The 7th International Union of Basic and Clinical Pharmacology Education Section (IUPHAR-Ed) Satellite Meeting, held in conjunction with the 20th World Congress of Basic and Clinical Pharmacology in Melbourne, Australia, brought together 99 educators from 18 countries to share innovations and scholarship in pharmacology education. Across keynote presentations, workshops, short communications, and posters, four recurring directions emerged: a shift toward competency-based curricula and authentic assessment; strategies for sustaining pharmacology within integrated curricula; thoughtful incorporation of generative artificial intelligence into teaching and assessment; and broader expectations for pharmacologists to engage with the ethical, cultural, environmental, and societal dimensions of medicines. Together, these themes reflect an evolution in pharmacology education from emphasizing knowledge acquisition toward preparing adaptable professionals who can apply pharmacological science through critical thinking, collaboration, and professional judgment. The meeting also highlighted the value of international collaboration and shared educational resources in advancing innovation across diverse institutional and educational contexts. These observations provide insight into priorities that may shape the future of pharmacology education worldwide.
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Guilding et al. (2026) studied this question.
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