Excellent standard of teaching:I am a Senior Fellow of Higher Education of Academy and have a PGCHET. Supporting evidence:• I provided an evidence-informed approach by contributing in designing relevant inclusive curricula with multi-model approaches and assessment methods. • I redesigned a high quality interactive and engaging curriculum for the dental module that enriches the students intellectually and supports their progress by excellent learning and teaching standards as evidenced by students’ feedback. • I teach anatomy with respect to its clinical orientation to prepare students to be better clinicians. • I implement the clinical relevance to the basic anatomy. • By discussing clinical cases, I teach students to be confident, problem-solvers and critical thinkers. • I use various forms of assessments to test various skills and I promote the best practice that facilitate their success and motivate them to work hard to full fill their ambitions. Undergraduates Course Development:During the academic year 2018/19: Development of teaching and assessment methods DEN1020: • Students have practiced creating some sample exam questions for formative assessments that helped in identifying certain areas that require highlighting. • I have supplemented teaching by multimedia and online in-house videos. • I have implemented case studies as innovative teaching methods. Students’ feedback about these innovative teaching methods was very positive. From academic year 2016- current: DEN1020 module: • Content - prepared the study guide, modified the learning outcomes and the content, added important topics and clinical anatomy notes to the lectures • Delivery - created new power points, new online learning material, included multiple applied anatomy, clinical notes of which were not taught before and clinical cases and developed new innovative approaches by using technology (Poll Everywhere ARS) which was of great help in facilitating students to pick up misunderstanding and holding their attention.• Assessment - Careful consideration was taken to promote problem solving and deeper on-going retention of information by using clinical questions and clinical case studies/scenarios with clinical relevance not only basic anatomy questions as was the case previously, organised formative assessments and provided prompt feedback.
The external examiner noticed and praised this modification. • Overall - for modules that I coordinate, I deliver all lectures, practicals, seminars, assessments and standard settings, liaise with the external examiner, prepare marks of all assessments and write the module review proforma. Module Coordinator BMS2001 module “Topographical Anatomy 1 for Human Biology students 2016-18 I have implemented case studies as innovative teaching methods From 2015-current: • Modification of the delivery, content, online resources and assessment of DEN1020, DEN1002, DEN1004 • Development of the content of new modules (BMS2101 Anatomical Sciences and MSc Clinical Anatomy modules) and the existing dental modules (DEN1002, 1004, 1020)• Improved module content, delivery, assessment and feedback for all modules I was involved in, prepared the learning outcomes, planned different types of assessments, wrote the module specification and prepared the Study guide.• I introduced Poll Everywhere Audience Response System (ARS) into the dental anatomy lectures to increase their interactive learning. Feedback from these Poll Everywhere questions helped me to adapt lectures to address areas of deficiency. • I have delivered a seminar to colleagues on the use of Poll Everywhere to disseminate good practice. During the academic year 2014/2015: •Teaching practical sessions MED2012, Anatomical Basis of Clinical Practice•Teaching practical sessions MED1014, Cells, tissues and organs” Foundations of Clinical Practice •Teaching practical sessions MED5013, Clinical Integrated Sciences Postgraduate Taught MSc Modules: During the academic year 2018/2019: Continued development of MSc modules: I have added new clinical topics to the curriculum of Limbs and Back and Trunk modules, created more case studies for the practical classes and used Canvas to enhance teaching by uploading anatomical videos and using multimedia to help in understanding hard topics.I have engaged four clinicians in the MSc program such as Mr Tim Brown, Consultant Transplant Surgeon, Belfast City Hospital and Mr Duncan Hamilton, consultant anaesthetist, University Hospital of North Durham, Mr Nagy Darwish, Consultant Spinal Surgeon, etc. During the academic year 2016/2017 and 2017/2018: Collaborative academic leadership:• Together with two colleagues, we created the MSc modules (Trunk, Limbs and Back and Head and neck and Brain). I took the lead for the Thorax, the Back and the Lower Limbs regions.• While designing these sections for the MSc in Clinical Anatomy, I worked on setting an inclusive relevant curriculum by implementing the surgical anatomy, in-house anatomical videos and case studies as innovative teaching methods. • I prepared the learning outcomes, lecture topics, study guide and designed variable assessment methods of the above mentioned regions. • I have created PowerPoint lectures and the assessment questions for these regions. 1. Innovative delivery/assessment through the use of case studies in teaching and clinical scenarios (Number of students 25, 72 teaching hours/year) for: Applied Anatomy of Trunk module SCM8112; Applied Anatomy of Limbs and Back module SCM8114; Applied Anatomy of Trunk Blended Learning (SCM8118) and Applied Anatomy Limbs & Back Blended Learning (SCM8120)2. Content - preparation of study guide, learning outcomes, the content and timetable 3. Delivery - prepared case studies for discussion, introduced innovative teaching by including clinically applied anatomical information in every presentation to increase the clinical knowledge of students and clinical cases during the practicals taking an interactive approach to teaching.4. Management of Poster Presentations for Limbs and Back Module - allocation of topics, allocation of assessors, venue, boards, and production of results.5. Assessment - prepared applied clinical anatomy questions and clinical case studies, assessed oral and poster presentations, specimen analysis, essay writing, clinical scenarios. During the academic year 2015/2016:• Teaching SCM8084 Applied Anatomy of the Back• Assessment of the oral presentations and essays of the MSc students Responsiveness to issues raised in/ for the School e.g. through FYSE, NSS, meeting targets for assessment and feedback; student recruitment and retention, reflection on teaching activityAs a Chair of Staff/student Consultative Committee (SSCC), I reviewed the process of feedback to the student body. I then implemented a new process by giving the email of the Course Representatives to all the students after taking the consent of the Course Reps. After every meeting, I contact the module coordinators and request a response to the issues raised in writing. I then email this responses/action taken to all students to let them be aware that we act seriously with all the issues raised. • Promotion of Students’ Voice:To improve communication, I have undertaken two focus groups 2018/19 and 2017/18 in which all students had the opportunity to participate and give feedback about the educational process and not only the Course Reps. The outcome of these activities were circulated to all academics and further actions were undertaken. These were analysed in depth at an ‘Away Day’ with staff and students at Riddell Hall on 22nd June, 2018 to review the organisation of the programmes and in the Learning and Teaching Committee March 2018