I undertake continuous review and improvement of all my teaching activities and the courses I convene based on self-reflection, knowledge gained from literature and education forums, seminars and conferences, and student feedback.

PHAR3101 Drug Drug Discovery Design and Development (2017-2022)

PHAR3101, Drug Discovery, Design and Development, is a third-year course that is part of the Pharmacology major in the suite of Science degrees. This course follows the process of drug discovery from project and target selection through lead identification, pre-clinical studies, and clinical trials to registration

The issue

Introduction. Students when informally surveyed in class indicate that when they ‘read’ a journal article they look at the abstract and often stop there. They may then read the introduction and discussion (in that order of importance) and actively avoid reading the methods and results sections. In contrast, biomedical researchers report that they

The PHAR3102-Molecular Pharmacology “collaborative learning sessions” used a flipped classroom and peer-teaching approach. A flipped classroom is a pedagogical mode where students gain first exposure to new material outside of class and then class time is used for assimilating that knowledge through strategies such as problem-solving and team discussion.

Of the many assessment tasks I have developed, I’ve found that scaffolded assessment tasks introduce the students to a community of practice and develop their transferable skills. In the second-year course PHAR2011, Introductory Pharmacology and Toxicology, the final product of such a scaffolded assessment task was a commentary article. This assignment reflects the professional

Scenario 3 (BGDB, Phase I Medicine) the learning activities

I have contributed to the Medicine program as a member of the Beginnings, Growth & Development B (BGDB, Phase I Medicine) design group. This includes a major review and improvement of the learning activities of Scenario 3 ‘Teenage Mental Health’