Teaching Philosophy

The central objectives of my teaching philosophy are to motivate students about the subject and to provide adequate learning tools to feed and enhance their motivation. Learning is achieved when the student’s motivation is maintained throughout the course. It is a fact that there is not a unique way to engage students in the learning process. The same is also true for motivation to learn. In the first year of the four-year pharmacy program, the students don’t realize how vital the knowledge is I share with them which causes a lack of motivation.  I achieve motivation by relating the course materials to the students they will need to use for their professional life and emphasizing the importance of the course subject for their professional development and skills.

The people learn most effectively by doing. Knowledge of books is essential, but it is not the endpoint. Students remember more and build confidence when they do, when they use the information, and when they practice what they have learned independently and then use it. As an MD and Basic Science professor, I introduce course materials and provide an atmosphere where students can learn and then practice using the information in a safe environment where they feel comfortable enough to ask questions without fear of embarrassment from me or their peers. This is something like a receipt of the food. You can find and read it, but when it comes to practice, it requires experience and hands-on skills. So, I provide them with a method for measuring blood sugar and explain what they need, how to measure it, and what can interfere with this method. After that, I assign them to practice this knowledge with their peers in the lab. They practice, make mistakes, learn more from their mistakes, become more comfortable by the time, and never forget it.

Most of my courses cover the structure (Anatomy), function (Physiology), and alterations in the function (Pathophysiology) of the human body. Therefore, I always focus on the association between the structure and function of the body and its clinical applications, which are used throughout their practice. Whenever I lecture Basic Medical Science, I share a piece of knowledge about the structure of tissues/organs first and then add their functions and dysfunctions (diseases) so the students see the whole picture and will be able to use this information to care for patients. After providing background information, I assign them to discuss a real case, a patient with certain complaints, and the findings of a physical exam and laboratory. I expected them to come up with the diagnosis and differential diagnosis, ensuring they could apply their theoretical information to practice.

Since the students come from backgrounds with various levels of knowledge, I assign them to prereview the course material to prepare for the formative assessment (pre-lab quiz) and class discussion at the beginning of the lab section. Then, I let them work as a team on the digital cadaver in game mode for a while. I have a summative assessment (post-lab quiz) at the end of each lab section.

A good instructor facilitates learning. In my typical courses, I use a mixture of PowerPoint lectures, videos, practice problems, and case studies. Each of these is important because students tend to retain information best from different methods. I use PowerPoint, including pictures and diagrams, in many of my classes because pictures are valuable for understanding. For example, if I want students to understand a concept about what happens in patients who experience a heart attack, the pictures and diagrams can help solidify an idea much better than the text I shared.

I implement active learning in the lecture using various techniques, including reflections, think-pair-share, case discussions, and team-based learning. I also use digital platforms such as Polleverywhere and Padlet to ask questions during the lecture, which engages the students. The efficient use of technology facilitates teaching many abstract concepts that are sometimes difficult to comprehend. It is also a helpful tool in keeping younger generations alert during class.

To achieve these goals, good rapport must exist between teachers and students. This includes being accessible to students, both within and outside the confines of the lecture hall. To build good rapport, I attend their white coat ceremony, sportive competitions, presentations, and on-campus celebrations. To build rapport, it is also necessary to have an accessible attitude and be open to hearing their questions, comments, and opinions.  Office hours are important to me. They allow me to appreciate individual students’ backgrounds and learning paces and help me guide them accordingly.