Tell us a little about yourself and your role at Trinity School of Medicine.

I am an Assistant Dean of the School of Biomedical Sciences, and Associate Professor of Anatomy and Neuroscience at Trinity School of Medicine, where I also serve as Module Director for the Cardiovascular System and Neurobehavioral Science modules. I recently completed my PG Diploma in Medical Education from the University of Dundee, Scotland, and I am currently pursuing my Master’s in Medical Education at the same university.

My role at Trinity allows me to bring together my passion for anatomy and neuroscience with my commitment to medical education, curriculum development, student mentorship, and faculty collaboration. I particularly enjoy creating meaningful learning experiences that help students connect foundational science with clinical practice and develop the knowledge and skills they need to become compassionate and capable physicians.

What inspired you to pursue a career in medicine, science, or medical education?

My interest in anatomy began during my undergraduate education. I was fascinated by the structure of the human body and, in particular, how anatomy provides the foundation for understanding health and disease. That early interest gradually developed into a passion for teaching anatomy and helping students appreciate its relevance to clinical medicine. Over time, medical education became an equally important part of my career because I enjoy seeing students develop their knowledge, confidence, and clinical thinking.

What brought you to Trinity, and what has kept you passionate about being part of the Trinity community?

Trinity gave me an opportunity to grow professionally and contribute to medical education from the ground up. When I joined Trinity, I was encouraged by faculty members and administrators to learn, share ideas, and take on new responsibilities. That supportive environment allowed me to develop as an educator and leader. The collaborative culture, the opportunity to contribute new ideas, and most importantly, the relationships I have developed with students and colleagues are what have kept me passionate about being part of the Trinity community.

Teaching & Mentorship

What do you enjoy most about teaching and working with Trinity students?

One of the things I enjoy most about Trinity is the diversity of our students. Our relatively small class sizes create opportunities to know students beyond simply seeing them in a classroom. I get to understand their different perspectives, strengths, challenges, and learning needs. This makes teaching much more meaningful because it allows me to adapt my approach and support students as individuals.

How would you describe your approach to teaching and mentoring future physicians?

My approach is student-centered, interactive, and clinically oriented. I want students not only to remember information but also to understand why it matters and how they will apply it as future physicians. I encourage students to ask questions, think critically, connect basic science concepts with clinical cases, and learn from their mistakes. As a mentor, I try to be approachable and supportive while also encouraging students to take responsibility for their own learning and professional development.

How accessible are you to students outside of the classroom, and what does that interaction typically look like?

I believe accessibility is an important part of effective mentorship. Students are welcome to reach out to me outside the classroom when they need academic guidance, clarification of concepts, help developing a study strategy, or simply someone to talk to about their progress. These interactions may happen through individual meetings, email, or informal conversations. Sometimes a short conversation can make a significant difference in helping a student regain confidence or identify a better way to approach a challenge.

What do you think makes the learning environment and faculty-student relationship at Trinity unique?

The small faculty-to-student ratio, approximately 1:8, allows faculty to develop meaningful relationships with students. We are able to recognize students' individual learning needs and provide more personalized guidance. I think that close interaction creates a sense of community and makes students feel that faculty members are genuinely invested in their success.

Research & Scholarship

Can you tell us about your research interests and the areas you’re currently exploring?

My research interests are centered on anatomy, neuroscience, and medical education. I have authored 42 publications in peer-reviewed journals, reflecting my continued commitment to scholarship and advancing knowledge in these areas.

Currently, I am working on systematic reviews related to the cranial nerves, as well as anatomy wet-lab research focusing on anatomical variations and their clinical relevance. I am particularly interested in research that connects anatomical knowledge with clinical practice and contributes to improving the way anatomy and neuroscience are taught to medical students.

In addition to my research and publications, I actively contribute to the peer-review process for scientific journals. I have served as a peer reviewer for journals associated with Frontiers, Dove Medical Press, and Taylor & Francis. I value this role because it allows me to contribute to maintaining the quality of scientific literature while also staying current with emerging research in my fields.

What research project, publication, or scholarly accomplishment are you particularly proud of, and why?

I am particularly proud of my work exploring innovative approaches to medical education, including my research on the flipped classroom model and technology-enhanced anatomy education. I value these projects because they are directly connected to the classroom and have the potential to improve how students learn. I am also proud of continuing to contribute to scholarly work while balancing teaching, curriculum leadership, and mentorship. For me, scholarship is most meaningful when it ultimately benefits learners and improves medical education.

What advice would you give a Trinity student who is interested in becoming involved in research?

Start with curiosity. You do not need to know everything about research before getting involved. Find a faculty member whose area of interest aligns with yours, ask questions, and be willing to learn. Start with manageable responsibilities such as literature reviews, data collection, or helping with a research project. Research teaches you how to ask meaningful questions, evaluate evidence, work collaboratively, and communicate your findings. Most importantly, do not be afraid to approach faculty members—many opportunities begin with a simple conversation.

Advice & Getting to Know You

If a prospective student asked you, “Why Trinity?” what would you tell them?

I would tell them that Trinity offers an environment where students can be known as individuals rather than simply as a number. The relatively small learning environment provides opportunities for close interaction with faculty, personalized guidance, and meaningful mentorship. Students also come from diverse backgrounds, which creates a rich learning community. If you are looking for a place where faculty and administrators are accessible and where you can actively engage with your education, Trinity provides that opportunity.

What is one piece of advice you would give a student on their first day of medical school?

Do not be overwhelmed by the amount of information in front of you. Medical school is a journey, and you are not expected to know everything on the first day. Develop good study habits early, stay consistent, ask questions, and do not compare your journey with someone else's. Most importantly, remember why you chose medicine and allow that purpose to motivate you when the workload becomes challenging.

What qualities do you think help a student succeed in medical school and ultimately become a great physician?

Curiosity, resilience, empathy, discipline, humility, and a willingness to keep learning are essential. A successful medical student understands that medicine is not simply about memorizing information. A great physician must be able to listen, communicate, work with others, adapt to new evidence, and treat every patient with compassion and respect.

What is most rewarding for you about watching students progress from the classroom into their clinical training and medical careers?

The most rewarding part is seeing the transformation. I remember students when they are learning their first anatomical structures or struggling with a difficult concept, and later I see them applying that knowledge in clinical settings. Watching their confidence grow and seeing them develop into thoughtful, compassionate future physicians is incredibly fulfilling. It reminds me why medical education is such a meaningful profession.

Can you share a moment with a Trinity student that has been especially meaningful or memorable to you?

One of the most meaningful experiences for me is when a student who initially struggled with a subject comes back later and tells me that they finally understand it or that something we discussed helped them during their clinical training. Those moments may seem small, but they are very meaningful to an educator. They remind me that teaching is not only about delivering content—it is about helping students believe in their own ability to learn, grow, and eventually care for patients.