Session 1: Wednesday 30th June 9:00 – 10:30 am UTC
Presenter Title Description and external link
Aidan Seeley (Swansea University Medical School, UK) Multi-Institution Double-Blind in vivo Trials (MIDBIT) – Student-led pharmacology research using Lumbriculus variegatus

Pharmacology is the study of drug mechanisms of action and requires a holistic understanding of both in vitro and in vivo responses. Within undergraduate teaching, we have successfully used the novel in vivo model Lumbriculus variegatus, which is under fewer regulatory constraints than conventional in vivo models, to investigate the effect of compounds with diverse pharmacodynamic properties in vivo.

Steve Tucker (University of Aberdeen, UK) Transforming Pharmacology Practicals for Blended Learning

This recording presents 2 case study examples of how pharmacology practical exercises were transformed for delivery in a blended or fully online context. The process of determining the key practical elements, utilising flipped classroom approaches, using simulations and employing online group work will be considered as key aspects for successful pivoting of practical exercises for flexible delivery. The outcomes of transforming these 2 exercises is also explored by considering grade profiles and student satisfaction scores. The overall sense is that the transformation was successful and perhaps some of these considerations might inform teaching and learning design post-COVID.

Elizabeth A Davis (Monash University, Australia) Incorporating gamification to engage our learners

Gamification in learning, or the inclusion of game-design elements into learning activities, has been reported to increase learner engagement and motivation. This approach, therefore, might faciliate the development of foundational knowledge that is essential for a knowledge of drugs and drug action. In this presentation examples of "gamified" learning activities used in the teaching of pharmacology at Monash are highlighted. In particular, a "Choose your own adventure" style in-class activity, where students vote steps in a case-based scenario, is described.

Clare Guilding (School of Medical Education, Newcastle University, UK) The IUPHAR Pharmacology Education Project

The International Union of Basic and Clinical Pharmacology (IUPHAR) Pharmacology Education Project (PEP; is an online learning resource. It contains open-source pharmacology content, reviewed by experts and is available to support education and training in pharmacological sciences worldwide. PEP aims to develop and curate freely available high-quality contributions to pharmacology education. Such web-based materials are valued in particular by resource poor nations. PEP relies on the input from international pharmacology experts. This presentation gives an overview of the PEP website and outlines opportunities for educators to engage with the PEP initiative.

Session 2: Wednesday 30th June, 21:00 – 22:30 pm UTC
Fabiana Crowley (Western University and Canadian Society of Pharmacology & Therapeutics) Coming together as a society to future-proof pharmacology education.

In this video, members of the Canadian Society of Pharmacology & Therapeutics Education Committee present four of our broad approaches that contribute to future-proofing pharmacology education. The first is the use of interactive webinars related to pharmacology and therapeutics education, research, and drug policies that help to keep the pharmacology community informed, engaged, and inspired. The second is developing an in-depth, open-source glossary that can be used as a resource to enhance teaching and learning in pharmacology.  The third is providing a mentorship program that fosters community, grows career networks, and enriches the training of the next generation of pharmacologists. Finally, a fundamental approach to future-proof pharmacology education is to partner with learners in all initiatives.

Jenny Koenig (University of Nottingham, UK) Towards a more inclusive pharmacology education: reducing the maths gap

Mathematical ideas underpin so much of pharmacodynamics and pharmacokinetics. Currently, there is a gap between what students can reasonably be expected to know and understand from their schooling and what they need to access key pharmacological ideas. This gap is increased for students who experience barriers to mathematics. An inclusive pharmacology education is one that meets the learning demand: I will describe how to sequence the mathematics-within-pharmacology curriculum and suggest a way of approaching the teaching of mathematical models. I contend that this approach will also, at least partly, address the affective demand.

Betty Exintaris (Monash University, Australia) Journey to a hybrid model of delivery in 1st year Pharmacy

The aim of this presentation is to describe the evolution of a foundational unit (How the Body Works) from a Blended to a Hybrid / Blended mode of delivery.  
Key points:
•    Online and hybrid models can offer opportunities for interaction and collaboration.
•    Student /staff engagement can be achieved online.
•    Providing opportunities for connection is important.
•    Consideration for countries not as well equipped for online / hybrid teaching should be kept in mind moving forward.

Nilushi Karunaratne (Monash University, Australia) Future of laboratories and workshops in a hybrid model of teaching

Traditionally, laboratories and workshops are taught face-to-face, in small class teaching. This presentation will use three specific scenarios to focus on ways in which laboratories and workshop activities can be transformed to suit a hybrid model of teaching online. The presentation will touch on the importance of identifying the purpose of the activity, the need to incorporate real data, the incorporating technology and usefulness of computer-based simulation and video-based activities.

Simon Maxwell (University of Edinburgh, UK) Background and development of the UK Prescribing Safety Assessment

This brief video explains the rationale, development, governance, structure and quality assurance processes that led to the successful implementation of the UK Prescribing Safety Assessment, which is delivered annually as a high-stakes national exit assessment for UK medical students, and has also been adopted in a variety of other jurisdictions in other countries.