1. Statement of Teaching Philosophy
Education in the field of medical physics has long been a passion of mine. I believe it is our responsibility to pass on the knowledge that has been shared so generously with us with the future generation of physicists. I possess excellent public speaking skills and enjoy teaching everything from basic principles to complex concepts, as well as their application in clinical practice, to passionate learners. I have been teaching at various educational levels, including kindergarten, elementary, secondary, and both undergraduate and graduate levels. One thing I found common across the board is learning variability, learners do not learn at the same pace. Furthermore, I believe that learning is a dynamic process where students are not passive recipients but active participants. Therefore, my teaching approach is student-centered, emphasizing critical thinking, problem-solving, and the application of theoretical concepts to real-world situations. I incorporate a mix of lectures, discussions, and project-based learning to cater to different learning styles and engage students actively in their education. I place a high value on collaboration and communication in the classroom, encouraging students to voice their thoughts and learn from each other’s perspectives. This approach not only fosters a deeper understanding of the subject matter but also nurtures essential life skills like empathy and teamwork.
Recognizing the rapid evolution in medical technology, particularly in areas like radiation therapy, diagnostic imaging, and nuclear medicine, I incorporate elements of Artificial Intelligence (AI) and the latest technological tools into my curriculum. However, I also firmly maintain that traditional pedagogical approaches, like chalkboard teaching, play a vital role in fostering a fundamental understanding of concepts. This balanced methodology ensures that students are well-prepared for both current technologies and future innovations.
Interactive labs and hands-on workshops form a crucial part of my teaching strategy. Here, students can apply theoretical knowledge in a practical setting, gaining invaluable experience in using medical physics equipment and software. I also encourage collaborative projects and peer discussions to develop critical thinking, problem-solving skills, and teamwork, which are essential in a clinical environment
In conclusion, my philosophy in teaching medical physics is to provide an education that is comprehensive, engaging, and future-oriented, ensuring that students are not only knowledgeable but also adaptable and proficient in their future professional roles.
2. Teaching Experience
Teaching through coursework
I believe the goal of teaching is to prepare students with lifelong learning skills, to encourage them to be creative and critical thinkers, and to equip them with all necessary skills to approach any challenging practical problems with innovative ideas. I believe that teaching is not just delivering lectures, but it also involves helping students to learn effectively. Effective learning takes place when students express their interest and demonstrate their excitement in the subject matter. In addition, the learning process often happens beyond the classroom. Therefore, my primary goals as a teacher are to motivate and encourage my students, as to build their confidence and inspire them for self-study. I will achieve these goals through thoughtful preparation of course content and maintain a positive yet challenging classroom environment. The course content is a key component in course design to keep the students motivated.
My experience spans teaching a variety of subjects at multiple levels, from undergraduate to graduate courses in medical physics. At HCMC University of Technology and Education (HCM-UTE), Lac Hong University, and Tra Vinh University, and Dong Nai University, I have taught courses including Biomedical Imaging Technology, Biophysics, General Physics Laboratory Experiments, reaching a diverse student body. I often gave tutorial lectures for students. Through these experiences, I found that students pay attention to the examples more than to the definition of new concepts. Thus, in my lecture, I will connect new concepts to tangible applications and demonstrations. I will remain up to date with state-of-the-art technology and current knowledge in my research field. I will impart this knowledge through my class lectures and the sharing up to date published articles of interest with my students. I will establish a welcoming environment where students feel safe to actively engage in the learning process and ask questions. I will pose simple questions to the students early during a lecture. Based on their involvement and their assimilation of the lecture material, the nature of those questions will be adjusted to become more challenging. I will encourage my students to ask questions during the lecture to give me immediate feedback on how they are processing the material, what they understand, and what is difficult for them. I consider the absence of questions as a first sign of a lack of understanding.
Teaching through research mentorship
As a lecturer and a medical physicist, I have directly supervised over 25 graduate and undergraduate. Through these supervisory roles and through the observation of my own mentors, I have found that the most effective mentoring style involves taking an individualized approach for each student. Regularly scheduled meetings are important for the students to remain on track for their learning progress. Thus, I will ensure regular communication and feedback with each mentee, and I will use this to continuously reflect and recalibrate mentorship strategies with each individual. Learning from my mentor, I will also hold annual review meetings with each trainee to discuss overall scientific and personal progress, updated life and career goals, and the best road forward to achieve those goals.
My research lab will focus on radiation physics. Within this research program, projects will be diverse, spanning the fields of medical physics. This will offer trainees many options to find a project that fits their unique interests and strengths. I will also encourage my students to embark on collaborative projects with other team members. From my experience working in a very large research group (>50 members), I found that this approach usually leads to the most impactful projects because they typically involve solving difficult interdisciplinary problems that a student could not accomplish individually. Working in a collaborative project also helps students develop soft skills, like teamwork, as they learn from each other and expand their technical skill sets. This will provide a balanced training experience that I believe will help prepare students for their future careers.
3. Equity, Diversity, and Inclusion Statement
Diversity and inclusion are not just buzzwords but essential to creating environments where everyone can thrive. My commitment to fostering equity, diversity, and inclusion (EDI) in academia is deeply rooted in my personal experiences and is reflected in my teaching, research, and service.
As a Vietnamese postdoctoral Associate pursuing research in Canada, I have experienced being a cultural minority firsthand. At the university where I am working, most people came from countries like China, India, and Iran. There were very few people from Southeast Asia in general and Vietnam in particular. Initially, I felt isolated and needed more support from a community of international people sharing my cultural background.
I overcame those early cultural barriers through efforts to learn the language and befriend local people. This experience gave me empathy for the challenge’s minority students face when studying in an unfamiliar environment. I am committed to fostering a diverse and inclusive learning environment where all students feel respected and supported to reach their full potential.
My teaching philosophy centers on meeting each student where they are. I have taught learners with a wide variety of needs - from gifted students at prestigious universities to ethnic minority groups overcoming language barriers. Making complex technical subjects accessible has meant adapting my materials and instructional methods to match different cognitive styles and backgrounds.
For instance, I had a memorable experience in my Biomedical Imaging Technology course after recognizing that many students struggled with the advanced textbook. When I introduced alternative texts better suited to their needs, student performance markedly improved. This exemplified for me the importance of inclusive pedagogies responsive to diverse learners.
In 2021, while teaching a course on Biomedical Imaging Technology course, there was a chance to be reminded of the unique challenges some students face, particularly women juggling academic, familial, and personal responsibilities. Anh Thu (name changed for privacy) was one such student in my class. She had married young and was a mother to a toddler. The early 7 a.m. class was particularly challenging for her, given her responsibilities at home. Recognizing her dedication and the broader issue of supporting women in academia, I collaborated with the class to shift our start time by 30 minutes. This allowed Anh Thu the time she needed and underscored the importance of fostering an inclusive environment where all students, especially women with unique challenges, can thrive.
I would leverage my experience mentoring diverse students and teaching minorities to further an environment where everyone is welcomed and empowered to learn. I hope to help educate ethical, socially-conscious thinkers ready to utilize technology to create a more just world.
