Gaps Between Intended Learning and Practice in PGY1 Pharmacy Residency Programs: Alignment of Training Experiences With Accreditation Standards

Abstract

Postgraduate Year One (PGY1) pharmacy residency programs are critical for developing clinically advanced pharmacists equipped with the skills necessary to improve patient care. However, alignment between intended training experiences, accreditation standards, and real-world implementation remains variable. Competency development in research and interprofessional collaboration may be compromised by operational demands such as central staffing or inconsistent communication practices. A 2020 multisite survey of University of Georgia-affiliated PGY1 programs revealed that while research time was universally allotted, 50% of residents reported being reassigned to other responsibilities during this period. Additionally, less than half of preceptors noted that pulling residents for staffing negatively impacted rotation goals. Discrepancies were also identified in perceptions of interprofessional communication. These findings support the need for intentional program design that protects educational integrity, ensures competency development, and prepares residents to meet the demands of modern pharmacy practice.