Current published guidelines for perioperative pharmacy services have limited information on the development and implementation of a robust clinical pharmacy program across the surgical continuum of care. This publication defines the responsibilities and scope of practice of the Perioperative Clinical Pharmacist (PCPh), supporting the PCPh as a critical member of the interprofessional surgical patient care team. Opportunities for pharmacist role integration into perioperative medication management processes are described along with published examples of successful PCPh practice models, including those with interventions targeted toward Enhanced Recovery Pathways (ERP). Recommended training and competencies for future and practicing perioperative pharmacists, in addition to considerations for precepting and scholarly activities, are also outlined. Finally, future developments in perioperative pharmacy practice are discussed, including technological advancements, improved predictive models, and expansion of collaborative practice agreements.

This article is designed to capture our musings on metaphors as we explore our own understandings of our professional identities: a philosopher-storyteller, a psychologist-poet, and a story-seeking-musician. We are teacher educators and researchers each with our own identity and sense of self. We are all women who work as colleagues, but we come from different educational backgrounds, have various research interests, and have our own unique approaches to teaching. We have discovered that during our ongoing conversations about our ‘‘professional’’ identities as teacher—educators, we have this one thread in common: when it becomes difficult to express who and what we are all about, we all reach for metaphors. As we engaged in dialogue about metaphor, we found that we could agree on a holistic and metaphorical identity that permeates all that we do, one that transforms the way we view ourselves and our work of teaching, learning, and researching.

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