World Teachers’ Day (WTD) is celebrated around the globe on October 5 as a special occasion to recognize the vital role teachers play in shaping the future. The Department of Medicine (DoM) is committed to delivering the highest quality medical education across the learning continuum. All of our faculty members are expected to teach within the context of the provision of clinical care and to engage in formal, scheduled teaching outside of clinical care delivery. While expectations regarding time spent teaching varies by academic position description, our clinician teachers (CTs) spend the most time engaged in formal teaching.
This WTD, we asked one of our CTs why they wanted to become a teacher and what they love about teaching.
Dr. Natalie Wong is an internist and critical care physician at St. Michael’s Hospital, as well as an Associate Professor in the Department of Medicine at the University of Toronto. She is a clinician teacher who enjoys using high fidelity simulation for training cardiac arrest teams. Dr. Wong currently holds the position of Director for the Cardiac Resuscitation Educational Program and is the Interim Physician-in-Chief for the Department of Medicine at St. Michael’s Hospital.
Why did you want to become a clinician teacher?
Early in my career, I knew I loved teaching but was initially considering a community-based job because I enjoyed clinical work and believed I’d be happy as long as I was caring for patients. However, during a locum, I realized how much I missed teaching. I found myself constantly teaching respiratory therapists and bedside nurses. That experience made me realize how much I rely on teaching to sharpen my own thinking. Being around learners motivates me to stay current with the literature, and I thrive on the energy that comes from engaging in teaching. It’s so rewarding and truly fun.
What do you love about being a clinician teacher?
I love the “aha” moments. There’s nothing better than seeing a student grasp a concept they’ve been struggling with. I also enjoy the enthusiasm and curiosity of learners, which keeps me grounded, especially when I can’t answer all of their questions. It’s incredibly gratifying when a learner seeks me out to share how they’ve applied a teaching moment in their clinical practice. Watching someone develop confidence in their skills and knowing I played a small part in that growth is an amazing feeling.
Any advice for those wanting to become a clinician teacher?
Take the time to appreciate your learners and what they can teach you. Early in my career, I was focused on imparting knowledge to trainees without realizing how much they were teaching me in return. The questions learners ask when they feel comfortable can really challenge you as a teacher, so I encourage everyone to create a space where that can happen naturally. I also try to find moments of humour in my day-to-day clinical work and share them with my learners; it makes patient care more enjoyable and helps me model the joy of clinical care to others.
