In my teaching, I continuously endeavour to provide my students with a learning environment where they feel supported and encouraged to discuss and reflect on the course content and their own knowledge to develop a deeper understanding. Qualitative feedback (MyExperience) from the Medicine Phase 1 Society & Health course shows that "I encourage student participation" (100

As a facilitator of the Phase 1 Medicine Society & Health course in the beginning of 2020, one comment from a student on how I could improve my teaching was "Maybe when the class is silent, she could more quickly call on people". I reflected on this and I agree that it is difficult to get students engaged and speak up, more so when the course transitioned online half way

In 2020, I took on the role of co-convenor of the Neuroscience Fundamentals (NEUR2201) course. This is a stage 2 introductory course with approximately 80-90 students enrolled each year. On reviewing the course structure and content, one of the major issues I found with the course was its Moodle layout which had page after page of content and links to material,

I co-convened the Neuroscience Fundamentals (NEUR2201) course for the first time in 2020, taking over as the convenor from 2021 to present. NEUR2201 is a stage 2 introductory course to neuroscience. 

Due to the pandemic, the 2020 iteration of the NEUR2201 course had to flip to a complete online delivery. To support students’ perception of community as

I continuously reflect on my teaching practice and strive to understand how students' use the teaching material that we provide them and how that helps them learn. 

With the switch to remote learning in 2020, I took the initiative, as the co-convenor of the Neuroscience Fundamentals (NEUR2201) course, to use Moodle Learning Analytics to evaluate whether