Teaching Compass

My guiding framework for clinical education — outlines the principles, objectives, commitments and goals that shape how I teach, mentor and assess learners across clinical settings. This page summarises the core beliefs that inform my day-to-day practice, the measurable aims I pursue, and the promises I hold to learners and patients to ensure safe, reflective and effective clinical training.

Philosophy

My teaching philosophy stands on three main pillars:


Experiential Learning


The clinical setting is the best laboratory. Every patient case is an invaluable learning opportunity for students and housemen.


Safe Environment for Learning


I create a space where students are not afraid to make mistakes, because mistakes are the foundation of deeper understanding.


Modelling Professionalism


I believe the best educators are those who set an example through actions, not just words; every clinical interaction of mine is a direct demonstration to the students.

Objective

My objectives as a clinical educator are:


Building critical thinking


Encouraging students to question, analyze, and solve clinical problems systematically.



Fostering clinical competence


Ensuring housemen and medical students achieve an entrustable level of proficiency in procedures and patient assessment.



Instilling ethical values and professionalism


Teaching is not just about skills, but also human values in patient care.



Supporting continuous learning


Inspiring a culture of lifelong learning among my students.


Commitment

Although I am still serving in a full-time clinical capacity, my commitment to teaching has never wavered. I consistently educate housemen, medical students, and junior Assistant Medical Officers through peer collaboration in the workplace to complement Competency-Based Medical Education (CBME), while at the same time pursuing a Master's degree in Medical Education in UKM. This reflects my conviction that a good educator must be a student who never stops.


This reflects my conviction that a good educator must be a student who never stops.

Goals

Over the next few years, my teaching goals are:


Short-Term (1-2 years)


To complete my Master's in Medical Education and apply research findings regarding Entrustable Professional Activities (EPAs) into the clinical teaching curriculum in the workplace.



Medium-Term (2-3 years)


To develop a structured teaching module for Allied Health Professionals based on the EPA framework, to ensure a more systematic and fair assessment of competence.



Long-Term (3-5 years)


To become a formally recognized clinical educator, contribute to curriculum development, conduct research in the field of medical education, and share knowledge through academic publications as well as the training of new educators.