I am interested in international practice, so who works, and in what ways, where. To this interest I bring social science understandings of relationships, both organisational and interpersonal, and I use these to inform my understanding of physiotherapy practices.
I teach professionalism and respiratory physiotherapy, and as I do this I am keen to appreciate what understandings the student is starting from. My teacher education was profoundly influenced by ‘active’ learning approaches and I try to continue with this style. This means that I think students learn best when they are talking and/or doing. This means that I try to offer ways in which students can engage in learning and offer discussion points and activities in all classes. I also like students to teach students, or where students can be doing as well as commenting. In this way they develop skills of self-awareness and self-criticality, and developing their professional selves iteratively, through those opportunities.
I am keen that students are also offered ways to make the best use of their creative, imaginative and authentic selves, in the same way as they will when they work with patients and so I strive to offer teaching, learning and assessment strategies that recognise (and reward) this as well as trying to model this in the way that I teach.
Students are expected to meet the learning outcomes for modules, but I hope that they do this to the best of their ability. To this end I try and offer both motivation and useful material that will support them to do this. Because I’m committed to the concept of diversity, I like to use diverse resources, so reaching out and connecting with other locations and people is important in my modules. This occurs via social media, but also through personal contact with people, in placements, in volunteering and in service user participation in University teaching.