Tom Angelo is clinical professor emeritus of educational innovation and research at the UNC Eshelman School – where he served as founding Director of CIPhER – the Center for Innovative Pharmacy Education & Research. He is also an Adjunct Senior Lecturer in Monash University’s Faculty of Pharmacy & Pharmaceutical Sciences. Prior to UNC, Tom served as a faculty member, faculty developer, researcher and academic administrator in the United States, New Zealand, and Australia. He has consulted on teaching, learning, assessment, and curriculum design for nearly 300 educational institutions and 80 educational organizations, and delivered more than 90 higher education conference keynote addresses – in all 50 U.S. states and in 20 other countries. Author or co-author of four books and more than forty articles and chapters, his best-known publication, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition, has over 130,000 copies in print. He is currently co-leading a tri-national PharmAlliance research project to identify core concepts in pharmacy education with colleagues from UNC Chapel Hill, Monash University, and University College London.
John Kelly is Professor of Pharmacology and Therapeutics at National University of Ireland (NUI) Galway. He has over 40 years in pharmacological and toxicological research, 8 of which have been spent in industry. Current areas of research include the mechanisms of action of antidepressants using preclinical models, and the effects of early social isolation on rodent development. This research has resulted in over 100 peer-reviewed publications, and the textbook Principles of CNS drug development: from test tube to patient published in 2010. Professor Kelly has been involved in developing a range of undergraduate and postgraduate courses in Pharmacology for Science, Medicine, Nursing and Health Science students, with a particular emphasis on developing reasoning skills that are appropriate for the different student groups. Prof. Kelly received the President’s Award for Teaching Excellence, within the College of Medicine Nursing and Health Sciences in 2021, and for NUI Galway in 2011.
A. Laurel Gorman
Adrienne “Laurel” Gorman, founding faculty, associate professor of pharmacology, and director of preclinical pharmacology curriculum for the University of Central Florida College of Medicine in Orlando, Fl, USA, has served on the American Society for Pharmacology and Experimental Therapeutics Division of Pharmacology Education (ASPET DPE) Executive Committee since 2016. She was elected Chair of the ASPET DPE from 2018-2020 and currently serves on the Executive Committee as a past-chair advisor. She was inducted as a Fellow of the Academy of Pharmacology Educators (F.A.P.E.) in 2016 in recognition for her outstanding contributions to pharmacology teaching and educational scholarship. She currently serves as a US representative on the IUPHAR EDU Core Concepts global project where she co-directs the pharmacodynamics division. She serves on an ASPET DPE collaborative committee modifying national learning objectives for medical school pharmacology education, and is chairing the gastrointestinal pharmacology section. She is a passionate pharmacology educator with over 22 years of teaching experience; she has received numerous awards for teaching quality, innovations, and pharmacology educational scholarship. She has chaired or been invited to present at numerous national and international workshops, focus groups, educational symposia, webinars, and/or abstracts on pharmacology integration, active learning methods (topics include simulations, TBL, gamification, flipped classrooms) for medical educational organizations that include ASPET, the International Academy of Medical School Educators (IAMSE), the AAMC Southern group on Educational Affairs, and the Canadian Society of Pharmacology and Therapeutics. She has published several per-reviewed manuscripts on educational research, and disseminated her findings at peer-reviewed respected national and international medical education meetings.
Steve Tucker is a Professor of Pharmacology Education at the University of Aberdeen in Scotland where he leads 5 separate pharmacology degree programmes at undergraduate and postgraduate level. He has overseen redevelopment of the practical teaching across these programmes over the last 10 years and recently led an audit of the Aberdeen undergraduate pharmacology curriculum aligning it with the British Pharmacological Society undergraduate core curriculum. As the current Vice President for Academic Development at the British Pharmacological Society (BPS), Steve chairs the BPS education and training committee which has developed a thriving and interactive BPS education community in recent years. As part of this, Steve has led the project to review and expand the BPS core curriculum through provision of learning outcomes, resources and support for educators, and alongside this has authored a list of fundamental principles for delivering pharmacology education in an inclusive manner.
Roisin Kelly-Laubscher is a pharmacology lecturer in the Dept. Pharmacology & Therapeutics at University College Cork(UCC) , Ireland. She is also a Teaching & Learning Fellow in the Centre for Integration of Research, Teaching and Learning at UCC. Her current research includes both laboratory research, cardioprotection in ischemia reperfusion injury and drug induced toxicity, and education research, the language of assessment in Pharmacology. She has been involved in life sciences education research since 2011 and has published and presented on a diverse range of topics, including the use of Wikis in teaching and learning, the experience of first-generation science students, differences in semantic density and gravity between high school and university biology curricula, and the use of journal articles in teaching scientific writing to undergraduates. At present, she coordinates year 2 of the BSc Medical and Health Sciences programme, coordinates 4 pharmacology modules within this programme and teaches pharmacology at all levels.
Margaret Cunningham is a Senior Lecturer in Pharmacology at the University of Strathclyde in Scotland where she will take over the Director of Biomolecular Sciences (BMS) programme in January 2023. She leads pharmacology and clinical pharmacology degree courses at undergraduate and postgraduate level and co-leads the Cardiovascular and Metabolic Disease (CVMD) research group.
Margaret is also the coordinator of BMS outreach, engagement and widening participation in SIPBS with interests in inclusive STEM curriculum for learners with ASN and young people who are under-represented in STEM. Margaret is an elected Fellow and Co-Chair of the Royal Society of Edinburgh Young Academy of Scotland (RSE-YAS) and a Fellow of the British Pharmacological Society (BPS). She is Editor-in-Chief of the BPS Magazine Pharmacology Matters (2017-2022) and a member of the BPS Educators Network.
Dr Jenny Koenig is an Assistant Professor in Pharmacology, Senior Tutor and Disability Liaison Officer
at the University of Nottingham, U.K. She is the Pharmacology lead for the Graduate Entry Medicine
course and leads modules and teaches Pharmacology, Toxicology, Mathematics, Statistics and
Research Design and Methods. After a PhD in the MRC Centre in Cambridge, Jenny’s research
focussed on using mathematical models to understand receptor internalisation and recycling. In
2004 she made a break and set up her own business in science education and training. Alongside
this, she was a Fellow and Dean at Lucy Cavendish College in the University of Cambridge where she
taught pharmacology and maths. She has also taught for the pharmaceutical industry and the British
Pharmacological Society where she is a Fellow and member of the Inclusive Pharmacology Education
Steering Group. She has worked extensively with science and maths students with Specific Learning
Differences and disabilities. In 2015, Jenny took a few years out from teaching in Higher Education to
complete a PGCE and taught secondary science and maths specialising in teaching students with
autism and mental health issues. She has published on mathematics and its curriculum in biological
sciences and is currently investigating how ethnicity is understood in biomedical science.
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