My teaching rationale aligns with social constructivist learning theory, which suggests that students learn most effectively by relating new concepts to existing knowledge. I subscribe to a

Being a small campus, we are used to having a high level of connectedness with our students - we don't need to make a specific effort to learn their names, we get to know them well in meeting them at the local cafe, the local pool or the beach. Our student-centered

Online learning during COVID brought us unexpected challenges but also presented opportunities to innovate and improve engagement with online learning. Our first- and second-year medical students have shown incredible resilience during this year, but the journey has created significant uncertainty, and for some, a variety of factors has resulted in decreased learning

Even though I receive such consistently high ratings of student satisfaction, I constantly seek to improve my teaching by engaging deeply with student feedback on my teaching. One example of this come from myExperience reports  where I noted some important feedback about my student interactions "… Linda can improve by ensuring that some students don't dominate ALL

My teaching practice is wide-ranging in terms of the disciplines and subjects I teach. Leading a small campus with a small staff means that I am necessarily versatile, willingly teaching outside my core subject areas, even outside my comfort zones, as appropriate. I teach aspects of all 8 P1 courses including facilitating small group sessions (scenario-based teaching),

PASS offers three free out-of-class study sessions per term to all Phase 1 medicine students. The sessions are facilitated by student leaders who have successfully completed phase 1 and are in later years of their study. The program is supported by the student academic lead of MedSoc.

PASS aligns well with my committed to increasing student support, and

I have built a supportive learning community, including recruiting senior students to tutor P1 students I have identified as struggling with their academic work. Previously, tutoring was offered to rural P1 students who failed a course, but in 2021 I innovated this program, acting proactively to prevent exam failure. The first trial saw a 75% reduction in