Teaching context and philosophy

Since 2019, I have facilitated Phase 1 Medicine scenario groups across Beginnings, Growth & Development, Health Maintenance, and Ageing & Endings. These small-group settings allow me to foster inquiry, critical thinking, and teamwork, while guiding students to integrate biomedical knowledge with clinical practice. I design learning spaces that are inclusive, collaborative, and supportive, ensuring that every student feels confident to contribute.

My philosophy is student-centred: I aim not only to build knowledge but also to nurture professional identity, empathy, and resilience. I use questioning, reflection, and feedback to encourage deeper engagement and link theoretical concepts to authentic patient scenarios.

I continuously reflect on my teaching practice and adapt through student feedback, peer review, and educational scholarship. Above all, I seek to inspire future health professionals by modelling curiosity, compassion, and critical inquiry, equipping them with the skills and mindset needed for lifelong learning.