How Pharmacy Students Can Master Interview Skills, According to Experts

In a student-track presentation at the Florida Society of Health-System Pharmacists (FSHP) Annual Meeting 2025, experts Madison Holmes, PharmD, BCPS; Janesha Thomas, PharmD, BCPPS; and Raechel White, PharmD, PhC, BCACP, discussed interview tips and tricks for pharmacy students entering the workforce.

Q: What inspired you to focus on interview preparedness as a topic for pharmacy students at FSHP 2025?

Madison Holmes, PharmD, BCPS: As a faculty member at Florida A&M University College of Pharmacy and Pharmaceutical Sciences, Institute of Public Health, I work closely with students during their fourth professional year as they gear up for post-graduate interviews. Year after year, students consistently lack confidence and reach out to enhance their skills related to the post-graduate interview process, especially for those seeking residency or fellowship. I often host interview skill workshops for fourth-year students at Florida A&M University and wanted to reach a larger audience to share these interview tips and best practices with students from other colleges and schools, as well. With [Dr. Raechel White, PharmD, PhC, BCACP] being a faculty member at University of South Florida Taneja College of Pharmacy and [Dr. Janesha Thomas, PharmD, BCPPS] being a residency preceptor and active member of the residency interview team for Ascension Sacred Heart Hospital Pensacola, they shared the same sentiments, as well. We ultimately decided to team up to provide this presentation for the student track of the FSHP Annual Meeting.

Q: How did you design the session to be interactive and engaging, especially for students who may be anxious about interviews?

Janesha Thomas, PharmD, BCPPS: Having years of experience interviewing candidates across the spectrum, the most important design was for me to share real life situations that did not result in a successful interview outcome, particularly from the lens of the interviewer. I believe this created an atmosphere of authenticity. In this genuine space, it has been my experience that students who may be anxious about an interview feel at ease and then will engage.

Q: Can you walk us through how you teach the STAR method using real-world pharmacy interview scenarios?

Madison Holmes, PharmD, BCPS: The STAR method is commonly used to structure thoughtful and intentional answers to behavioral or situational questions. STAR stands for situation, task, action, and result. Using this format to answer situational questions helps the interviewee formulate a thorough response without losing train of thought and rambling. The answer given allows the interviewer to understand the situation at hand, the specific task the candidate was involved in, and the action they took to resolve the situation.

When training students on the STAR method, I give them examples of situational questions, an appropriate STAR method answer, and then ask them situational questions and have them practice formulating an answer utilizing the STAR method. For example, a situational question may be “Tell me about a time you had a disagreement with a preceptor.” Walking through the STAR method could be:

• S: I had a disagreement with my preceptor about an insulin regimen for a patient with diabetes.
• T: I wanted to ensure optimal therapy for the patient’s blood glucose based on current guidelines.
• A: I presented my recommendation with rationale. The preceptor had a different recommendation based on their clinical experience. We discussed the reasoning behind the varying recommendations.
• R: We came to a mutual agreement and compromise. We opted for a more conservative regimen and monitor the patient with close follow up.

Q: What are some common pitfalls pharmacy candidates make during interviews, and how does your session help address them?

Madison Holmes, PharmD, BCPS: Some common pitfalls pharmacy candidates make during interviews include lack of preparation, rambling or going off topic, lack of self-awareness, and not having questions prepared for the interview team. To prevent a lack of preparation, candidates should ensure they do their homework prior to the interview, not only for their own knowledge to make sure their professional goals and expectations match the position, but also so that they can be prepared when they are inevitably asked about the program or institution. A candidate may be asked how their goals align with the mission and vision of the institution, or what specific attributes about the program most interest them. Mock interviews are a great way to help practice thinking on your feet and preparing for an interview.

When it comes to rambling or going off topic, the STAR method for answering questions is going to be the best way to mitigate this, as rambling typically happens when a candidate is caught off guard and doesn’t have a thoughtful answer prepared. Additionally, mock interviews can be helpful to help train a candidate to be prepared for unexpected questions.

To avoid the perception of lack of self-awareness, be strategic when answering questions such as “What is your weakness?” or “What is a mistake you have made?” Saying you don’t have a weakness or have never made a mistake will show a lack of self-awareness, as no one is perfect. Additionally, saying “I am a perfectionist” or “I work too hard” as weaknesses are just strengths in disguise, and your interviewers will wonder why you are afraid to discuss your real weaknesses. However, if you say, “My weakness is that I have to have everything my way or the highway.” That will throw out some red flags, as well. Try to find a middle ground where you can discuss a real weakness, but without it being a deal breaker for the interviewers. Your interviewers also know their employees will inevitably make a mistake. When asking about a mistake a candidate has made, they want to know how a candidate handles themself when a mistake happens. Reframe challenges as growth opportunities and be sure to highlight lessons learned from mistakes.

