I adapt my teaching and support to learners’ academic maturity, experience and expected independence. The examples below demonstrate this across three groups: medical undergraduates, PhD candidates and junior doctors in the workforce.

UNSW Rural Clinical Schools (RCS) cannot always secure local pathologists for specialised Phase 2 pathology teaching. Since 2019, Sydney-based lecturers have delivered practical classes on clinicopathological correlations to RCS students online, while equivalent classes are taught face-to-face in Sydney. Rather than assuming equal student experience and learning, I led a two-year evaluation in 2023–2024 using a common formative assessment administered to both cohorts after four practical classes. Among 328 participants, including 49 rural students, there was no statistically significant difference between online and face-to-face cohorts in mean assessment scores (67% versus 61.25%; p=0.073), demonstrating equivalent performance. These findings support continued use of this equitable model and were disseminated through peer-reviewed publication (Rodrigo et al., 2025).

In supervising PhD candidates, my focus shifts to developing scholarly independence. My role has progressed from secondary supervision of two candidates to joint primary supervision of four and primary supervision of two. All eight completed on time and now work in Australia or overseas as independent researchers, postdoctoral scientists or university lecturers (e.g., Dr Sachith Maduranga is now a lecturer in my Department at UNSW). These students came from Australia, Pakistan, Nepal, Bangladesh, Sri Lanka, Iran and Peru. I adapt communication, expectations and feedback to differences in cultural background and prior research experience. I progressively increase independence during the doctorate: closely guiding the first project, supporting semi-independent decisions in the second, and expecting the student to lead the third. I also encourage students to move beyond my expertise in phylogenetics so that we can explore new techniques and disciplines with guidance from expert co-supervisors. For example, two candidates successfully completed PhDs in genomics and proteomics outside my area of expertise.

I use a similar approach with junior doctors undertaking formal research projects. We co-develop a clinically relevant idea; I then guide them to formulate a hypothesis, select valid methods, obtain ethics approval, analyse data and prepare a manuscript, with support available throughout. In subsequent projects, they become the primary driver while I adopt a senior advisory role. Between 2020 and 2026, three junior doctors in Sri Lanka completed four projects that progressed to peer-reviewed publications, demonstrating movement from supported inquiry to scholarly dissemination.

Additional evidence shows sustained teaching effectiveness. Across 49 myExperience teacher reports from 2017–2026, the mean score for overall satisfaction with my teaching was 5.37/6 (median 5.43). In PATH3205 and PATH3206, ratings averaged 5.43/6 and met or exceeded the School benchmark in 13 of 18 reports. I also received peer recognition through a 2018 Faculty teaching award (early career), the 2019 Vice-Chancellor’s Award (rising star) and a 2020 School award for adaptability and innovation for leading online learning innovations during the COVID pandemic.

I therefore provide equitable opportunities, context-specific support and progressive training towards scholarly independence, as demonstrated across these learner groups.

References

Rodrigo, C., Van Es, S. L., Burkhardt, K., Champion, S., Dowdell, S., Pimanda, J., Velan, G., & Weber, M. (2025). Is online pathology education an effective and equitable approach for medical students? Educación Médica, 26(5), 101065. https://doi.org/10.1016/j.edumed.2025.101065