This workshop uses a World Café–inspired fixed‑table format. Each group works throughout the session on one of seven pre‑defined topics related to agility in pharmacy education, allowing focused and in‑depth discussion.
The workshop brings together educators and curriculum leaders to explore how pharmacy education can become more flexible, learner‑centred, and responsive to healthcare changes, while remaining evidence‑based and aligned with accreditation requirements.
Each table addresses one core theme:
flexible and learner‑centred curriculum design
agile competencies for pharmacy graduates
rapid curriculum adaptation to emerging health trends
agile teaching and learning environments
assessment models that support agility
preparing and supporting educators for agile practice
LEARNING OBJECTIVES
By the end of the workshop, participants will be able to:
Describe key dimensions of agility in pharmacy education
Identify strengths and limitations of current curricula
Recognise priority agile competencies for graduates
Explore teaching and assessment approaches that support adaptability
Identify institutional and staff‑related enablers and barriers to agile education
PLANNED ACTIVITIES
Opening plenary: purpose, structure, and overview of topics
Fixed‑table group discussions using guiding questions and prompts
Within‑group synthesis of key insights and priorities
Plenary harvest: short reports from each table and facilitated synthesis
OUTCOMES
The workshop will produce:
Specific insights into strengthening agility in pharmacy education
A shared understanding of opportunities and constraints
A concise set of practical principles and recommendations
Identified priorities related to curriculum design, teaching, assessment, and educator support
The outputs are intended to inform future curriculum development and follow‑up actions, rather than serve as a stand‑alone discussion record.
Dr. Tanja Fens is a pharmacist and academic at the University of Groningen, with a background in Regulatory Affairs and a PhD in Pharmacoeconomics. With over 15 years of experience across industry and academia, her work focuses on advancing pharmacy education through innovative, practice-oriented learning. She contributes to the design and implementation of educational models such as the internationally adopted Pharmacy Game, and coordinates a global network of 11 universities using this approach. She also developed the e-module Reducing Pharmaceuticals in Water, integrating sustainability into the pharmacy curriculum.Her work connects education, pharmacoeconomics, and health policy, with a strong emphasis on interactive, collaborative, and sustainability-driven learning.
Dr. Indrė Trečiokienė is a pharmacist, an academic and educator at Vilnius University, actively involved in pharmacy and health sciences education. Her work focuses on curriculum development, competency-based education, research methodology, communication, and continuous professional development. She designs and delivers teaching and training activities for pharmacy, nursing, and postgraduate students, with a particular interest in linking competencies to practical educational action. Her academic activities emphasize learner-centered teaching and the ongoing improvement of study programs in health professions education.
This session focuses on the role of an agile, foundational five‑year pharmacy curriculum as the starting point for diverse practice pathways and later professional differentiation. It explores how specialisation can build upon pharmacists’ first‑day competences in a way that supports quality assurance, accreditation readiness, and meaningful societal impact across the professional lifespan.
The session opens with a strategic perspective on the alignment between undergraduate and postgraduate education, emphasising the updated EU directive and the importance of coherence and agility across the educational continuum. A national case example from the Netherlands then illustrates how EPA‑based curriculum design builds on the foundational programme to support structured specialisation and continuous professional development. The session concludes with targeted reflections on how undergraduate agility principles can be carried forward into lifelong learning (LLL) pathways.
Dr Andries Koster has been involved in pharmacy curriculum development and educational management for more than 25 years. He served as Treasurer of the EAFP from 2012 to 2024. His work includes research on health care education programmes in pharmacy and medicine, and he contributed to the FIP handbook Competency‑Based Education in Pharmacy and Pharmaceutical Sciences (2022).
Dr Marnix Westein is an education specialist and policy adviser in postgraduate pharmacy education. He has been involved in the development and subsequent revision of the Dutch Community Pharmacy Specialisation Programme and in the revision of national competency and reference frameworks for pharmacy education in the Netherlands. He holds a PhD in workplace‑based community pharmacy training and assessment.