Abstract
ABSTRACT
Experiential pharmacy education is expected to develop trainees who can participate in patient care, reason through ambiguity, communicate with interprofessional teams, and progress toward practice‐ready or independent performance. Pharmacy practice experiences are often organized around clinical exposure, topic discussions, patient presentations, and summative experiential education (EE) evaluations. While these activities are valuable, they may not reliably reveal how expert pharmacists recognize problems, prioritize information, negotiate uncertainty, and act within local communities of practice. Cognitive apprenticeship is a framework composed of four domains (sociology, content, method, sequencing) and has implications for EE design to move beyond exposure toward guided participation in practice. This paper offers guidance to apply the four domains of cognitive apprenticeship to pharmacy practice experiences, especially for student pharmacists and residents. We further propose an EE‐adapted structure of the method domain: model, explore, articulate, coach/scaffold, and reflect. Using an intensive care vignette, the manuscript illustrates how trainees may possess textbook knowledge yet struggle to use that knowledge when context, team roles, institutional routines, and uncertainty shape clinical decisions. Use of the adapted cognitive apprenticeship framework to prospectively design experiential learning may help preceptors examine hidden reasoning, structure participation, calibrate feedback, and intentionally sequence responsibility.