Peggy Proctor's Statement of Teaching Philosophy
“We don’t receive wisdom;
we must discover it for ourselves after a journey
that no one can take for us or spare us.”
Marcel Proust
French novelist
1871-1922
This quote by Marcel Proust helps capture the essence of my teaching philosophy. I believe
that experiential learning is the most powerful form of learning. My goal is to constantly
develop learning opportunities where students are encouraged to examine their own thoughts
and feelings and arrive at their own conclusions about the “truth” on hot topics. I try to
motivate students by simulating “real life” experiences and presenting “real life” issues from
them to grapple with. I work hard to make each class session relevant, interesting,
interactive, and stimulating for students. Some of the many activities that take place in P.TH
490.3 include: structured controversies; interprofessional learning opportunities and
assignments with students from other programs; site visits to community agencies and
physical therapy practices; concept maps; small group case studies; on-line discussions; and
group presentations.
The students in my class are expected to actively interact with the material. I do not believe
that students are really learning if they sit quietly in their seat and listen to someone else
talk, talk, talk. . . Learning is not a one-way valve. I believe students must be encouraged
and challenged to consider the material, manipulate it, discuss it, reflect upon it, play with
it, and “internalize” what it means to them.
There is no final exam requirement for my course, so there are many assignments completed
and marked during the term in order to arrive at a final mark for each student. I give
feedback on their work by offering many comments, by making my evaluation process fair and
transparent (providing the marking scheme in advance), and by inviting draft versions of
assignments to be submitted for feedback prior to the final assignment due date. I also
encourage self-evaluation on the part of the learners.
I believe that the different clinical internships in a variety of practice settings are the most
important experiential learning that takes place for each student in the physical therapy
program. Consequently, I work hard to obtain and arrange the “most perfect mix” of clinical
experience for every physical therapy student, because I believe strongly that these clinical
experiences profoundly shape the professional competencies and identity of each student. It
is very rewarding when students stop by my office or drop me an email message; sharing
stories of their wonderful learning experiences from ‘clinicals.’
As a practicing physical therapist, I really loved the “teamwork” among health care
professionals when working together to deliver effective patient care. I passionately believe
that health science students cannot learn how to be good interprofessional health team
members without the chance to “practice” these teamwork skills during their professional
training. I have put a great deal of energy and effort into collaborating with other instructors
across campus to create new interprofessional learning opportunities for health science
students. This takes a great deal more time and energy than simply “doing your own thing”
but the rewards are tremendous. I am proud of the contribution that my colleagues and I have
made in advancing interprofessional learning for collaborative patient-centered care at the
University of Saskatchewan by creating, organizing and promoting opportunities for over
4,000 health science students since 1998.
I am fortunate to work with wonderful faculty colleagues at the School of Physical Therapy
and in other Health Science programs, where I feel valued and respected as a member of the
teaching team. I have had the opportunity to help create many innovative cooperative and
reflective learning materials to support and enhance multiple curricula. Examples include an
Aboriginal story-telling assignment, a problem-based learning module exploring concepts of
Aboriginal health and healing, a second problem-based learning module on HIV/AIDS, and the
Interdisciplinary Population Health Project. Through these projects, I have also been able to
work collaboratively with new colleagues from the Aboriginal community, community-based
organizations and community activists. These relationships are very important to me, and
have had a powerful impact on my teaching.
As a health care professional, I know that evidence-based practice is a very important
concept, and that practitioners must make clinical decisions based on best available
evidence. I believe that evidence-based practice is equally important in teaching, learning
and adult education. Over the past ten years, I have actively engaged in research on
interprofessional education (both process and outcomes). I have disseminated and absorbed
knowledge on teaching and learning by attending and presenting at various local, provincial
and national educational conferences, and by publishing in this area.
I have learned that the role of teacher is a very powerful position. You contribute directly to
the sense of success or failure in your students. Each student is dependent on you to present
the appropriate material, do it well, make it fun, and prepare him or her for the “real world”
that they are about to enter. And each of them has their own unique learning style, needs,
personality, and interests. This is an awesome responsibility for the teacher to assume. I feel
very honoured and privileged to be serving such an important role in the formative
preparation of future health care providers.
In closing, I must say that my multiple roles at the University of Saskatchewan are extremely
challenging, fun, and rewarding. I feel very fortunate to work with, and learn from, such
wonderful students and colleagues everyday.