Entisar Almodyan, PharmD, BCPS, BCIDP, CMTMP, AAHIVP, serves as a clinical pharmacist in infectious disease service, pharmacy training coordinator and antimicrobial stewardship program coordinator with a strong commitment to integrating education into clinical practice. Her educational roles include mentoring pharmacy residents and interns, facilitating case-based learning, and supporting the development of clinical reasoning and evidence-based decision-making in infectious diseases and antimicrobial stewardship. She is particularly interested in translating complex infectious diseases concepts into practical, patient-centered learning experiences that bridge the gap between guidelines and bedside practice. She is also passionate about advancing antimicrobial stewardship education and fostering the next generation of pharmacists as confident, collaborative members of the health care team.
How did you get interested in medical education?
My interest in medical education grew naturally from my clinical practice, where I realized that some of the most meaningful moments in patient care also become powerful opportunities for learning. Working with pharmacy trainees showed me how thoughtful mentorship and case-based discussions can transform clinical knowledge into confidence and sound decision-making. Over time, teaching became more than a responsibility; it became an important part of how I contribute to improving patient care and advancing the pharmacy profession. This experience continues to inspire me to create practical, engaging learning experiences in infectious diseases and antimicrobial stewardship.
How have you integrated medical education into your career?
I have integrated medical education into my career by making teaching a consistent part of my clinical practice, particularly in infectious diseases and antimicrobial stewardship. As a clinical pharmacist and pharmacy training coordinator, I mentor pharmacy trainees, facilitate case-based discussions, and use real-world clinical scenarios to strengthen their clinical reasoning and evidence-based decision-making. I also incorporate education into antimicrobial stewardship initiatives by translating guidelines and emerging evidence into practical learning opportunities for pharmacists and other health care professionals. Through these roles, I aim to create a learning environment where education directly supports better clinical practice and patient care.
How did you transform your interest in medical education into a career?
I transformed my interest in medical education into a meaningful part of my career by actively seeking opportunities to teach, mentor and support learners within clinical practice. What began with informal bedside teaching and case discussions gradually evolved into more structured responsibilities, including coordinating pharmacy training and developing educational activities focused on infectious diseases and antimicrobial stewardship. I have intentionally combined my clinical expertise with education so that learners can connect evidence and guidelines with real-world patient care. This progression has allowed me to grow not only as a clinician, but also as an educator committed to developing confident, thoughtful and evidence-driven health care professionals.
What is one medical innovation that makes you the most proud?
One educational innovation I am most proud of is integrating antimicrobial stewardship education directly into clinical practice through case-based learning, real-time feedback and data-driven discussions. Rather than teaching stewardship as a set of guidelines, I use real patient cases to help learners understand the reasoning behind antimicrobial selection, optimization, de-escalation and monitoring. This approach allows trainees to see the immediate connection between evidence, clinical decision-making and patient outcomes. Seeing learners become more confident in making thoughtful antimicrobial decisions has been one of the most rewarding aspects of my role as an educator.
How have you transformed your medical education work into scholarship?
I have transformed my medical education work into scholarship by extending my teaching beyond the clinical setting into the development, evaluation and dissemination of evidence-based educational content. My involvement in reviewing professional educational materials, including infectious diseases pharmacotherapy content, has allowed me to contribute to resources that support the learning and professional development of pharmacists beyond my own institution. I also draw on experiences from clinical teaching and antimicrobial stewardship to identify educational needs and translate them into scholarly and quality-improvement initiatives. Moving forward, I hope to further evaluate the impact of these educational approaches and contribute to the broader medical education literature.
What are some of the most rewarding aspects of your career as an educator thus far?
One of the most rewarding aspects of my career as an educator is seeing learners grow from uncertainty to confidence in their clinical decision-making. I especially value the moment when a trainee moves beyond simply knowing a guideline to understanding how and why to apply it to an individual patient. It is equally rewarding to see former learners carry these skills forward, contribute meaningfully to patient care and share their knowledge with others. Knowing that education can create a ripple effect from one learner to many patients and future colleagues makes this role especially meaningful to me.