Introduction and Teaching Philosophy

Last modified date: March 21, 2017

Welcome! My name is Lily and I graduated from Nursing at McGill in 2016. I became a Registered Nurse in Toronto early this year and I’m very excited to see what the future holds for me as a new nurse. I have always been interested in the field of public health throughout my undergraduate days, and when I researched for an opportunity to extend my educational involvement, I stumbled upon the Master’s of Public Health (MHP) program at the University of Toronto, and when I submitted my letter of intent, the rest was history. Currently, I am happily enrolled in the MPH, Family and Community Medicine stream and have been enjoying developing my postgraduate teaching and learning philosophies in the INTAPT course.

Learning is a continuous, lifelong process that’s enriched by experiences. The development of learning is a pathway that every adult needs to ensure success, and what our current society’s philosophy and foundation is based upon. That being said, I believe that self-regulated learning and active learning are the most important concepts of teaching and learning in a postgraduate level, and during medical practices. I teach in a similar way. When I teach nursing students, I allow them to set their own learning objectives, identify learning gaps, and perform self-evaluation with ongoing feedback from me. This way, I believe the student will be able to have a deeper understanding of the material and be able to identify their own learning needs and compare and contrast to what I think they need. From personal experience and through research, I found that self-directed learning enabled me, as a learner, to understand which areas I needed to improve and allowed better understanding and retention of information, since I was actively involved in seeking the solution (Goldman & Sloan, 1994). More importantly, self-directed learning gives the student increased responsivity, which leads to increased motivation and engagement (Nussbaum-Beach, 2016). Similarly, active learning also has many benefits – it enhances the development of graduate capabilities such as critical and creative thinking, problem-solving, adaptability, communication and interpersonal skills (Freeman et al., 2014), all of which are extremely important as a nurse.


Freeman, S., Eddy, S. K., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., &

Goldman, S. A., & Sloan, R. H. (1994, March). The Power of Self-Directed Learning. Machine Learning14(3), 271-294. doi:10.1023/A:1022605628675

Nussbaum-Beach, S. (2016, April 24). The power of self-directed learning. Retrieved March 19, 2017, from

Wenderotha, M. P. (2014, June 10). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences111(23), 8410-8415. doi:10.1073/pnas.1319030111

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