As I look back over my three decades in chiropractic education, I would count my years spent as a classroom and clinic instructor to be among the most rewarding and fun. As is so often the case in higher education, particularly in professional degree programs, teachers are hired on the basis of their content mastery, not their teaching proficiency. I was fortunate to have a couple of caring mentors when I first began to lecture in the classroom as a resident. They provided me with valuable feedback that I remember to this day. For the most part, I tried to emulate teachers whom I had enjoyed as a student. It wasn't until I had the opportunity to take some teaching methodology courses through Harvard that I began to get a better understanding of how to design and deliver courses. Over the years, my teaching style evolved and I changed my delivery and assessment methods for the better. You can see my current educational philosophy by clicking here.

In the doctor of chiropractic degree program, I taught mostly courses in the diagnostic sciences. Classroom courses included physical diagnosis, laboratory diagnosis, clinical problem solving, and cardiovascular diagnosis. You can see examples of some of my classroom instructional materials by clicking

My training as a teacher included mentorship by senior faculty, formal courses in course design and lecturing methods, and many workshops on problem-based learning. I've highlighted several of these courses

As a result of the problem-based learning (PBL) training that I got from Dr. Howard Barrows at the Southern Illinois University School of Medicine, I became interested in computer simulations. This led to my learning how to program in HyperCard and SuperCard and eventually to the development of a patient simulation software program called "