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Taking the context outside of uni to the profession

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Big group teaching of core courses - sometimes marked by empty seats! Where are they?

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Small-ish groups of final years who choose to do the course. Small=20 t

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Here we are: first year Cell Biology students in the practical lab. Because of the large class, I have to run the 3-hours afternoon practical every day for 4 days of the week with about 80 students per day. Eish. Fun but tiring.

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Invigilating in Sarah Baartman Hall earlier this week: 320 first year students....08h00 on a rainy Monday morning! I still have to mark all the test scripts - yikes!

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On a weekend field camp with a group of my second year students at Bainskloof. Several days during the mid-term vacs are also dedicated to field camps at the beach (Langebaan) or the bush on two other second year courses. The barriers between academic and students easily disappear during such fun experiences.

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I am yet to give a lecture but I have observed a few, sitting at the back, you can actually follow the dynamic between lecturer and students throughout the lecture. Knowing that I'll be standing in front soon, is slightly intimidating.

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When teaching students on toxicology and all they think about is "Ouhhhhhh 
DRRRRRUUUUUGGGGGSSSSS!

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When teaching students on toxicology and all they think about is "Ouhhhhhh 
DRRRRRUUUUUGGGGGSSSSS!

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Practicality is key in boosting student's understanding of the concepts.

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The class I am involved in is usually quite small between 7-14 students. Easier to manage and follow-up. I think larger class sizes (e.g. 100s) would be daunting for me.

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I try and get students to engage in class but so much is lost between the gap of what gets said and what gets thought.

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300 first years - both the most exhilarating and toughest space

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300 first years - both the most exhilarating and toughest space

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My instragram and facebook is loaded with things that allow me to have my cup full again when i need to be there for students. PhD comics and UCTJustKidding, helps me to see the lighter

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A pin board of inspiration that hangs above my computer.

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The amount of time i spend in front of my laptop editing research or marking assignments is death to an extrovert like myself

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At a post-graduate level my teaching is a lot more hands-on - indeed, it's one of the best ways to learn skeletal biology! I work one-on-one with Honours and Masters students as they learn the intricacies of the human skeleton, working with both cadaveric and forensic material.

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From second year, MBChB students conduct anatomical dissections of donated cadavers to learn gross and functional anatomy. Each dissection session, which lasts 3 hours, is preceded by a "pre-practical" mini-lecture wherein we take them through what they will be dissecting that day. I am fairly new to this and have been trying to figure out how best to deliver these pre. I took a feather from the cap of one of my colleagues who often draws anatomical diagrams for the students to augment the content. Pictured here are my drawings from this past week which were a big hit with the students (much to my delight!)

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Small group problem-based learning (PBL) is a core component of the MBChB program at UCT. Students must draw upon their knowledge from lectures and practicals to tackle clinical cases. These sessions are facilitated by a postgraduate student or staff member with anatomical/clinical experience. I have been a facilitator for two years.

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Learning and enhancing student's diagnostic technique. Patient-less set up, learn on one another away from litigation.

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Working on diagnostic and clinical reasoning through a computerbased patient/case.

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What I dream of when another person asks a question answered on page 1 of the reading...

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What I dream of when another person asks a question answered on page 1 of the reading...

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Soon to be the seats of about 40% of the people registered for this class...

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Where I spend 98% of my time related to teaching (and also in general)

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Public-facing music technology workshops in support of the CTIJF.

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Professional Development event for K-12 teachers.

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Applying critical thinking skills to solve a mystery.

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Fostering positive attitudes despite the difficulty of the tasks.

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Forging ahead no matter what the weather...