For Asta Mažeikienė, the Best Lecturer at the Faculty of Medicine, Feedback Is Important

“I see teaching and learning as a multidimensional process, that combines the interaction of a student with the teacher, who facilitates the student’s achievement of successful learning outcomes. Each lecturer has their own vision and understanding of what effective teaching is. In my opinion, teaching should first and foremost be student-centred. A successful teaching and learning process consists of three components: clarity about what to learn, how to learn and why to learn," explains Assoc. Prof. Asta Mažeikienė, who has been awarded the accolade of 2024 Best Lecturer. We talk to her about the qualities required for a good lecturer, what motivates you in your career, how generations of teachers and students change, why you shouldn’t be afraid to innovate, and many other important issues.

Tell us more about how you decided to become a lecturer, and what your path to teaching was.

I have a twenty-six year history with the Faculty of Medicine at Vilnius University (VU MF) – six years of studies and twenty years of working at the Department of Physiology, Biochemistry, Microbiology and Laboratory Medicine. I was a successful student, and during my studies, the then Dean and Professor, Zita Aušrelė Kučinskienė, invited me to join the staff of the department under her leadership. This was the beginning of my professional path at the VU MF. I worked in various positions, starting as a laboratory assistant, junior researcher, assistant, lecturer, then I defended my PhD and for the last five years I have been an associate professor, coordinating the teaching of biochemistry to students in the medicine and pharmacy degree programmes. I became interested in biochemistry during my studies. Prof. Arvydas Kaminskas taught biochemistry, and later, Prof. Kučinskienė taught clinical biochemistry. Their talented teaching made me realise how interesting and profound this science is. For me, it was, and still is, the most interesting discipline, and I always wanted to work in the field of biochemistry going forward. Over the years, from the moment I decided to start working at the university, until now, I have always felt that I was in the right place.

This year you were voted the Best Lecturer at the VU MF. What do you think are the personal and professional qualities that your students admire? What values do you hold in your role as a lecturer?

I dislike the approach “go where you don’t know, to find something you don’t know”. So, my first task as a lecturer is to properly prepare the learning material: to select, organise, summarise and present information from various research-based sources in an informative way for students. Biochemistry is a very broad and detailed science. It is important to help a student to stay on track and find the essential information. The correct organisation of the educational process can only be achieved through the continuous updating of knowledge, and the improvement of subject-specific and pedagogical competence. That is why I actively participate in qualification training courses, activities organised by the Centre for Educational Excellence, training and teaching internships at institutions abroad, adopting the best practices of colleagues and incorporating the results of my own and others’ research into my teaching material.

Another aspect of a successful and effective learning process involves the analysis of theoretical knowledge, its critical evaluation, opportunities for its practical application and the improvement of student knowledge by learning either in a group or independently. I combine various principles of the pedagogical process and evidence-based teaching theories that emphasise student-centred learning, and the individual needs and abilities of students. The lecturer helps students understand educational goals and assists them on a regular basis to both develop, and implement their learning objectives. Feedback is essential in the learning process too. For me, it is not just about formally discussing student examination results. It is an ongoing and necessary process I engage in both during and after lectures and practical sessions. Positive student feedback is motivating, whereas constructive criticism encourages improvement. As a lecturer, my goal is always to ensure an environment that allows the student to reveal their abilities, so that learning becomes an enabling environment. Students must not be afraid to engage in discussion, to express their opinions or even to be wrong. Respect for the student, employing courteous and considerate communication, are the mandatory components of teaching and learning.

In their feedback, students often say that my strength is my ability to make sense of the course content. I always tell students that biochemical mechanisms are present in the pathogenesis, diagnosis or treatment of all diseases, since, it’s clear that my students have chosen to study medicine because they want to become doctors, pharmacists or other medical professionals. Therefore, my aim is to show the importance and relevance of biochemistry to their chosen field of study. The meaningfulness of an activity is one of the key motivational factors. In other words, only meaningful activities can be successful – for both the student and the lecturer.

I am delighted, and grateful for this recognition. But my greatest reward is seeing my students succeed.

What do you like most about being a lecturer? What motivates you? What are the challenges?

Teaching is not only about sharing knowledge, but also about communicating, inspiring, engaging and motivating. It’s a way to listen and support when things get tough. For me, teaching is an activity that allows me to grow and nurture individuals. Good academic results, the subsequent professional success of students, and receiving positive feedback, are at the core of what it means to be a lecturer. Feedback like, At the beginning of the academic year I thought biochemistry would be the most difficult and least interesting course, but it was the opposite, I enjoyed every seminar! Biochemistry was refreshing and I was sorry I would not have this course the following year, are a very big motivation for me. And so is each thank you from the students. No matter how many, they are all precious and meaningful.

Teaching is very interesting. A university community embraces diversity. It’s a place where you can collaborate with colleagues from different disciplines, take part in both research projects and educational activities, work towards common goals and share ideas. This encourages creativity and opens up new opportunities for professional growth.

What has changed since you were a student yourself? How do generations of lecturers change? What are students like today?

Lecturers I met while studying at VU MF were talented professionals who loved what they taught, with strong personalities, and genuinely committed to teaching. Of course, times change, technology and opportunities change. But the dedication to the work remains. That is what I find most fascinating and inspiring. And we have to adapt and embrace innovation. For example, artificial intelligence technologies, now a part of the daily routine for our students, should no longer scare us, but rather make our work as lecturers easier. Openness to innovation and continuous learning are therefore essential to our understanding of students and choosing an appropriate and effective learning method.

You are not only a lecturer but also a researcher.

Teaching and research are an integral part of working at a university. So, when I started teaching biochemistry, it was very natural for me to get involved in the scientific aspects of this field. Without biochemistry, the progress of modern medical science would be impossible. My particular scientific activities are linked to antioxidant research. Even in this narrow field, there are many challenges and questions that are not always easy to answer, and it is very helpful to collaborate with colleagues, both at our university and in my internships abroad. I am delighted with my collaboration with researchers at the Friedrich Schiller University in Jena, Germany, which began during my doctoral studies. Early next year, I will be going to Jena again for an Erasmus+ study visit, this time to delve into research methodologies that we hope to use in our students’ research and joint projects.

And what do you like to do when you’re not teaching and researching? How do you relax, get new ideas and thoughts?

In today’s fast-paced and busy world, for me as for many, leisure time or just a few hours with a good book has become a luxury. Whenever I have the chance, I love spending time with my family, being in nature and taking long walks in the woods with my dog and other pet owners, who have long since become my friends and a community through this shared hobby. I also love travelling, concerts and art exhibitions. I don't know if it provides inspiration for work and research, but it certainly inspires me in my life.