Teaching context and philosophy

I am passionate about clinical teaching and helping learners to develop their clinical reasoning skills, whether through small group scenario-based learning, or on-the-floor high quality teachable moments. Understanding andragogical theory and how that intersects with medical student motivation and curriculum requirements is fundamental to maximising the student learning experience and tailoring it to each learner's needs.

I previously held a medical education research post at Guy's, King's and St Thomas' School of Medicine in London during which I focussed on peer feedback for medical students. This research was published and presented at AMEE in Malaga, Spain. I currently hold academic appointments at UNSW and UNDA and have extensive experience of teaching in all formats, providing feedback, lesson-planning, content development, curriculum reform and assessment (formative and summative), and in 2017 completed a Graduate Certificate in University Teaching.

I spent two years as a problem-based learning (PBL) tutor at University Notre Dame Australia where I was responsible for groups of eight first-year medical students. Responsibilities included facilitation of weekly case-based scenarios, delivery of clinical skills sessions and pastoral care. In my role as Senior Lecturer I was involved in curriculum reform for example the overhaul and deliver of first-year surgical skills workshops. I regularly act as an OSCE examiner and am involved in prospective student interviews. In 2015 and 2016 I received the Dean's Commendation for Teaching Award (awarded based on high scoring feedback from medicals students).

In my role at UNSW I provide bedside, on-the-floor and small group teaching to phase 3 students rotating through St Vincent's Emergency Department. I am responsible for supervision of these students (assigned to me) and completing their end of rotation assessment. 

I recently completed a post as the Medical Education Special Skills Registrar at Sutherland Hospital where I was involved in teaching phase 2 and 3 students, JMOs and emergency trainees. The role involved lesson planning, content development, delivery, seeking and receiving feedback and utilising this as part of an iterative process. I was also involved in assessment; completing students' Mini-CEXs and acting as an examiner in the phase 3 summative OSCEs.

Since 2015 I have been a doctor tutor for Team Philippines (http://www.teamphilippines.org/about.html) a group travels to a rural community in the Philippines, previously displaced by a typhoon. The group comprises doctors, dentists, volunteers and medical students and delivers medical care, health promotion work and community support. Part of my role is the teaching and clinical supervision of medical students in the form of tutorials, on-the-floor teaching and hot and cold debriefing. Novice students are paired with returning students in what is a 'buddy' system, allowing experienced students to support each new students through what is a challenging, confronting but rewarding experience. I am currently undertaking medical education research focussing on students' understanding and acceptance of the buddy system and its role in peer and near-peer teaching.