DR. SALAH AL SHEHADE

Public link : https://portfolio.unisza.edu.my/name/salahshehade@unisza.edu.my/

  • Falsafah Pengajaran dan Pembelajaran

    1. Pernyataan falsafah yang jelas dengan kepercayaan dan nilai
    2. Pernyataan teori / model yang mendasari falsafah pengajaran dan pembelajaran.

    • Philosophy Statement Forum

      Dr. Salah Al Shehade

      Faculty of Pharmacy, Universiti Sultan Zainal Abidin (UniSZA)

      Senior Lecturer • Pharmacology & Toxicology

      KOMPONEN 1 - Falsafah Pengajaran dan Pembelajaran

      Pernyataan Falsafah Teaching and Learning Philosophy Statement

      Core Belief

      I believe that effective pharmaceutical education must bridge the gap between theoretical knowledge and real-world application. As a pharmacologist with expertise spanning computational drug discovery and experimental research, I am committed to creating learning environments where students actively construct knowledge through inquiry, collaboration, and authentic problem-solving.

      My philosophy centres on the conviction that every pharmacy student can develop into a critical thinker and evidence-based practitioner when provided with the right scaffolding, meaningful challenges, and a supportive learning ecosystem. I view teaching not as the transmission of facts, but as the facilitation of intellectual transformation.

      “Tell me and I forget, teach me and I may remember, involve me and I learn.” - This principle from experiential learning theory underpins every course I design: students must be actively involved in discovering pharmacological concepts, not merely receiving them.

      Kepercayaan dan Nilai Beliefs and Values Underpinning My Teaching

      • Student-Centred Learning: Students learn best when they take ownership of their learning. I design activities that shift the focus from the lecturer to the learner, using PBL cases, flipped classroom, and collaborative projects.
      • Research-Informed Teaching: My active research in computational pharmacology, NAFLD drug discovery, and systems pharmacology directly feeds into the classroom. Students engage with real datasets, current publications, and live software demonstrations from ongoing projects.
      • Inclusivity and Respect: Every student brings a unique background and perspective. I foster an inclusive classroom where questions are welcomed, mistakes are treated as learning opportunities, and diverse viewpoints enrich discussions.
      • Continuous Improvement: Teaching is a scholarly endeavour that benefits from reflection, peer feedback, and evidence. I regularly evaluate and refine my methods based on student feedback, peer observations, and learning outcome data.
      • Technology-Enhanced Learning: Digital tools - from molecular visualisation software (PyMOL, AutoDock) to LMS platforms and AI-powered tools (InSilicoΣ) - expand the boundaries of what can be taught and experienced in the pharmacy classroom.

      Teori / Model Asas Theoretical / Model Foundation

      Constructivism (Piaget & Vygotsky)

      Students actively build knowledge through experience and social interaction. PBL sessions in pharmacology are designed so students co-construct understanding of drug mechanisms through group discussion and case analysis.

      Bloom's Taxonomy (Revised)

      Course assessments are mapped across cognitive levels (C1–C6) to ensure students progress from remembering drug names to analysing pharmacological data, evaluating therapeutic strategies, and creating novel research proposals.

      Kolb's Experiential Learning Cycle

      Laboratory sessions follow the cycle of concrete experience (lab work), reflective observation (lab report), abstract conceptualisation (linking to theory), and active experimentation (designing follow-up experiments).

      Constructive Alignment (Biggs)

      Every course is designed with tight alignment between intended learning outcomes (ILOs), teaching & learning activities (TLAs), and assessment tasks (ATs). This ensures coherent and purposeful teaching.

      Aplikasi dalam Konteks Farmasi Application in the Pharmacy Education Context

      • PBL with real pharmaceutical cases: Drug interaction scenarios from published clinical reports, NAFLD patient cases from my own research, and toxicology risk assessments that mirror real regulatory challenges.
      • Flipped pharmacology lectures: Video-first delivery of complex mechanisms (e.g., receptor pharmacology, drug metabolism) allows class time for deeper discussion, clinical application, and student questions.
      • Research-integrated labs: Students use the same computational tools (AutoDock, PyMOL, GROMACS) and databases that I use in my research, providing authentic exposure to modern drug discovery workflows.
      • Rubric-based transparent assessment: All assessment criteria are shared upfront, empowering students to self-regulate and target higher cognitive levels.

      Portfolio Pensyarah • Dr. Salah Al Shehade • Faculty of Pharmacy, UniSZA • Komponen 1: Falsafah Pengajaran dan Pembelajaran • Dikemaskini: April 2026