Life Long Learning in Pharmacy Conference (LLLP 2025)

Life Long Learning in Pharmacy Conference (LLLP 2025) is organized by Expert Events and will be held from Jul 07 - 10, 2025 at PARKROYAL Darling Harbour, Sydney, New South Wales, Australia.

Description:
The 2025 Life Long Learning in Pharmacy conference with the theme ‘From Down Under to Up There – Bridging the Span of Life Long Learning in Pharmacy’ aims to highlight the issues of importance and relevance to advancing pharmacy practice through continuous professional development (CPD) and lifelong learning.

Through thought-provoking discussions, interactive workshops, and knowledge-sharing opportunities, LLLP 2025 will provide a platform for pharmacy professionals, educators, researchers, pharmacists, pharmacy technicians, regulators, policymakers and professional associations from around the world to engage in meaningful dialogue, exchange ideas, and collaborate on solutions that will drive the advancement of the profession.

LLLP 2025 is an exceptional opportunity to:

• Network and collaborate with diverse international colleagues
• Learn through sharing experience and knowledge
• Develop multilateral networks of educators
• Coordinate and contribute to best practices in education (under- and post- graduate, continuing professional development and continuing education, Life Long Learning)
• Share significant education research and development
• Foster inter-professional learning
• Contribute to the development of a global community of individuals and groups committed to continuous professional development
• Explore the stunning harbourside city of Sydney and surrounds

LLLP Themes/sub-themes and Learning Outcomes:
LLLP2025 will have two main themes described in the conference logo ‘from down under to up there: bridging the span of pharmacy education”.

1.0 THEME 1: DOWN UNDER
Derived from the local destination of the 2025 conference in the southern hemisphere, the theme refers to basic concepts in pharmacy education from pre-registration education to lifelong learning that will address the myriad needs of pharmacy professionals.

Within this theme will be three sub-themes described below.

1.1 Cultural Responsiveness in Pharmacy Education
This sub-theme focuses on the rich and unique Indigenous heritage of the LLLP2025 location, i.e., Australia. For at least 50,000 years Aboriginal and Torres Strait Islander people have lived on land now referred to as Australia. Their unique cultural knowledge and ways of knowing, being and doing were passed down thousands of generations by ‘Elders’ who used unique and effective methods of sharing wisdom. Today, Australia is one of the most multicultural nations on earth, and proudly acknowledges this heritage and the multi-faceted custodianship of Indigenous Australians. Indigenous cultures worldwide also have survived by using methods of knowledge sharing such as story telling and learning by doing.
This theme will therefore address cultural responsiveness, equity, diversity and inclusion as well as the appropriate use of Indigenous knowledges and practices at all levels of pharmacy education: undergraduate, postgraduate, short courses, micro-credentials, continuing and professional education.

Learning Outcomes for delegates for 1.1
After attending sessions related to this theme, delegates will be able to achieve some or most of the following:

• Describe the importance of diversity, equity, and inclusion (EDI) in pharmacy education.
• Identify skills for alignment of EDI in education curricula at all stages of pharmacy education (pre-registration to professional development).
• Explain how they might apply the principles of Universal Design in Learning: from content design to assessment and feedback stages.
• Identify how they might adapt relevant examples from Indigenous knowledge and practices from global case studies into their educational activities.
• Describe how they might apply learning and teaching methods used by Indigenous cultures globally for sharing knowledge and experience.
• Critically reflect on personal stance around EDI principles related to their own educational practices.

1.2 Hopping and Skipping - Current challenges in pharmacy education
This sub-theme will cover some of the current challenges seen in pharmacy education. Hopping and skipping refers to the signature movement of Australia’s famous marsupial, the kangaroo. This method of movement allows conservation of energy and an ability to move long distances and change direction suddenly. This agility is certainly required in contemporary pharmacy education.

Included within this sub-theme are challenges such as curriculum design, programmatic assessment, competency-based assessment, having students as partners in educational design, adapting teaching for a digital learner generation or for learners balancing work-life- and study, and, of course for disruptive events such as pandemics.

