Teaching at NUS is interesting but challenging. In the past three years, I have been involved in teaching six different modules offered by the Department of Pharmacy for both undergraduate and postgraduate students. Typically, these modules are conducted through classroom lectures, tutorials, group or individual projects, case studies, student presentations and learning outcome assessments that consist of continuous assessment and final examinations. In this short paper, I would like to share some thoughts on my teaching philosophy.

As a teacher, I seek to help students learn more effectively by challenging them with problems and equipping them with critical thinking skills. Specifically, my goals as a teacher are:

1. To teach students how to gather, analyse and appreciate scientific facts and the relevant theories, arguments, evidence and counter-evidence;
   
   
2. To equip students with the ability to analyse and think critically so that they can resolve problems they will face later in life.

For most undergraduates, the knowledge they obtain as part of their degree requirements is hardly enough for them to deal with the tasks they will face after they graduate. Therefore, it is important to help students develop the ability to analyse and think critically during their university years.

My teaching strategies

To fulfill my teaching goals, I employ the following strategies:

“Teach less and learn more” approach

It is important for teachers to motivate students to take their own initiative to learn. The ‘spoon-feeding’ approach is often criticised as an ineffective method. To encourage students to be responsible for their own learning, I always try to find avenues where I can teach less but still maintain a core knowledge base of essential concepts and theories that students need to know. This allows students to spend more time on research and reading of reference materials, doing projects and preparing oral presentations.

Inquiry- and evidence-based learning

To encourage further learning, I often list a few key questions for students to work on and then briefly discuss the possible answers during the following class. These questions require students to unearth patterns, discover new facts and data and generate new concepts. Students, through working with these questions, become familiar with key concepts and learn the elemental tools of inquiry. Their answers are then collated, corrected, integrated and posted on IVLE’s student forum.

Because the study of science is evidence-based, students must be able to justify why they accept or reject a particular concept or theory based only on existing evidence. To show students how they can present their findings, I often present the existing evidence and possible justification when I explain complex and critical scientific facts and concepts. One other way to instill this rigour in students is to link abstract theories and concepts to the real world. When students find evidence to support the abstract theories learnt, these theories become more relevant and students will remember them better. Learning is not just the recollection of individual concepts and definitions; it should also involve hands-on exploration of the external world.

Ultimately, students want to do well in their examinations. To drive home the fact that students should not merely regurgitate concepts and theories during exams, I design exam questions that test students’ abilities to construct, integrate and evaluate knowledge. I also conduct practice quizzes regularly throughout the semester so that students understand what is required of them during the actual examination.

Active and interactive learning

I emphasise active learning in my classes by ensuring that there is frequent contact between my students and I. Students are encouraged to email their questions to me and an ‘open office’ session is also set up at the end of the semester for them to discuss any queries.

Furthermore, I have implemented a group project component in my classes to allow students to collaborate with one another. For example, in GEK1507/PR1301 “Complementary Medicine and Health”, the class is divided into buzz groups to discuss specific questions and a representative from each group is invited to present its findings.

Problems arising from my teaching and potential solutions

Of course, not everyone responds well to my teaching philosophy. The most typical complaints among students are that there is “too much to memorise”, “too little time to do the project” and “too much independent thinking”. Some other problems that are highlighted during student feedback sessions include the infrequent use of motivating learning and teaching approaches, a lack of better and more precise ways to assess learning outcomes and a lack of integration between teaching and research.

Through students’ feedback, I understand that I have to improve my teaching by incorporating problem- and case-based study and other more innovative teaching approaches.

Special consideration should also be given to modules such as GEK1507/PR1301 “Complementary Medicine and Health” in which various approaches of contemporary medicine are introduced to students from diverse disciplines. As these students are not familiar with pharmaceutical or medical jargon, they are easily confused in lectures. To resolve this problem, I put together a ‘mini-dictionary’ which comprises detailed explanations for all key concepts and medical terms used in my classes and are couched in layman terms. Students’ responses have been very positive towards this initiative.

Future plans

After three years of teaching pharmacy students in NUS, I have learnt many things. One of the more important things I have learnt is that teaching is a lifelong journey of constant learning and discovery. I wish to share with you my plans for the future.

First, I would like to enhance the quality of interaction with my students and colleagues. As most of my students are from the department of pharmacy, I would like to interact more with students from other disciplines so as to better understand their learning needs. I think that establishing good relationships with students can help them improve their communication skills, establish their confidence and develop critical thinking and inquiry skills. As my colleagues are committed teachers with good teaching experience, I am able to continually learn new things from them. Having frequent discussions with colleagues help to clarify the uncertainties I face in teaching.

Second, I will incorporate more innovative teaching methods into my classes. To update myself on teaching skills, I actively attend CDTL’s teaching seminars and workshops. During these sessions, the ideas and skills for good teaching imparted by the experienced staff are enlightening and will no doubt be welcomed by students.

A good educator must have commitment, responsibility and professionalism. I understand that there is always room for further enhancement and improvement in my teaching. I trust that with the accumulation of teaching experience at NUS, I will become an inspiring and committed teacher.