Teaching context and philosophy

I first joined as an academic in Term 3 2021 for PATH2201/2202 (Processes in Disease). I have since reprised my role in 2022 and 2023 where I tuition PATH3205 (Molecular Basis of Inflammation), PATH3206 (Cancer Pathology) and PATH3207 (Musculoskeletal Diseases). Prior to this position, I also had a support role for the School of Medicine and Health. In this capacity, I migrated virtual lessons from the Smart Sparrow learning platform for Phase I Medicine and served as a mediator for student-faculty relations as part of the Research Support Committee. I also have assisted as a mentor SOMS3001 (Research Internship).

Context and Overview

My primary objective when teaching is to convey to students that we, as a team, are trying to achieve clear outcomes that will enable them to develop into professionals in their chosen field. While conveying information is an essential component of educating, I feel, we most importantly must give students the confidence to critically analyse the information they encounter whether this entails accepting, rejecting, or developing their own research questions. This approach to learning has been positively received as reflected in student feedback, ‘Thomas was a great tutor, he demonstrated a great depth of subject knowledge and was very considerate to students….10/10’ (MyExperience Feedback PATH2201, 2021). I always strive to promote active engagement, inclusivity and motivate students by showing them their knowledge has real world applications. This has been well received by students, even during the limitations imposed during the COVID-19 lockdown, ‘he was very encouraging and approachable’ and ‘Thomas was very knowledgeable and provided additional information that students missed out on when answering tutorial questions’ (MyExperience, PATH2201/2202, 2021).

As an aspiring researcher with a passion for education, I strive, where possible, to utilise the most informative and recent research to complement my teaching and ensure students remain at the forefront of the literature. Students have said my ‘tutorial slides are very clear’ and ‘it is obvious (I am) he is quite knowledgeable about everything pathology’ (MyExperience, PATH3206, 2023). Through this approach I hope to foster an appreciation for the thought processes involved in how the information they learn is developed. Overtime, I have been given more responsibility in these courses and now assist in assessing the “Research or Rubbish’ (PATH3206) presentations where students must employ critical thought to make their own judgements on the validity of research. For PATH3205 I have also undertaken the responsibility of developing exam questions, where my experience in migrating lessons and modifying course has given me significant advantage in generating quality material.

As demonstrated previously, my teaching has always been received positively. Nevertheless, I actively ensure I am refining my approach to learning and adjusting my technique to meet the needs of each individual student. Most recently, in PATH3206, this sustained effort was recognised where the course received a 66% response rate and my teaching received 100% satisfaction across the three main criteria of quality teaching, student participation and helpful feedback.