My Teaching Philosophy

Based on my extensive teaching experience and formal training, I believe that effective learning occurs when students actively engage in authentic tasks that are relevant to meaningful contexts. Active learning fosters intellectual curiosity and captures students’ attention, particularly when they encounter problems aligned with their future goals. Integrating real patient cases into instructional activities enhances clinical reasoning skills while also reinforcing the practical application of knowledge. Additionally, active learning cultivates self-confidence by allowing students to develop independence and refine their skills in realistic settings. Furthermore, motivation is sustained when students experience satisfaction—both through acquiring new knowledge and applying it in meaningful contexts. The key elements of attention, relevance, confidence, and satisfaction (ARCS) play a crucial role in maintaining motivation and enhancing instructional engagement.

I view learning as a lifelong journey—it is never too soon or too late to learn. For students, continuous learning is essential to keep their knowledge and skills up to date with advancements in medical research. This belief shapes my approach to promoting lifelong learning by helping students become independent learners—teaching them how to learn. Encouraging self-monitoring and reflection (self-regulation) is the first step in developing their metacognitive skills and lifelong learning habits.

An effective way to foster learning is through blended learning experiences that integrate educational technologies and innovative, learner-centered methodologies. I am committed to continuously improving my instruction by connecting educational theory to practice and conducting research to enhance student learning.