Teaching context and philosophy

I have been an education-focused casual academic in the Department of Physiology since 2018, and was appointed to an Associate Lecturer position in October 2022. I make substantial contributions to teaching in a broad range of ways, including practical demonstrations, facilitation of problem-based and scenario-based learning, tutoring, marking, and designing and developing teaching-learning resources across science, biomedical and medicine programs.

The study of physiology is of central importance in medicine and related health sciences, as it underpins advances in our understanding of pathological processes. What sets physiology apart from the other life sciences is the focus on integrating molecular, cellular, systemic, and whole-body functions. This scope can be challenging to students, and I aspire to address this by fostering inquiry-based learning.

My central teaching tenet is succinctly stated in this Herbert Simon quotation (1).

“Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.”

I believe a deeper understanding of intricate physiological concepts and higher knowledge retention require learners to actively engage in the learning process. My responsibility is to create an environment that supports and encourages student learning, incorporating strategies that allow students more control over their education and the chance to apply what they have learned to real-world issues. I place considerable emphasis on case study tutorials, practical class sessions, and problem and scenario-based learning, where students collaborate to find a solution that builds metacognitive problem-solving skills and helps them become independent and lifelong learners.

1. Ambrose SA, Bridges MW, DiPietro M, Lovett MC, Norman MK. How learning works: Seven research-based principles for smart teaching. John Wiley & Sons; 2010 May 17.