Teaching context and philosophy

My teaching philosophy centres on developing clinical reasoning, professional judgement and adaptive expertise, rather than rote memorisation. As a clinician-educator with over two decades of experience across undergraduate and postgraduate medical education, I view teaching as the structured facilitation of thinking and decision-making within authentic clinical contexts.

A core element of my approach is scenario-based learning. By designing teaching sessions that mirror real clinical environments, I encourage students to engage with uncertainty, prioritisation and communication in a safe and supported setting. Rather than providing answers, I guide learners through questioning, structured feedback and reflection, helping them articulate their reasoning and identify gaps in understanding.

I place strong emphasis on clarity and structure in communication, particularly when teaching complex biomedical and surgical concepts. I use clear frameworks, progressive scaffolding and visual explanation to manage cognitive load and promote deep understanding across both large-group lectures and small-group tutorials. Student feedback through UNSW’s PECTS and MyExperience platforms has consistently reflected strengths in clarity, engagement and clinical relevance.

Inclusivity and psychological safety are central to my teaching. I actively foster learning environments where students feel comfortable to participate, make mistakes and ask questions. In small groups, I involve all learners, tailoring my approach to varied levels of experience and confidence while maintaining high academic expectations.

My work in assessment across all phases of the UNSW Medicine program has reinforced my belief that assessment should be a tool for learning. I focus on constructive, formative feedback that supports growth rather than simply evaluating performance.

While I do not subscribe to intimidation as a teaching tactic, I recognize the necessity of simulating clinical stress to enhance decision-making under pressure. The cognitive demands of questioning, rationalizing, and making probabilistic decisions differ significantly between controlled learning environments and urgent clinical situations. By incorporating elements of time sensitivity and complexity into training, I aim to equip students with the resilience and adaptability required for competent medical practice.

Finally, I am committed to evolving medical education through hybrid and digital delivery. My current involvement in streamed clinical teaching and the development of an interactive remote anatomy course reflects my focus on maintaining clinical authenticity while adapting to modern learning environments.

My aim is to contribute to the development of reflective, competent and compassionate clinicians, while continually refining my own teaching practice through feedback, scholarship and collaboration.