Teaching context and philosophy

“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.”  Clay P. Bedford
I believe in fostering lifelong learning by promoting curiosity amongst my students. Furthermore, I agree with Ausubel that when a learner sees and understands the purpose and meaning of what they are learning, they can be driven to connect their existing knowledge with novel knowledge that is acquired (Sexton, 2020; Vallori, 2014). Through this, they are driven to challenge themselves to think critically in novel ways to solve pressing issues in society. Therefore, I like to motivate my students and allow space for creativity when it comes to problem solving by stating that “There are no wrong answer or stupid question. All attempts lead to learning”. I like to encourage critical discussions on current medical issue that may be controversial by looking at it from multidisciplinary angles.

Teaching context
Convene:
MFAC1501 Foundations (1st year Undergraduate Medicine Course)
PHSL3211 Cardiovascular Physiology and Pathophysiology (3rd year Undergraduate Science Course)
SOMS3050 Work-Integrated Learning - Industry Engagement Course (3rd year Undergraduate Biomedical Science Course

Delivered the following lectures in the courses offered in the Medicine & Health:
PMP - Cardiovascular Physiology
Foundations - Cardiovascular Physiology
BGDA MFAC1521 - Maternal Physiology, Initiation of Labour, Fetal Physiology, Neonatal Physiology and Phys Review lecture
AEB MFAC - Vision Physiology 1 and 2