Teaching Philosophy 

Learning is best achieved when educators 1) establish a safe and supportive learning environment that fosters trust and vulnerability, 2) use effective questions to identify gaps in learner understanding and promote self-discovery, and 3) empower learners with a strong sense of autonomy and accountability while providing continuous feedback to accelerate their development.

In the dynamic field of academic medicine, collaboration and communication are essential for optimal patient care and educational excellence. By showing genuine concern for learners and their well-being, an environment is created where trainees are more likely to engage in meaningful discussions and contribute diverse perspectives. This encourages learning-oriented behaviors such as asking questions, sharing one's thinking, and seeking assistance when necessary. This enables me to draw the best from my trainees, who are not afraid to take risks, all while ensuring that patients are not put in harm's way.

Utilizing questioning as an inquiry-based teaching method is crucial for promoting self-discovery and fostering a deeper understanding of the subject matter. Thoughtful questioning not only uncovers gaps in understanding, but also encourages active engagement, critical thinking, and independent conclusions. This is especially important in physiology and pathophysiology, where a thorough grasp of normal and abnormal is imperative for patient care and advancing medical knowledge.

Providing trainees with autonomy is key to their learning and development. Through a cognitive apprenticeship model, less experienced team members are entrusted with increasing responsibilities and decision-making opportunities. This fosters a sense of ownership and enthusiasm among trainees, who are keen to demonstrate their skills and abilities. Mentorship and coaching must be constant and pragmatic, with feedback given continuously to accelerate learning and refine medical decision-making. This approach also boosts confidence in junior physicians when faced with uncertainty.

Whether I am in the classroom, lecture hall, medical wards, or intensive care unit, my passion for teaching remains constant. While my teaching philosophy has evolved over time, the aim remains the same: to excel in training the next generation of physicians while ensuring the highest standard of patient care.