Integrated and solid knowledge of pharmacology underpins rational prescribing. Societal changes and modifications in the approach to veterinary medicine education have led to a shift in the way veterinary pharmacology, amongst other topics, is taught in veterinary schools around the world (Schipper & Werners, 2018; Werners & Fajt, 2020). The change to a more integrated approach to teaching veterinary medicine, including the introduction of competency-based veterinary education (Bok et al., 2011; Molgaard et al., 2018a, 2018b; Salisbury et al., 2019) has led to the fragmentation of basic science subjects such as pharmacology. Loss of cohesion of the pharmacology curriculum, because material is scattered over a number of learning blocks, risks students struggling to understand, retain and implement knowledge. Failure to apply basic pharmacology to clinical practice leads to Day-1 graduates that are unprepared to rationally prescribe drugs to their patients. Veterinary pharmacology education needs to modernize to complement the move towards competency-based veterinary curricula.

The teaching of pharmacology varies considerably across schools of veterinary medicine. Not only with regards to the integration of the specialty into body system blocks, but also regarding the individuals teaching the topic. In some schools, the subject will be taught by specialist pharmacologists, but on the other hand the task often falls to a non-specialist clinician. This complicates a unified approach with the best interest and evidence-based approach to veterinary pharmacology education in mind. Where to turn for guidance and support? Scientific evidence of effectiveness of implemented curricular changes in veterinary pharmacology is scarce. Regional organizations, such as the American Academy of Veterinary Pharmacology and Therapeutics (AAVPT) and the European Association for Veterinary Pharmacology and Toxicology (EAVPT), promote the science and education of veterinary pharmacology. Despite inclusion of pharmacology education to their meetings’ programs and increased awareness of the importance of veterinary pharmacology education, the focus of the meetings still lies with pharmacological research communications.

To fill the gap, we have recently established the Veterinary Educators in Pharmacology Special Interest Group (VEPSIG). Our main objectives include sharing ideas and best practice approaches for teaching and learning veterinary pharmacology, at undergraduate and postgraduate level, as well as being a sounding board for veterinary pharmacology educators from around the globe. Furthermore, the group focusses on gathering evidence through the scholarship of teaching and learning with the ultimate goal to work towards competency-based veterinary pharmacology education. We extend an invitation to like-minded colleagues who wish to join our growing Group (currently 40 members from 16 countries). Please contact either one of us and we shall be happy to include you in the group.

综合而扎实的药理学知识是合理处方的基础。兽医教育方法的社会变化和修改导致世界各地兽医学校教授兽医药理学等主题的方式发生转变（Schipper & Werners，2018 年；Werners & Fajt，2020 年）。转向更综合的兽医学教学方法，包括引入基于能力的兽医教育（Bok 等，2011；Molgaard 等，2018a，2018b；Salisbury 等，2019) 导致了药理学等基础科学学科的碎片化。失去药理学课程的凝聚力，因为材料分散在许多学习块上，使学生难以理解、保留和实施知识。未能将基本药理学应用于临床实践导致第 1 天的毕业生没有准备好向患者合理开药。兽医药理学教育需要现代化，以补充向以能力为基础的兽医课程的转变。

不同兽医学院的药理学教学差异很大。不仅涉及将专业整合到身体系统模块中，还涉及教授该主题的个人。在一些学校，该科目将由专业药理学家教授，但另一方面，这项任务通常由非专业临床医生负责。这使统一的方法复杂化，同时考虑到兽医药理学教育的最大利益和循证方法。去哪里寻求指导和支持？兽医药理学课程改革的有效性的科学证据很少。区域组织，例如美国兽医药理学与治疗学会 (AAVPT) 和欧洲兽医药理学与毒理学协会 (EAVPT)，推进兽医药理学科学教育。尽管将药理学教育纳入会议计划并提高了对兽医药理学教育重要性的认识，但会议的重点仍然在于药理学研究交流。

为了填补这一空白，我们最近成立了 药理学兽医教育者特别兴趣小组 (VEPSIG)。我们的主要目标包括在本科和研究生阶段分享兽医药理学教学和学习的想法和最佳实践方法，以及成为全球兽医药理学教育者的共鸣板。此外，该小组专注于通过教学和学习奖学金收集证据，最终目标是致力于以能力为基础的兽医药理学教育。我们向希望加入我们不断壮大的集团（目前有来自 16 个国家的 40 名成员）的志同道合的同事发出邀请。请联系我们中的任何一个，我们很乐意将您包括在小组中。