Loop, Swoop, and Pull: Promoting Pedagogical Content Knowledge in Pharmacy Education

The objective of this review is to introduce the concept of pedagogical content knowledge (PCK) to pharmacy educators, demonstrate its relevance to pharmacy education, and provide practical strategies to support its development and application in teaching.

Pedagogical content knowledge describes the integration of subject matter expertise with pedagogical knowledge required to teach specific content effectively. Although PCK has been extensively studied in science and mathematics education, it remains underrecognized within health professions education, including pharmacy. This review defines PCK and its key subcomponents (enacted, personal, and collective PCK) and illustrates how they interact to support effective teaching. Drawing parallels between PCK and the Pharmacists' Patient Care Process, the review frames teaching as a systematic, iterative, and reflective practice analogous to patient care. Practical tools from the education literature, including content representations, reflective practice, and communities of practice, are highlighted as strategies to promote PCK development at the individual, course, and institutional levels.

Pedagogical content knowledge provides a practical and accessible framework for improving teaching effectiveness in pharmacy education. By intentionally developing PCK through reflection, collaboration, and shared language, pharmacy educators and institutions can enhance instructional decision-making, support faculty development, and improve learner outcomes.