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The objective of this research was to expand the perspective of student engagement by qualitatively examining how student pharmacists experienced engagement using team-based learning (TBL) pedagogy. Methods. A qualitative case study was adopted. Data were obtained from a purposeful and convenience sampling of student pharmacists (n=14) through semi-structured interviews. Initial data analysis identified common themes, followed by oriented coding of the common themes to the focal concepts of predetermined engagement components. Results. Seven common themes arose from this research: 1) accountability; 2) communication; 3) conflict; 4) learning; 5) preparation; 6) purpose; and 7) teamwork. Results indicated student pharmacists in TBL pedagogy primarily experience student engagement through a relate (41%) component, followed by donate (32%) and create (27%). Conclusion.Findings in this study are consistent with other research that implicates TBL pedagogy, at least in part, a conduit for building student pharmacists' engagement skills. The novelty of this research is that it characterizes the subjective construal underlying engagement in TBL by recognizing the relate component most important for developing student pharmacists' engagement skills. 1

The purpose of this article is to promote conceptual and theoretical scholarship in human resource development by providing insights and guidance on differences between conceptual and theory articles and when and how to create such scholarship. First, we discuss the role of Human Resource Development Review and conceptual and theory articles in assisting human resource development in developing into a profession and expanding the field. Then, we determine that conceptual and theory articles are non-empirical works that differ from other non-empirical types of articles and from each other. Finally, we describe distinctions between conceptual and theory articles by clarifying their focus and goals and approaches to writing them. We illustrate these distinctions with examples of articles published in Human Resource Development Review. The article concludes with a discussion and implications for the field, the journal editors, and researchers.

The opioid epidemic continues to be an ongoing public health crisis. Many primary health care providers aptly serve as the gatekeeper to opioid prescriptions. The opioid epidemic has challenged the primary care profession whilst many of these providers have opted out of opioid prescribing altogether. This unintended consequence affirms erosion to primary care that is vital to the ecosystem of opioid management. The purpose of this study was to understand strategies to deliver opioids safely and effectively. Results indicate primary care providers are uniquely positioned to make a positive opioid impact through focused change initiatives. Five common themes arose from the inductive analysis: (1) provide leadership support; (2) define standard of work; (3) conduct pre-visit reviews; (4) conduct post-visit reviews; and (5) measure progress. Then, each common theme was deductively analyzed through a view of Kotter’s change theory to support an effective proxy for implementing and sustaining chronic opioid therapy in a primary care context. These finding have potential to provide actionable implications for health care management professionals and primary care organizations such as hospitals and group practices.