A truthful teacher tells; a meaningful teacher explains; a thoughtful teacher inspires; a fair system persists.

My desire to teach comes from the passion to communicate the updated information to students and see them successfully apply health services research techniques in their life. As an educator, I want to assist students making transitions to higher education system both academically and culturally, and developing abilities to think critically about health policy issues.  Through numerous observations from private tutoring, relevant scholarship, course training, and graduate mentoring, four components are the core of my philosophy which I will make my lifelong efforts to pursue: Consideration, Accuracy, Relevancy, and Equity (CARE).

I believe that a truthful teacher tells; a meaningful teacher explains; a thoughtful teacher inspires; a fair system persists. Students can learn effectively under the following circumstances:

    • When I understand how students think, feel, and what individual goals are (Consideration)
    • When I represent the content accurately with a mastery of the health services related content (Accuracy)
    • When I connect theories to applications (Relevance)
    • When I assess, see students as individuals, and treat students equally (Equity)

It is my belief that good quality teaching requires all four elements; failing to accomplish any of them would significantly reduce learning.

Whatever new challenges and opportunities emerge in my teaching, the CARE is the foundation on which I will depend, in order to respond flexibly to the changing healthcare environment and to achieve the best outcomes for student learning. My teaching approach helps students become an independent health services researcher, rather than to provide direct answers. I want all my students to be excellent because we are on a mission to improve health and save lives through our health care system.

In the healthcare arena, information is constantly changing. Students must assume substantial responsibility in the learning process. Besides my role of accomplishing the CARE elements, I believe the successful student evolves from just having a fundamental knowledge to connecting their observation and experiences with literature knowledge. By the end of my course and mentorship, successful students can learn outside of the context of case studies and evaluate health policy or health services programs using sociological and economic intuition.