Reflections on learning: Teaching and Learning in Health and Medical Sciences short course
Background in teaching and learning in higher education
As an Honorary Research Lecturer, I teach and mentor 1st and 3rd-year medical students, integrating my expertise in public health intelligence, epidemiology, and research. My role in health protection and data-driven decision-making enhances my ability to bridge theoretical knowledge with real-world applications. I lead dynamic sessions in the Scientific Basis of Medicine (SBOM) module and guide students through Individual Research Projects (IRP), equipping them with critical analytical and research skills.
Beyond academia, my work as a Health Protection Project Officer at Medway Council has refined my ability to translate complex health data into actionable insights. This experience informs my teaching, enabling students to connect medical knowledge with contemporary public health challenges.
Motivation for attending the course
My motivation for enrolling in the Teaching and Learning in Health and Medical Sciences course stemmed from a desire to refine my pedagogical strategies and enhance student engagement. I realized that my reliance on traditional lecture-based methods was not always effective in fostering deep learning. Some students struggled to engage, and I wanted to explore interactive, student-centered teaching methods. The course provided an opportunity to enhance my teaching approach, making it more inclusive and inquiry driven. My background in public health further motivated me to integrate real-world health issues into medical education, ensuring students develop a critical, applied perspective.
Learning experience and key takeaways
This course transformed my understanding of learning, challenging my assumptions that content delivery alone ensures knowledge acquisition. I previously saw assessment as a grading tool but now recognize its role in guiding student progress through formative feedback. Engaging lectures and collaborative activities reinforced that learning is an interactive process, requiring active student participation.
Micro-teaching sessions and peer feedback were particularly valuable, helping me refine my instructional methods and appreciate diverse teaching perspectives. Peer discussions on curriculum design and assessment strategies broadened my understanding of inclusive learning. Exposure to adult learning theories reinforced the importance of motivation and self-directed learning, prompting me to incorporate more problem-based teaching techniques.
Impact on teaching and learning philosophy
This course reshaped my views on curriculum design, assessment, and student engagement. I now prioritize active learning strategies and formative assessments to foster deeper understanding. Feedback has shifted from being merely evaluative to a developmental tool, encouraging continuous student improvement.
Future directions
Moving forward, I plan to implement more case-based and simulation-based learning to enhance student engagement. I will also develop structured formative assessment tools to provide timely feedback. Additionally, I aim to contribute to discussions on medical education reform, integrating data-driven insights to ensure curricula remain responsive to healthcare challenges.
This course has reinforced my commitment to lifelong learning, equipping me with the tools to foster a dynamic, student-centered learning environment.