Learning Outcomes for delegates for 1.2
After attending sessions related to this theme, delegates will be able to:

• Explain common challenges to education design and delivery in pharmacy.
• Describe how participants might assess the role of students/practitioners as partners in educational design to ensure their goals and expectations for education are met.
• Explain how they might implement programmatic and competency-based assessment into individual learning experiences.
• Debate the strengths or roles of different types of curricula: linear, spiral, thematic, programmatic or other types.
• Explain the role and impact of hidden curricula in pharmacy education.
• Describe the role of experiential learning as a core element of pharmacy curricula (work integrated learning).
• Reflect on strategies for meeting current and emerging challenges in the delivery of pharmacy or interprofessional education across the span of pre- to post-registration training.

1.3 Red Soils – cultivating lifelong learning
Australia’s famous red soil, Kraznozem, gets its colour from a high iron oxide content. Not naturally highly fertile, these soils can be converted to highly productive ones by effective farming techniques. This theme focusses on the required vision of lifelong learning in pharmacy and the range of tools and techniques required to yield crops of lifelong learners. The theme will therefore specifically explore how to engage practitioners in lifelong learning to ensure their practice remains relevant and up to date. Further, whilst pharmacy degrees often cater to the more mainstream sectors, many career pathways are open to pharmacy graduates; thus, a broad vision to inculcate lifelong learning is required both in pre-registration and continuing education efforts.

Learning Outcomes for delegates for 1.3
After attending sessions related to this theme, delegates will be able to:

• Explain the difference between pedagogy, andragogy and heutagogy.
• Describe strategies for engaging practitioners in lifelong learning.
• Identify skills that they might use to mentor pharmacy students and graduates wanting to pursue alternative career pathways.
• Reflect on and be able to identify personal ‘gaps’ in understanding of educational methods.
• Construct self-development plans including key goals for educational skills development.

2.0 THEME 2: UP THERE
This theme refers to stargazing and vision. The theme is envisaged to cover topics that will impact pharmacy education in the future. Planning and preparing practitioners for future trends is an important aspect of sustainable pharmacy education.

Within this theme there are two sub-themes as described below.

2.1 Real and artificial – Impact of AI on lifelong learning and education policy
Artificial intelligence (AI) is having a major impact on human endeavours, including pharmacy education. This theme will focus on AI and how this technology may be harnessed for educational purposes by both educators and learners.

Learning Outcomes for delegates for 2.1
After attending sessions related to this theme, delegates will be able to:

• Explain the impact of generative AI on pharmacy education i.e. from facilitating learning to supporting assessments for educators and learners.
• Describe case studies of AI use in pharmacy education.
• Identify how they might make strategic use of AI to enhance learning and teaching.
• Describe ethical issues of AI use in education or healthcare.
• Explain the utility of generative AI in research and education.

2.2 Darwinian evolution – Innovations in education for fitter programs
The city of Darwin in Australia’s Northern Territory is named after Charles Darwin – the architect of the theory of evolution and the process of natural selection. This theme will be an ode to Darwin and will explore the concept of future-fit educational design. Participants will be challenged to consider the longevity and sustainability of their educational programs. Particularly, this theme will include innovations in pharmacy education that showcase the evolution of educational methods to allow for fit-for-future pharmacy education (across the spectrum from pre-registration to professional development and lifelong learning).

Learning Outcomes for delegates for 2.2
After attending sessions related to this theme, delegates will be able to:

• Reflect on the evolution of pharmacy education across all levels (undergraduate to postgraduate to professional).
• Distinguish ways to integrate new educational activities that will enable practitioners to adapt to changing healthcare ecosystems.
• Identify ways that education design and delivery can help current and future practitioners to build resilience, adaptability and agility to meet changes in professional and practice scopes.
• Reflect, as educators, on how personal teaching practice may need to be future-proofed.
• Identify strategies for environmentally sustainable modes of pharmacy education.
• Reflect on sustainability of personal educational methods and how they may need to be adapted.
• Describe research on sustainability in pharmacy education.