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Lookup NU author(s): Professor Clare GuildingORCiD
© 2025 The Author(s)The IUPHAR Education Section's Pharmacology Education Project (PEP; www.pharmacologyeducation.org) provides an open-access, peer-reviewed platform to support pharmacology education globally. Launched in 2016, PEP offers a comprehensive range of freely accessible, peer-reviewed resources, including extensive topic summaries with links to videos, slide sets, and other media curated by pharmacologists and catering to diverse learners' needs. This paper provides an update on PEP's growth, providing analytics on user engagement and feedback. The platform averages 20,000 visits per month, with a peak of 50,000 during the COVID-19 pandemic. Engagement rates are approximately 40%, indicating robust interaction with the content. Feedback from 115 users spanning 31 countries praises the quality and quantity of PEP's resources and the ease of navigation through the website. Comparisons with traditional resources used in pharmacology education highlight PEP's advantages in accessibility and peer review. Examples of the use of PEP in education are provided, emphasizing active and self-directed learning methodologies. The discussion includes challenges in maintaining and expanding the platform, such as funding and content curation, and outlines strategies for sustainable development, including the role that artificial intelligence may play. PEP is a valuable resource in contemporary pharmacology education and plays a vital role in advancing the field globally.
Author(s): Szarek JL, Guilding C, Maxwell S
Publication type: Review
Publication status: Published
Journal: European Journal of Pharmacology
Year: 2025
Volume: 989
Print publication date: 15/02/2025
Online publication date: 09/01/2025
Acceptance date: 07/01/2025
ISSN (print): 0014-2999
ISSN (electronic): 1879-0712
Publisher: Elsevier B.V.
URL: https://doi.org/10.1016/j.ejphar.2025.177258
DOI: 10.1016/j.ejphar.2025.177258
Data Access Statement: No data was used for the research described in the article.
