Constructively aligned clinical teaching in neurosurgery: a student-centered pedagogical approach to deep learning in health professions education

This paper follows the principles of scholarly reflective practice in health professions education. This manuscript describes the design, implementation, and pedagogical reflection of a clinical teaching session within a student-selected course in neurosurgery for final-semester medical students. The course integrates theoretical knowledge with practical clinical exposure, emphasizing spinal neurosurgery and acute spinal cord conditions. Intended learning outcomes are structured according to the SOLO taxonomy and Miller’s pyramid, targeting both conceptual understanding and clinical competence. The teaching approach is grounded in constructivist learning theory and emphasizes student-centered strategies, including case-based discussions, collaborative learning, and guided inquiry. Students actively engage with authentic clinical scenarios, fostering diagnostic reasoning, integration of prior knowledge, and application of theory to practice. Instructional design incorporates problem-based learning, peer learning, reflective activities, and formative assessment techniques to promote deep learning. The manuscript critically evaluates the teaching session, highlighting the importance of motivation, meaningful context, and alignment between learning outcomes, teaching activities, and assessment. It outlines strategies for ongoing pedagogical development, including the use of concept mapping, rubrics, peer review, and course evaluation frameworks. This work demonstrates how integrating educational theory with clinical teaching practice can enhance student engagement and learning outcomes in medical education. The described model provides a transferable framework for designing effective, learner-centered teaching sessions in specialized clinical disciplines.