Conclusion
Core concepts and concept inventories have transformed the teaching, learning, assessment, and graduate outcomes of a multitude of STEM programmes. This review argues that it is time for a transformational change in pharmacology education. The combination of a rapidly expanding pharmacology knowledge base, an increase in integrated degree programmes, a decrease in stand-alone pharmacology departments, and the shift to more active and online learning, precipitate the need for development of core concepts and concept-based curricula in pharmacology education. The IUPHAR-Ed core concepts of pharmacology project is a global initiative working towards these goals.
Concept-based curricula can help to overcome some of the challenges educators face by providing a benchmark for student learning, with global standardisation of core pharmacology student knowledge attainment. This will support educators when prioritising the critical knowledge outcomes to focus on within their pharmacology curriculum. The establishment of a pharmacology concept inventory testing student depth of understanding and identifying misconceptions will assist students and educators to track learning outcome attainment. Continued engagement with the international community will ensure the collective development of globally relevant concepts and resources. This project has the potential to serve as a roadmap for educators to develop new and innovative curricular designs for pharmacology-related degree programmes.