UniSZA IDTheories or models underpinning the teaching and learning philosophy
My teaching philosophy is informed by several educational theories and models that are widely recognised in medical education.
1) Constructivist learning theory
One of the key theoretical foundations is constructivist learning theory, which proposes that learners actively construct knowledge through experiences, interactions and reflection. In medical education, this approach encourages students to integrate theoretical knowledge with clinical experiences, thereby developing deeper understanding and clinical reasoning skills.
2) Adult Learning Theory (Andragogy)
My teaching approach is also influenced by Adult Learning Theory (Andragogy) proposed by Malcolm Knowles, which emphasises that adult learners are self-directed and learn most effectively when the learning content is relevant to their professional needs and experiences. Therefore, I incorporate learning activities that encourage active participation, such as clinical case discussions, problem-solving tasks and reflective learning exercises that allow students to apply knowledge in practical contexts.
3) Kolb’s Experiential Learning Theory
In addition, I adopt principles from Kolb’s Experiential Learning Theory, which emphasises learning through experience and reflection. This model highlights a cycle of learning consisting of concrete experience, reflective observation, abstract conceptualisation and active experimentation. In clinical teaching, students are given opportunities to observe, practise clinical skills, reflect on their experiences and refine their understanding through feedback and guidance.
Furthermore, my teaching practice aligns with the principles of Outcome-Based Education (OBE), which underpin the current framework of higher education curricula. Through this approach, teaching, learning and assessment activities are aligned with clearly defined learning outcomes to ensure that students achieve the required competencies, including clinical knowledge, procedural skills, communication skills and professional behaviour expected of future medical practitioners.
By integrating these educational theories and models, I aim to design teaching strategies that promote active learning, meaningful clinical application and the development of competent and reflective medical graduates.