Student Feedback Reflection

Engaging with structured student feedback across multiple courses provided a powerful lens for critically evaluating and refining my teaching practice. Through formal course evaluations, informal discussions with class representatives, and direct comments from students, I gained valuable insights into the learning experience from their perspective. Feedback on sessions such as those delivered in Radiation Physics, Dosimetry, and Bioengineering highlighted areas of strength as well as opportunities to further enhance engagement, accessibility, and clarity. The reflections that follow outline the key lessons learned, specific pedagogical adjustments implemented, and my ongoing commitment to creating dynamic, responsive, and student-centered learning environments informed by student feedback.

Teaching Experience:
Ongoing collection of structured student feedback through course evaluations, class representative meetings, and informal communications across various undergraduate and postgraduate Medical Physics courses.

🔹 What Went Well

Students consistently praised the clarity of explanations, structured delivery of complex material, and use of real-world examples to bridge theory and practice. Integration of visual aids, case studies, and worked examples made difficult concepts more accessible and relatable. Students particularly appreciated the relevance of course content to clinical and real-world applications, enhancing motivation and perceived value of learning.

🔹 Challenges

Feedback highlighted the need for improved slide readability, with specific concerns about small font sizes and information density in lecture materials. Students expressed a desire for greater interactivity during lectures, suggesting the integration of real-time polls, quizzes, and more frequent opportunities for active engagement.

🔹 Impact on Student Learning

Clear organization, practical examples, and enthusiastic delivery helped students connect new knowledge with prior learning, supporting conceptual understanding. However, the limited use of interactive activities during certain sessions slightly restricted opportunities for deeper application and immediate formative feedback.

🔹 Lessons Learned and Changes Implemented

Slide Redesign: Increased font size, simplified slide layouts, and incorporated "appear" animations to progressively reveal content and reduce cognitive load.
Active Engagement Strategies: Integrated short, low-stakes activities such as quick polls (via Mentimeter and Quizizz) and brief collaborative exercises to promote real-time participation.
Formative Feedback Opportunities: Introduced mid-lecture check-ins, diagnostic questions, and interactive problem-solving to provide immediate feedback and encourage active learning.
Accessibility Improvements: Ensured all materials—whether digital or written—are clearly visible and accessible from all parts of the classroom.

🔹 Moving Forward
Student feedback has been instrumental in shaping my continuous professional growth. Going forward, I will maintain a responsive approach by seeking mid-semester feedback, expanding the use of interactive technologies, and maintaining a strong emphasis on clarity, accessibility, and active learning. My goal is to ensure that every student feels engaged, supported, and empowered to succeed through thoughtfully designed and continuously evolving teaching practices.