Teaching context and philosophy

I am a medically trained doctor who has recently made the transition from the clinical setting to my preferred field of academia and medical education. Over the last year I have worked as a casual academic, developing and applying three specific objectives that I aim to embed over the course of an academic career. These objectives at the core of my teaching philosophy stem largely from my experiences in the clinical setting.

My first objective as an educator is to implement student-centred learning activities in all laboratory practical classes and small group tutorials. In the clinical setting, the model of patient-centred care allows individuals to have greater role in the decisions related to their health care. This often results in greater patient satisfaction and yields more positive health outcomes (Santana et al., 2017). Analogously, encouraging students to independently glean information enhances their scientific curiosity and provides a greater sense of fulfillment upon successful learning discoveries (Doyle, 2018). Student-centred learning also allows students to tackle challenging anatomical and physiological concepts at their own distinct pace. Ultimately, the motivating aspects of student-led classes creates an interactive and stimulating environment that students can look forward to attending.

My second objective as an educator is to create an emphasis on student support and wellbeing. This approach reflects the traditional clinical model of pastoral-care. As a recent graduate of both medicine and medical science, I am familiar with the complexities of a tertiary vocation. I strongly believe in being an educator who is regularly available to provide professional advice on study or learning related difficulties. By creating a secure learning atmosphere, students should become comfortable enough to openly ask questions, raise concerns or openly comment on their preferred methods of learning. This humanistic approach highlights students not as a ‘number’, but as socially and culturally diverse individuals with unique learning styles. Pastoral care therefore allows me to identify these different learning styles and optimise my teaching over time to best suit a group of varied learning types.

My final objective is to generate enjoyable environment and amusement through learning. I am enthusiastic about the performative aspects of demonstrations (in anatomy practicals) and mediation of student-led discussions. I achieve an enjoyable environment with the use of interesting (and applicable) analogies and by relating specific learning concepts to noteworthy clinical experiences or anecdotes. I am fond of using appropriate levels of humour, controlled enough to ensure that students maintain focus on the relevant task or learning outcomes.

Doyle, T. (2018). Helping students learn in a learner-centered environment: A guide to facilitating learning in higher education. Stylus Publishing, LLC.

Santana, M. J., Manalili, K., Jolley, R. J., Zelinsky, S., Quan, H., & Lu, M. (2018). How to practice person‐centred care: A conceptual framework. Health Expectations, 21(2), 429-440.