Excellence for Teaching

My approach to teaching and training is grounded in Active Learning Theory and Significant Learning. My classrooms are interactive, with continuous engagement through probing questions, peer discussion, and the use of interactive teaching software. I intentionally create an enabling environment where learners feel secure to ask questions and take intellectual risks, knowing that mistakes are treated as learning opportunities and addressed through prompt feedback from peers and myself.

I have developed effective online and blended learning environments, informed by continuous peer and student feedback. I cater to diverse learning styles by using video lessons for visual and auditory learners, concept maps and articles for reading and writing learners, and hands-on activities for kinesthetic learners. Through multimodal strategies such as the flipped classroom, learners gain access to a broad range of learning opportunities. This enhances their internal motivation to explore concepts at their own pace and consolidate knowledge. One student shared that the flexibility of pre-class videos motivated repeated engagement with content after active sessions and quizzes, reinforcing learning.

I introduced video-based cases to replace paper-based problem-based learning cases. These included real patients or simulators discussing clinical problems, with embedded probing questions to stimulate critical thinking. I also designed end-of-session formative quizzes for problem-based learning. Following these changes, class attendance improved from 25% to 75%, and overall module feedback improved. Students highlighted that observing patient videos helped them connect clinical presentations with underlying pathophysiology. Based on student feedback, these strategies were implemented across all basic science modules following curriculum committee approval. I documented and disseminated this work through an international peer-reviewed journal.

I redesigned an interactive laboratory session on the length-tension relationship in muscle physiology. Recognizing the challenge of teaching this abstract concept without tangible demonstrations, I developed a simple experiment using dumbbells on a human subject. A flipped classroom approach was used, with pre-recorded videos explaining the experimental setup and concept, reinforced through real-life examples such as holding a book. Applied anatomy questions were incorporated using Mentimeter and Kahoot, with built-in feedback. This approach positively impacted student understanding and engagement. I shared this practice within departmental meetings and across the AKU community. The process also initiated a departmental culture of structured lesson planning and peer feedback.

I routinely use software such as EdPuzzle, Kahoot, Coggle, and Mentimeter to enhance engagement and formative feedback. When I first introduced the flipped classroom at AKU in 2017, the Dean and faculty attended my sessions to assess its effectiveness. I was subsequently invited to present this pedagogy at faculty meetings and approved to act as a faculty trainer. These training sessions enabled faculty from Community Health Sciences, Family Medicine, and the School of Nursing and Midwifery to successfully implement flipped classrooms and develop high-quality video lectures using tools such as PowerPoint and Camtasia. Recognition from faculty, leadership, and students led to invitations to conduct workshops, serve as a panelist and session chair, and receive appreciation letters and awards from the department and the Dean.

I have created two AI-enhanced, open-access, browser-based simulation platforms. The first is a Glomerular Filtration Rate Physiology Simulator that allows learners to manipulate pressure, resistance, and filtration coefficient to observe real-time effects on GFR and filtration fraction. The second is an ELISA Learning Module that guides students through diagnostic processes while demonstrating how laboratory errors affect outcomes. Both simulations were developed using Streamlit and hosted on free cloud servers, enabling access from phones, tablets, and low-bandwidth computers without licensing barriers. Each platform includes randomized clinical scenarios, guided worksheets, and AI-generated case variation. Generative tools such as NotebookLM, Gemini, and ChatGPT were used to develop concise audio and video explainers, visual walkthroughs, and contextual hints. Iterative faculty review and student pilot testing informed continuous refinement. Integrated into flipped classroom sessions, these simulations shifted learning from memorization to prediction and reasoning. Over 80% of students reported improved conceptual understanding, confidence, and engagement. This work earned the Individual Innovation in Teaching Award.