrainee pharmacists involved in a nationwide pharmacy mentorship program on their experiences. Overwhelmingly, study participants expressed strong agreement that mentorship relationships provide direction for professional goals, offer advice on scholarly work, encourage work-life balance, and help facilitate a professional network.2
The authors writing this manuscript were first paired through a mentorship program as part of the AACP Lab SIG in 2021. We have met monthly via Zoom to discuss professional and personal goals, as well as in person at national meetings. During this time, we have supported each other in scholarship, teaching, and service. We have published a joint manuscript and created activities for use with Academic APPE students. Both of us earned recognition through the ACCP Community-based PRN, in which we are members. Beyond our professional goals, we have helped each other navigate new jobs and positions, and we have also supported one another through life changes, such as becoming parents or starting new relationships. These milestones have strengthened our mentor-mentee relationship and moved us to “Friend-tors”. As stated in an episode of Pharmacy Fika, “the best mentoring relationships are like friendships,”, which is what the two of us have grown our relationship into over the last four years. Each of us has found mutual benefit from this relationship.
Academic institutions largely recognize the importance of mentorship and have formal structures in place. These structures can range from self-assigned mentors with no set agenda to assigned, highly structured programs with agendas, meeting times, and expected topics of discussion. The two of us consider our mentorship experience to be successful and one that has stood the test of time. However, not all mentorship relationships, particularly those assigned, are successful or last.3,4
We’d like to know your thoughts: Do assigned, structured mentorship relationships really work?
We recognize the importance of having a mentor (or guide) to show you the ropes, especially early on in a new role, for both students and professionals. At the beginning, everything is new, and having someone assist with acclimation and comfort is essential. But is this considered a mentor, and how long does this relationship last? Based on our experience, we have found it beneficial to have a mentor outside of our individual institutions to discuss situations, issues, or conflicts with an unbiased party. Pharmacy Fika also states, “I think it’s always great to have someone outside your organization you can talk to, because sometimes the politics within the organization makes that tricky.”
Table 1. Mentoring Styles1
| Style of Mentorship | Characteristics |
| Classic | A formal approach that is well-planned. Typically one-on-one Mentor (with experience) and mentee (less experience) from the same field |
| ‘Trans’ model | Mentor works outside the mentee’s area of focus Widens professional network beyond the area of work |
| Networking model | Less regimented than traditional styles Can offer a broader range of perspectives |
| Reverse mentoring | Both parties act in the capacity of mentor and mentee Two-way learning experience Can bring different generations closer together |
| Group mentoring | Mentoring in a group setting Peer mentoring can occur Mentors have the possibility of rotating |
| Spot mentoring | More casual in nature One-off meetings that are more specific and focused |
| Virtual mentoring | Geographically friendly as done over virtual settings |
Mentorship has been proven beneficial, but the question remains: What type of mentorship is most beneficial? See Table 1 for examples of different types of mentorship. Beyond the types of mentorship, you need to consider the “what” and “who”. The “what” is vital in mentorship because it helps define the specific goals and objectives of the relationship, no matter what model you decide to follow5. The “who” is equally important as it determines who may be involved in the mentoring relationship. No matter what type of mentorship you prefer, try to live by this simple principle: bring others along for the ride. Whether it’s a new role, a big idea, or a seat at the table, ask yourself, “Who else can I lift up? Who else can I invite in?” Because success is sweeter when it’s shared.
Continue the conversation by sharing ways that you think we can improve the success of mentorship in pharmacy.
References:
- Burgess A, Van Diggele C, Mellis C. Mentorship in the health professions: a review. Clin Teach. 2018;15(3):197-202. doi:10.1111/tct.12756.
- Wheeler SE, Kiser K, Lipari M, et al. Perceptions and outcomes of a nationwide remote pharmacy mentorship program. J Am Coll Clin Pharm. 2024;7(10):1012‐1019. doi:10.1002/jac5.2001WHEELER ET AL . 1019.
- Yamada K, Slanetz PJ, Boiselle PM. Perceived benefits of a radiology resident mentoring program: comparison of residents with self-selected vs assigned mentors. Can Assoc Radiol J. 2014 May;65(2):186-91. doi: 10.1016/j.carj.2013.04.001. Epub 2013 Sep 18. PMID: 24054832.
- The University of Arizona. (n.d.). Types of mentoring: Advantages and disadvantages (Faculty Mentoring Resources). Phoenix, AZ. Retrieved October 19, 2025, from https://phoenixmed.arizona.edu/sites/default/files/faculty/career%20dev/academic-leaders/mentoring-types.pdf
- Ryan, E. (2024, May 1). The five W’s: What are they and how do they apply to mentoring? Mentorloop. https://mentorloop.com/blog/the-five-ws/
Author Bio(s):
Dr. Eddy is an Assistant Professor and Director of Labs and Simulations at Texas Tech Jerry H. Hodge School of Pharmacy in Dallas. Her educational scholarship interests include layered learning, simulation, and lab-based SoTL. In her free time, Emily enjoys spending time with her family and friends, as well as trying new coffee shops around town.
Dr. Ballou is the Associate Dean for Student Affairs and a Clinical Associate Professor in the Department of Clinical Pharmacy & Outcomes at the University of South Carolina College of Pharmacy. Additionally, she serves as the Director of Community-Based Residency Programs at the College. She also served as the National President of Phi Lambda Sigma from 2020 to 2021. With nearly two decades of experience in independent pharmacies, Dr. Ballou strives to advocate for community pharmacy within academia and to engage student pharmacists for innovative careers. Her research interests include the implementation of clinical services in community pharmacies, practice transformation, and the development of student leadership.
Pulses is a scholarly blog supported by a team of pharmacy education scholars.
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