Teaching context and philosophy
I believe teaching and learning should be dynamic and authentic with clinical relevance linked at every opportunity. Students learn from scenarios and simulations which they see as relevant to their future careers. As a senior doctor specialising in Critical Care Medicine and Patient Blood Management (PBM), my teaching philosophy is grounded in evidence based practice to provide excellent clinical care. I formally mentor UNSW medical students and also supervise several ILP/Honours students and I bring them into the cardiothoracic operating room where they can experience real clinical scenarios. My role as an educator is to guide learners through this complexity, fostering critical thinking, ethical decision-making, and interprofessional collaboration.
In critical care, every moment matters. I emphasize the importance of timely, precise interventions while maintaining a holistic view of the patient. In teaching PBM, I highlight strategies that optimise patient outcomes by minimising unnecessary transfusions and respecting the physiology of anaemia and coagulation. This requires not just technical knowledge, but a shift in mindset—something I encourage through case-based learning, simulation, and reflective practice.
I strive to create a respectful and inclusive learning environment where questions are welcomed from all, and mistakes are seen as opportunities for growth. My goal is to inspire the next generation of clinicians to be both technically proficient and evidence based in their practice. Ultimately, I teach not just to impart knowledge, but to create a sense of responsibility, with reflection on the privilege it is to care for people at their most vulnerable time.
Learning for clinicians must be lifelong in our ever changing world. Therefore , a love of learning is important, as is the ability to reflect and learn from diverse experiences. My teaching strategies ensure all members of the group are involved, usually with an interactive activity that even the quietest student will engage with, and when possible with a visit to a real clinical location. Technology is bringing new opportunities, and I have developed a TEGRotem app to bring PBM to the clinician at the bedside and also to students doing simulations. Basic information is also well communicated with video and the Randwick campus PBM video I developed is a good example of this:
My teaching is evidence-based, inclusive and safe, I really enjoy supporting even the most vulnerable students to reach their potential, and this includes a positive "lead with heart" attitude to assessment at all times. My students are encouraged to assess and provide feedback on my teaching using the PECTS QR code available at the end of the tutorial. I also explain the role of other disciplines in scenarios so the students can have situational awareness and promote cross-collaboration with health care providers from other disciplines and the community.
Using dynamic, authentic, evidence-based and clinically relevant teaching, I am empowering a future generation of clinicians to care for all in the best way possible.