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Dr Angela Difeng Wu shares her reflections on taking the Teaching Evidence-Based Practice short course at the Centre for Evidence-Based Medicine, University of Oxford.

A headshot of Angela Wu pictured smiling, wearing a black turtleneck and long pearl drop earrings. The background is a maroon colour.

About the author:  

Angela Difeng Wu is a researcher at the Oxford Tobacco Addiction Group within the Centre for Evidence-Based Medicine and is a graduate from the DPhil in Primary Health Care programme. She leads projects related to smoking cessation in various contexts, including social housing, mental illness, and cardiovascular disease. Additionally, Angela serves as a module lead for the Health Behaviour Change short course.  

 

When was the last time you attended a training session where the instructors were genuinely excited about what they were teaching? I’ve been in plenty of sessions where the content was challenging, and while the experts were knowledgeable, it sometimes felt like the connection to the material was missing. For me, that changed during the Teaching Evidence-Based Practice module at Oxford. From the moment I entered the room, I felt the energy and passion of the instructors.

Teaching as a Journey

In one of our early small-group sessions, I was reminded that teaching is like a train journey, with various stops along the way. Some are brief, others longer, but all are necessary to get where you need to go. Students need time to absorb each ‘stop’ before moving on—travelling too fast means missing key moments. During one session, we discussed how to pace our own teaching to ensure students stay engaged throughout. It struck me how important it is to find that balance.

Each session in the short course built on the last, blending core principles with practical techniques we could use immediately. What stood out most was how the tutors demonstrated effective teaching strategies while teaching the course. It wasn’t just about what they taught; it was about how they taught it.

Expert Tutors Who Led by Example

A major highlight for me was the team of tutors, led by Dr David Nunan, the module coordinator. He has a knack for breaking down complex ideas with clarity, confidence and humour, which made challenging topics feel more accessible. His ability to balance deep knowledge with engaging delivery set the tone for the course. The other tutors mirrored these qualities, bringing their own expertise and teaching styles, but they all had the same approach: engaging, thoughtful and focused on the learner.

Lessons in Engagement

The tutors showed us how to keep learners engaged with simple but effective techniques:

  • Humour: Using humour to make difficult concepts more approachable and enjoyable
  • Interactive polls: Encouraging participation and gauging understanding in real time
  • Relatable stories: Bringing theory to life with real-world examples

Each session felt like a live demonstration of how to combine content and delivery to create an engaging learning experience. I’ve learned that teaching isn’t just about transferring knowledge—it’s about creating an environment that invites curiosity and understanding.

Carrying It Forward

I’m already starting to incorporate these strategies into my own teaching. As the module coordinator for Health Behaviour Change and a tutor for Systematic Reviews, I’m excited to experiment with new ways to engage students. Whether it’s simplifying a difficult concept, allowing time for reflection, or trying interactive techniques, I feel more equipped to create a more dynamic and engaging learning experience.

Reflecting on this course has reminded me why I love teaching. It’s about sparking curiosity and helping others find meaning in what they’re learning. The Teaching Evidence-Based Practice module wasn’t just about acquiring new knowledge—it was about developing as a teacher, and I’m grateful for that. If you're looking to grow as an educator and deepen your understanding of evidence-based practice, this course is a fantastic opportunity.