Teaching Philosophy 

Teaching of Dentistry, particularly Prosthodontics, encompassing the engineering concepts in biological environment. Since childhood, I was inclined towards mechanical engineering, this has aided my understanding of complex biomechanical phenomena. My teaching career began as a demonstrator at Karachi Medical and Dental College, my alma mater, in 2005. 

The courses and workshops I attended related to medical education have greatly influenced my teaching trajectory, leading to a paradigm shift towards a student-centered approach with a focus on competencies based education. For last over five-year I am teaching in AKU. I have been following constructivist teaching approach.

“If you can’t explain it simply, you don’t understand it well enough.”

(Albert Einstein)

I strongly believe in the integration of technology and teaching experience to enhance learning outcomes. Utilizing information technology, electronic gadgets, animations, and online resources, I strive to help students understand the pathophysiology and treatment methodologies of specific dental problems. To further enhance understanding, I have developed my own illustrations using Adobe Illustrator, allowing for real-time modifications during lectures. This has not only facilitated deeper comprehension but also reduced teaching time and received positive feedback from learners were notonly encouraging but also help me analysis my direction.

“Draw what can’t be seen, watch what's never been done, and tell thousands about it 

without saying a word.” (FrankNetter)

As a visiting faculty member at Jinnah Medical and Dental College and Dow University of Health Sciences, I have embraced a two-way teaching approach (Taylor 2018). I believe in initiating teaching at the student's level and gradually advancing their knowledge. I promote incremental knowledge building in active learning environment (Meuser 2023).

Continuous assessment, providing both strengths and areas for improvement, along with constructive feedback, helps learners progress and excel. As part of my teaching portfolio, I have introduced workplace-based assessments, such as MiniCEx and DOPS, tailored for Prosthodontics. These assessments align with Competency-Based Medical Education (CBME) and aim to ensure residents are competent and confident in treatment planning and execution (Singh and Modi 2013).

Recognizing that students learn while teaching, I encourage presentations and utilize resources such as pre-recorded lectures, seminars, webinars, and information technology tools. The introduction of the flip classroom concept has made learning more interactive and fostered active student participation.

In line with the evidence-based practice attribute of Aga Khan University graduates, I conduct weekly journal club sessions to cultivate critical thinking and reasoning skills as well as abreast the resident with current literature.

Thoroughly reviewing and debating research articles allows learners to develop a profound understanding of evidence-based practice and help in becoming lifelong learners. The program has two “letter to the editor”(LTE) approved in high impact journal. The LTE developed after critiquing the recent published articles. (Tallman and Feldman 2016).

In summary, my teaching philosophy revolves around technical understanding, student-centered approaches, integration of technology, continuous assessment, constructive feedback, active student participation, evidence-based practice, exciting and explorative learning, and a conducive clinical learning environment. By embracing these principles, I strive to empower students to become lifelong learners, confident practitioners, andcontributors to the field of Dentistry.

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher

inspires.” (William Arthur Ward)

In one line “I want to be an inspiring teacher!”