Guiding Growth: A Learner-Centred Approach to Medical Education

My Teaching Philosophy

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My teaching philosophy is rooted in mentorship, support, and adaptability. As a family physician in a busy community-based practice, I have the privilege of teaching in a dynamic, real-world environment where learning must be efficient, practical, and responsive to the needs of both learners and patients. I believe in guiding learners through hands-on experiences, creating an encouraging environment, and tailoring my teaching to meet students where they are. My goal is to facilitate meaningful and lasting learning experiences that empower individuals to grow in their skills and confidence.

'The Thinker' - Auguste Rodin (c. 1880-81) (1)

One of the central tenets of my teaching approach is learning by doing. In the healthcare field, it is not enough to simply absorb information; learners must actively engage in the process. I embrace an apprenticeship-style teaching approach, demonstrating key skills and then gradually allowing learners to take ownership. By modelling professional behaviour and clinical skills, I help students bridge the gap between knowledge and practice, giving them the confidence to apply what they have learned in real-world situations. This approach correlates with Kolb’s experiential learning theory, which emphasizes the importance of concrete experiences, reflection, conceptualization, and active experimentation in the learning process (2). In my clinic, this means involving learners in patient encounters, encouraging them to think critically, and providing real-time feedback that is immediately applicable to their clinical practice.

My belief in problem-based learning (PBL) stems from my own experiences as a medical learner. The successes that my peers and I experienced in a PBL curriculum reinforced my conviction that this approach is highly effective, particularly in contrast to didactic-based educational styles. PBL fosters critical thinking, self-directed learning, and collaboration—skills that are crucial in family medicine, where each patient presents a unique and evolving set of challenges. This perspective is also informed by Piaget’s constructivist theory, which posits that learners actively construct knowledge through experiences and interactions (3). By creating opportunities for students to engage deeply with content, I aim to facilitate meaningful and personalized learning experiences in the clinic setting.

Creating a supportive learning environment is equally important to me. I believe that students learn best when they feel valued and encouraged. This means fostering an atmosphere where questions are welcomed, mistakes are seen as learning opportunities, and students are motivated to push themselves without fear of judgment. By prioritizing encouragement and positive reinforcement, I help learners develop confidence in their abilities, which is essential for success in any professional setting. This approach is influenced by Knowles’ theories of adult learning, which emphasize self-direction, relevance, and the integration of prior experiences in learning (4). Recognizing that adult learners bring diverse experiences to the table, I strive to connect new knowledge to their existing understanding in ways that feel meaningful and applicable.

I also recognize that every learner is different. Some grasp concepts quickly, while others need more time or a different approach. Rather than taking a one-size-fits-all approach, I strive to meet learners where they are in their education. I take the time to assess their current understanding, identify gaps, and adjust my teaching accordingly. This flexibility ensures that learning is both accessible and engaging. I also believe in using simple, clear explanations, following the principle of parsimony*—delivering only the essential information in a way that is easy to understand and apply. In the fast-paced environment of family medicine, clarity and efficiency are critical, and I aim to teach in a way that maximizes learning without unnecessary complexity (5).

One lesson I have learned through experience is the importance of adjusting my approach based on learner feedback. In a recent workshop, I struggled to engage learners with a specific task. Through feedback, I realized that rather than repeating instructions, I needed to rephrase them in different ways. This reinforced my belief that effective teaching requires ongoing reflection and adaptation. In the clinic, this translates to constantly evaluating how well my teaching methods are working and being open to changing them based on the needs of my learners and the constraints of a busy practice.

Ultimately, my philosophy is guided by a commitment to helping learners develop practical, lasting skills in an environment that is supportive, engaging, and adaptable. By modelling professional behaviours, creating a positive atmosphere, and adjusting my teaching to individual needs, I aim to make learning a rewarding and transformative experience. My goal is to inspire confidence, curiosity, and a lifelong commitment to growth in those I teach, ensuring that they leave not only with medical knowledge but also with the skills and mindset to provide compassionate, patient-centred care in their own practice.

*Also known as Occam's razor (6).

References:

(1) Rodin, A. (1880–81). The Thinker [Bronze]. The Metropolitan Museum of Art. Retrieved March 19, 2025, from https://www.metmuseum.org/art/collection/search/191811.

(2) Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. Experiential Learning & Teaching in Higher Education, 1(1), 7–44.

(3) Dennick, R. (2016). Constructivism: Reflections on twenty five years teaching the constructivist approach in medical education. International Journal of Medical Education, 7, 200–205. https://doi.org/10.5116/ijme.5763.de11

(4) Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

(5) Young, D. D. (1977). Parsimonious education. Iowa Science Teachers Journal, 14(1), 35–36.

(6) Encyclopædia Britannica. (n.d.). Occam’s razor. Encyclopædia Britannica. Retrieved March 19, 2025, from https://www.britannica.com/topic/Occams-razor