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.