Postdoctoral fellows contribute substantially to grant acquisition, collaborative partnerships, and the supervision of graduate learners while working with mentors who foster their scholarly autonomy. Despite this importance, little is known about postdoctoral experiences, particularly in health professions education. This study aimed to explore the perspectives of postdoctoral fellows and their faculty mentors at a public four-year school of pharmacy and to determine opportunities to strengthen postdoctoral training.Focus groups and individual interviews were used to gather participants’ experiences, viewpoints, and recommendations for improvement. Participants included postdoctoral fellows and faculty members serving as postdoctoral mentors. Data were analyzed using thematic coding to identify semantic themes, and summaries of participant perspectives were developed. Findings were aligned with the identity-trajectory framework.Participants reported a range of experiences related to scholarly development, professional networking, and institutional resources. Individual agency emerged as essential for clarifying career objectives and managing professional transitions. The COVID-19 pandemic created distinct challenges, including shifts to remote work and difficulties maintaining motivation and progress toward goals. Identified opportunities for improvement included strengthening infrastructure, improving mentorship practices, and enhancing communication.Postdoctoral fellows are integral to the advancement of academic institutions. Qualitative investigations that examine postdoctoral experiences can assist pharmacy education in more effectively addressing the needs of both fellows and faculty mentors. This study offers insight into the lived experiences of postdoctoral scholars and provides guidance for improving postdoctoral training programs within schools of pharmacy.
