“Learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes.” - S. Olusegun

I believe in a philosophy of constructivism that empowers learners to add new knowledge to the foundation of their prior understanding.

The key challenges and focus are the transfer of didactic knowledge to clinical skills and reducing overall cognitive load in the process.

Methods for learners to achieve competency are centric to the learner. By utilizing hybrid classes, the flipped classroom, peer reviews, group discussions and projects, learning goals can be met in creative ways that allow learners to practice critical thinking skills. Sharing my experiences from private and public practice allows for discussions about clinical skills, treatment rationale, populations, and cultural competence. 

Assessments will reflect the priorities of the discipline by outlining the competencies required for board exams and clinical practice and contribute to students’ learning by communicating feedback that incites change in the learner.

My learners desire to belong and feel valued in their learning environment. As they achieve academic success, I seek to empower them to become the best clinicians possible while thriving beautifully in a society that needs their talents, skills, and care.

As a facilitator and mentor, I seek to provide a learning experience where students feel they are unequivocally accepted and valued, where connection is prioritized between faculty and learners, and where suffering is mitigated in the intersection of excellent teaching, intentional presence, and holistic belonging.