I mainly use constructivist approaches to teaching, such as problem-based learning, cooperative learning and guided instruction. I encourage academic debate using the Socratic method, and indeed encourage dissent in my classes, as I am a firm believer that it helps to prepare students for real-life interactions. I am a supporter of free speech, and logical debate…not argument. Critical thinking and critical reasoning skills are essential to clinical practice, and by researching and formulating logical arguments, students will develop those skills and hone them during their clinical careers.
I designed and delivered an inaugural Research Principles course for undergraduate paramedic students. I worked with undergraduate students in small groups on primary research projects, which have led to several student-led conference presentations and published articles. As a result of identifying a gap in patient safety and quality education for paramedic students, I incorporated Institute of Healthcare Improvement patient safety certification course into my Professional Issues in Paramedicine curriculum. In addition, I reformed this curriculum to meet the needs of contemporary practice.
Based on a review of the literature, I introduced a novel model-making assignment in a second semester A&P course for paramedic students. Students were assigned to groups who had to construct an anatomically correct model, which could be used as a teaching tool. Feedback from students indicated that this exercise was useful for developing teamwork skills, and aiding in visualising 3D anatomy.
I am prepared to teach several basic courses such as Foundations of Contemporary Paramedic Practice, Interpersonal Skills for Healthcare Professionals, and Research Methods, as well as specialised courses such as Care of Vulnerable Populations, Professional Issues in Paramedicine, and Social Policy and Healthcare.