My teaching practice is wide-ranging in terms of the disciplines and subjects I teach. Leading a small campus with a small staff means that I am necessarily versatile, willingly teaching outside my core subject areas, even outside my comfort zones, as appropriate. I teach aspects of all 8 P1 courses including facilitating small group sessions (scenario-based teaching), delivering lectures, teaching practical laboratory skills, and delivering tutorials. In each teaching course I oversee the running of the complete program in addition to teaching into the program at several different levels. Lectures are live streamed from the Sydney campus which maintains equity for all our students, but I design and deliver revision lectures for our Port Macquarie cohort, particularly around concepts they find more complex. I use diverse teaching strategies (e.g. incomplete handouts, think-pair-share, interactive quizzes). I introduced semi-flipped teaching, giving students material to engage with pre-class, then involving them in interactive participation in class.

I lead the delivery of practical classes in many subjects (biochemistry, microbiology, physiology, pharmacology). As well as face-to-face teaching, I ensure the practicals are aligned with those taught in Sydney by liaising with principal teachers, and that any adaptations required for them to be taught in our PMQ facilities enable the learning objectives to be met. I mentor my small team of more junior academics to take on additional responsibility in running practical classes; I am committed to ensuring my team fulfill their potential and have also supported them to take proactive professional opportunities to develop their careers. From 2017 to 2021 I was also the Academic Lead for P1 Clinical Skills in PMQ, ensuring students were taught requisite clinical skills. My approach assures UNSW that the PMQ program meets Australian Medical Council accreditation standards for our students’ future registration as doctors.

I am a key member of the Design and Implementation Group (DIG) for many courses (Foundations, Health Maintenance A, Beginnings Growth & Development B, Ageing & Endings A & B), actively involved in discussion and decision making about program changes based on student feedback. I work with these course convenors to review and update the teaching material, write new content and assessments, and provide feedback on teaching material.