Throughout my academic career, I have had the privilege of teaching and facilitating learning across various modules at undergraduate and Master levels. Each of these courses has allowed me to support students in developing both theoretical knowledge and practical skills.
Quality Development in Physiotherapy focused on familiarizing students with key concepts and methodologies in quality development. My teaching emphasized behavioural change theories and intervention design, enabling students to initiate projects within their own clinical practice.
Psychology, Health, Illness, and Medicine module aimed to deepen students’ understanding of how psychological principles influence health and illness. Lectures and seminars covered topics such as social cognitive models of health behaviour, psychological explanations of pain, and the dynamics of patient-provider interactions.
Applied Psychology bridged theory and practice, exploring evidence-based approaches to topics like stress management, health decision-making, and models of addiction. Sessions were designed to incorporate the latest research, with an emphasis on practical application.
In Health Psychology for Long-Term and Chronic Illness, I guided Master’s-level osteopathy students through the intersection of psychology and clinical practice. Topics such as anxiety, depression, quality of life, and psychosocial interventions were contextualized within the healthcare system to promote policy-relevant insights and evidence-based practice.
My responsibilities extended beyond delivering lectures. I collaborated with colleagues and course leaders to design curricula, develop assessments, and plan engaging seminars and workshops. I also provided mentorship through one-on-one sessions, essay clinics, and constructive feedback on formative and summative assessments.
TEACHING PORTFOLIO
I believe that engagement is the cornerstone of effective teaching and learning. My goal as an educator is to foster curiosity and critical thinking in my students, equipping them with the tools to become lifelong learners and skilled professionals. To achieve this, I employ a range of evidence-based strategies:
Blended learning: I actively incorporate blended learning techniques into my teaching practice, combining online and in-person elements to maximize student engagement and accessibility. For instance, I create asynchronous content, such as recorded lectures and interactive quizzes, to provide students with the flexibility to learn at their own pace. These are complemented by in-person discussions, hands-on workshops, and collaborative activities to deepen understanding and promote active participation. This approach ensures that learning is inclusive and adaptive to diverse student needs.
Research-informed teaching: Drawing on my own research, I integrate current findings into my teaching. For example, when addressing topics such as persistent pain, I share contemporary evidence and methodologies, enhancing students’ critical thinking skills and their ability to engage with scientific literature.
Mentoring, not just supervising: I approach academic supervision with a mentoring mindset. Rather than simply overseeing student work, I prioritize building a collaborative and supportive relationship. I encourage students to take ownership of their learning while providing guidance tailored to their goals and interests. My mentoring style is grounded in mutual respect and focuses on developing their independence, confidence, and critical thinking skills.
My approach to teaching reflects my commitment to providing students with meaningful and transformative learning experiences. By connecting theoretical knowledge to practical applications, I aim to inspire students to engage deeply with their studies and apply their learning to real-world contexts.
TEACHING PHILOSOPHY
