Teaching context and philosophy

I believe students learn by linking new knowledge to existing foundational knowledge. Students are individuals with diverse backgrounds, and we must ensure that every student can progress to the required level by identifying students’ existing knowledge, helping them recognise knowledge gaps, and developing strategies that either challenge their existing beliefs or build on them.

I teach pathology, a medical science, and my experience as a former medical student and a clinician strongly influences my teaching role. Medicine is both knowledge-intensive and skills-based. Students must acquire substantial knowledge while developing a variety of clinical and non-clinical skills. A vital non-clinical skill medical students must develop is the ability to learn effectively. Therefore, I aim not only to facilitate the acquisition of disciplinary knowledge but also to help students develop learning as a skill.

In small-group sessions, I enquire about students’ learning practices and provide feedback on strategies that may be useful for each student. I encourage students to consider what they already know and how they can connect it to new information. I breakdown complex tasks into smaller components and ask guiding questions that help students arrive at a well-reasoned conclusion. I help students unpack medical language so that they can understand concepts rather than rely solely on rote memorisation. I employ clinical cases to underpin the discussion and encourage active problem solving and group interactions. This reflects on ideas from cognitive constructivism by connecting new concepts to prior knowledge(Chun, 2024) and on cognitive load theory by reducing unnecessary processing(Si, 2024) and instructional scaffolding by providing structured support that is gradually adjusted as students develop greater understanding and independence(Masava et al., 2022).

In addition, I strive to create an inclusive and non-confrontational environment. I refrain from pointing out students and question the group as a whole, while keeping the discussions informal and allowing students to express their ideas without penalty.

These practices are primarily informed by cognitive constructivism and cognitive load theory. Cognitive constructivism guides my approach to focus on students’ prior knowledge and the active construction of understanding(Chun, 2024). Cognitive load theory informs how I organise and present complex material to minimise extraneous cognitive load(Si, 2024). My use of clinical cases and reflection also draws on experiential learning(Nagel et al., 2024), while group work and communication activities are informed by social constructivism(Leiberman & Kizis, 2026). These theories are complementary. Together, they guide what students learn, how they process new information and how they learn through interaction with others. I will continue to draw on current pedagogical research and my experience as a teacher to refine my teaching philosophy and practice.