{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,9]],"date-time":"2026-10-09T02:49:28Z","timestamp":1791514168546,"version":"4.3.4"},"reference-count":35,"publisher":"Wiley","issue":"10","license":[{"start":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T00:00:00Z","timestamp":1790640000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T00:00:00Z","timestamp":1790640000000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["accpjournals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J Am Coll Clin Pharm"],"published-print":{"date-parts":[[2026,10]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:p>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\u2010ready 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\u2010adapted 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.<\/jats:p>","DOI":"10.1002\/jac5.70302","type":"journal-article","created":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T12:23:26Z","timestamp":1790684606000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["From Exposure to Guided Participation: Designing Experiential Education as Cognitive Apprenticeships"],"prefix":"10.1002","volume":"9","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4083-7919","authenticated-orcid":false,"given":"W. Anthony","family":"Hawkins","sequence":"first","affiliation":[{"name":"Department of Clinical and Administrative Pharmacy University of Georgia College of Pharmacy  Athens Georgia USA"},{"name":"Department of Pharmacology and Toxicology Medical College of Georgia at Augusta University  Albany Georgia USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0007-3655-5218","authenticated-orcid":false,"given":"Karsin M.","family":"Bass","sequence":"additional","affiliation":[{"name":"Department of Clinical and Administrative Pharmacy University of Georgia College of Pharmacy  Athens Georgia USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0896-4678","authenticated-orcid":false,"given":"Russ","family":"Palmer","sequence":"additional","affiliation":[{"name":"Office of Instructional Innovation and Research, University of Georgia College of Pharmacy  Athens Georgia USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2026,9,29]]},"reference":[{"key":"e_1_2_12_2_1","unstructured":"Accreditation Council for Pharmacy Education \u201cAccreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor of Pharmacy Degree (Standards 2025) \u201d2025 https:\/\/www.acpe\u2010accredit.org\/wp\u2010content\/uploads\/ACPEStandards2025.pdf."},{"key":"e_1_2_12_3_1","unstructured":"American Society of Health\u2010System Pharmacists \u201cAccreditation Standard for Postgraduate Residency Programs \u201d2025 September 2025 https:\/\/www.ashp.org\/\u2010\/media\/assets\/professional\u2010development\/residencies\/docs\/0825\u2010COC\u2010Decision\u2010Updates\/ASHP\u2010Residency\u2010Standard\u2010and\u2010Guidance\u2010\u2010\u2010\u2010COC\u2010Approved\u20100825.pdf."},{"key":"e_1_2_12_4_1","unstructured":"American Society of Health\u2010System Pharmacists \u201cRequired Competency Areas Goals and Objectives for Postgraduate Year One (PGY1) Pharmacy Community\u2010Based Managed Care and Veterinary Pharmacy Residency Programs \u201d2025 September 2025 https:\/\/www.ashp.org\/\u2010\/media\/assets\/professional\u2010development\/residencies\/docs\/0825\u2010COC\u2010Decision\u2010Updates\/PGY1\u2010Harmonized\u2010CAGO\u2010COC\u2010BOD\u2010Approved\u20102025\u20100918.pdf."},{"key":"e_1_2_12_5_1","volume-title":"Experiential Learning: Experience as the Source of Learning and Development","author":"Kolb D. 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