Stop Memorizing, Start Understanding. I use real-world examples from medicine and engineering to help you truly master complex topics.

My educational and professional journey is built upon a deep and rigorous foundation in the life sciences, uniquely blending the analytical precision of engineering with the practical, human-centered knowledge of medicine. I hold a Bachelor of Science in Biomedical Engineering from the prestigious Schreyer Honors College at Penn State, where I developed a strong quantitative and problem-solving skillset, learning to approach complex biological systems from an engineering perspective. This background provided me with a robust framework for understanding the mechanics and technology that underpin modern medicine. Following my undergraduate studies, I pursued a medical education, successfully completing all of my pre-clinical and clerkship years. This intensive period of training equipped me with a comprehensive, graduate-level mastery of subjects ranging from human anatomy and physiology to pathology and pharmacology. More importantly, my time in clinical clerkships involved hands-on experience in various medical specialties, where I was constantly tasked with synthesizing complex information and communicating it clearly to patients, families, and other members of the healthcare team. This process of patient education is, at its core, a form of teaching, requiring the ability to break down intricate concepts into understandable and actionable information. This distinctive combination of an engineering background and advanced medical training has given me a multifaceted perspective that I am eager to share with students, helping them to not only master difficult scientific material but also to appreciate its real-world application.

My teaching methodology makes complex subjects understandable by connecting principles to real-world applications. True comprehension comes from building a mental framework to reason through problems, not from memorization. I employ key methods from my dual background in engineering and medicine. First, I use a case-based and problem-first approach. I begin with a clinical vignette or engineering problem, like working backward from a patient's symptoms to understand the cellular mechanism. This establishes relevance and transforms passive learning into an active investigation, making the material more memorable. Second, I focus on building from first principles, a skill from my engineering training. I ensure we build a solid foundation on the "why" before the "what," understanding the science that makes a process necessary. This empowers students to think critically and solve novel problems instead of just recalling information.