Posted at 10.01.2018
I began instructing almost fifteen years back, while in medical university. It was then which i discovered my love for coaching and its own potential to transform the lives of both students and educators. These two aspects have grown to be the driving pushes of my teaching. My teaching viewpoint rests on four elements. First, I establish challenging goals for both students and myself. Second, I really believe in the potency of action-oriented and participatory learning. Third, I value variety in and beyond the classroom. Finally, I view teaching as complementary to analyze. My preferred coaching areas (biostatistics, epidemiology and communal determinant of health) are carefully related to choice of my research area. This will allows me to bring cases from my very own research and service in to the school room, as well as to further my own thinking through classrooms conversations.
Teaching research methods and methods of statistical evaluation often provides a unique possibility to motivate and empower students, as much tend to be skeptical about their abilities in these areas. Because students learn in a variety of different ways, I use a number of methods in my classes to help ensure that one technique will clarify principles when others do not. By being flexible in my own approach to teaching quantitative methods, I am in a position to help build the self-confidence of those who require it, and to connect the principles of reasonable research strategy and statistical analysis to all or any students. Flexibility by itself, however, is not sufficient. I also assume that it's important to demonstrate my own passion for the subject matter I am teaching, not and then build my reliability as a teacher and mentor, but also to motivate students to build up skills and dreams of their own in quantitative areas in which they might not have been interested previously.
My overarching matter when teaching lessons on research technique and ways of statistical analysis is that students develop an capability to believe critically and logically when analyzing statistical information that is provided in research, as well as in their each day lives. Although don't assume all student should be expected to develop an interest in quantitative methods per se, I believe they all have to be able to assess whether explained conclusions are reinforced by the available data and analytic results. This can help to create educated consumers of research and students with an art place the can connect with their future occupations.
My teaching strategies include growing interactive and audiovisual coaching materials. I am going to also use various tools, both technical and pedagogical, that will effectively reinforce the coaching materials. I make use of a variety of instructional methods, including traditional lecture, technological tools, group work, and specific practice. I also differ my methods corresponding to course content and university student preferences. I'll also like to take good thing about the internet, especially in conditions of using some very nice applets that exist on the net for class demonstrations. I believe one should make use of whatever tools that will most effectively accomplish the job of teaching students so that they retain the main ideas long once they have ignored who taught them. I think that epidemiology and medical figures lessons should be tailored to the needs of the students, with a balance of theory and request that is suitable to the audience. Graduate students need a good knowledge of both the theory and application of statistical methods. It is important for many students to start to see the "connections": the links between theory and practice, the relationships between raw data and inferences, and the cable connections between different kinds of statistical methodologies. I also think that students need to apply with the links between fresh data and inferences. By this I mean that students need hands-on experience not only with data examination, but also with explaining the results of the analyses evidently and concisely in writing. It is important they are not just in a position to do a regression examination, for example, but to also understand the usefulness and limitations of these analysis.
On a sensible note, I'll like to complement my lectures with numerous example data analyses, using real data whenever you can, and platform my homework tasks on natural problems. I also prefer to give homework projects that entail writing a brief are accountable to summarize a statistical examination, or a critique of any published research, as well as specific or group jobs and presentations. I also think students should come in contact with the practice of figures through critical appraisal of journal articles using standard and validated tools.
In and out of the classroom, I make an effort to present material to students in a, logical and interesting manner. I work hard to provide examples from empirical research, and connect the course materials to the areas where they are interested. To create a dynamic class experience for everyone, I encourage students to express themselves through class discussion and apply course principles to their own activities. And, to ensure students know they change lives in my courses, I always try to keep these things complete an informal mid-semester analysis of the course and my teaching. This allows me to make positive changes through the semester also to make sure each course is prosperous. I would like my students to see me as an accessible, supportive person who respects them as individuals and is interested in their intellectual and personal development. I will strive to converse to them the thrills that is increasing new knowledge from day to day. Often it's the interaction between teacher and students that nurtures the drive and enthusiasm for knowledge.