Revisiting Four Questions for Constructing Teaching Philosophy Statements: A Practical Guide for Teachers in Higher Medical Institutions

Abstract: Teaching philosophy statements (TPS) are personal intent and practice in education. The approach to constructing TPS varies from institution to institution. This article is a perspective on a practical alternative approach to constructing TPS. It aims to elaborate on the four questions developed by Ngene in 2023 (only briefly explained in the past), which advocate for due consideration to be given to the expectations of the higher education institution (HEI) and for the most appropriate practice-theory-philosophy perspective to be adopted when constructing TPS. The Ngene’s 4-model questions are syntheses from the review of the six S-CAMPS domains (Supervision, Curriculum development, Assessment, Mentorship, Pedagogy, and Scholarship of teaching and learning), and include: (i) How do I link or explain an educational/teaching practice (belief, goal, or method) to be described (or a response to a prompt), with due consideration given to the vision and promotion criteria of the HEI and contemporary literature in teaching and learning? (ii) What is the fundamental educational philosophy (theory) that explains the educational/teaching practice? (iii) What are the pros and cons of the index and other applicable practice-theory options , and which is/are the most suitable? (iv) What changes are required in existing personal TPS based on teacher’s reflections ? The 4-questions approach may help produce TPS that is student-centred, institution-centred, and considers the current literature in medical education. It is practical and methodical and may benefit academics who require a constructive tool for writing TPS. Keywords: educational philosophy, medical education, teaching and learning principles, reflection, teaching philosophy statement, teaching and learning