Lastly, although candidates have researched the program or institution beforehand, undoubtedly there are some questions that were not available on the website to help gauge interest in the program. The end of the interview is now the candidate’s opportunity to ask questions to the interview panel, which also shows interest in the position.

Q: How do you tailor your recommendations for different post-graduate pathways—residency, fellowship, or entry-level jobs?

Janesha Thomas, PharmD, BCPPS: No matter what area of practice a PharmD candidate may desire, the overall recommendation is to communicate, use your resources and prepare. The onus is on the learner to communicate their desired post-graduate pathway. With that information, I am able to tailor the rotation experience with a spotlight on the aspects that would be beneficial to the learner's chosen pathway.

Q: In your experience, what professional communication habits most strongly correlate with a successful interview outcome?

Janesha Thomas, PharmD, BCPPS: The 5 Cs of the Ideal Interview as described by Chris Alexander have proven to be the professional communication habits that have aligned with a successful interview. The 5 Cs are competency, communication, character, culture fit, and connection. These are all habits that can be honed by simply being prepared. This is not a preparation that can be obtained overnight, in one mock interview session nor a professional interview lecture. These are habits that are gained throughout pharmacy school matriculation. As it pertains to the Advanced Pharmacy Practice Experiences, the most helpful tools that can be employed are the documentation of specific manners that the rotation objectives were achieved. This can serve as your real-life reflection of your experience and growth into a pharmacist. It is with this intel that you are able to prepare and communicate in a manner that will result in success.

Q: What kinds of questions do you encourage students to ask interviewers, and why are these important?

Raechel White, PharmD, PhC, BCACP: I encourage students to make a list of core “must-know” items based on what is important to them, then polish these into a refined list that suits their needs. No 2 students have exactly the same needs. For instance, when considering residency interviews, some may care more about learning culture, while others are focused on the robustness of a certain learning experience (ie, code response training). In a job, one might have a specific vision for how they will be provided opportunities for advancement, while another is more focused on what metrics they are expected to meet. A helpful strategy is to group questions into categories such as culture, expectations, opportunities, and logistics, then select a few from each to ensure a well-rounded conversation. I also encourage students to group questions by audience to ensure they have some for each group they interact with in an interview. Above all, I encourage students to ask questions that are genuine and respectful. These moments are not just about gathering information; they’re also a chance to subtly weave in their own story, values, and aspirations, making the interview a 2-way dialogue. The biggest mistake you can make is having no questions to ask!

Q: How do you help students balance authenticity with professionalism in high-stakes interview settings?

Raechel White, PharmD, PhC, BCACP: I advise students to present themselves as the most professional version of their true selves. It is important to present yourself authentically to ascertain if a job or training program is a good fit for you, as well as to foster trust. Many interviewers are able to sniff out inconsistencies and lack of authenticity. Look for ways to highlight your true skills, passions, and interests. That said, use discernment when choosing what to share. Your potential supervisors and employers don’t need to know every little detail of your personal life, and healthy boundaries are important. I suggest infusing bits of your personality throughout the day in more casual encounters (i.e. shared meals, informal discussions) while keeping your interview responses polished. If asked about your hobbies and interests, share them (as long as they are appropriate) and ask questions to show mutual interest in your interviewers.

Q: What feedback have you received from past participants about how your guidance impacted their interview performance or confidence?

Madison Holmes, PharmD, BCPS: Past students have shared that they feel more confident going into their interviews. I have heard from several students that some of the mock interview questions they received are also asked during their interviews, which helps to ease nerves and improve confidence. Students have also mentioned they felt better equipped to answer unexpected questions after being trained on how to navigate difficult situational questions utilizing the STAR method and recognizing the intent behind these questions, rather than just viewing them as an anxiety-inducing question.

Q: How do you recommend students continue refining their interview skills after attending your session?

Raechel White, PharmD, PhC, BCACP: Ongoing reflection and practice are key. I recommend that students practice with trusted mentors, whether that be preceptors, supervisors, or faculty. Take advantage of mock interviews, going in with specific points of feedback you would like to obtain. If possible, make your mock interviewer aware of these before the session so they can focus on coaching you in these areas. For instance, students may ask their interviewer to reflect on whether their responses feel rehearsed or natural. For behavioral questions, students may ask the mock interviewer to write down a few words that came to mind during their responses to see if their responses align with how they want to present themselves. Did the stories make the interviewee seem collaborative, hard-working, and mature, or did the interviewer sound self-righteous, work-avoidant, and negative? Listen to their feedback, workshop improvements together, and refine your responses. It is also helpful to solicit input from family and friends who can help you highlight your unique story; sometimes, those outside our professional circles are best positioned to spot the selling points that make our story compelling.