Where does your passion for education come from?
''My passion for education stems from my fascination with the logic of the human body. For me, anatomy is not a list of terms, but a building plan in which form and function are inextricably linked. That universal foundation is the basis, but at the same time you see that every human being is unique due to subtle anatomical variations. That's why I love teaching students to look at that balance between the big “plan” and the unique person that we are, anatomically speaking too."
What do you hope to impart to students?
''I hope to provide students with a solid foundation for their entire career. Anatomy forms part of the basis for clinical reasoning, particularly at a time when technology, from surgical robots to AI-supported diagnostics, is playing an increasingly important role. Anyone who wants to use this technology responsibly still needs to understand the underlying principles.
I also want to give them a critical form of AI literacy. Not just knowing what you can do with AI, but above all how to use it without impoverishing your learning process. In my view, this means consciously choosing how AI can best help you and then tailoring your approach accordingly. Clear rules must not be forgotten, such as: do not enter patient data, refer correctly, respect privacy and ethics, and use the energy that AI consumes in a targeted manner.
An important principle that I impart is a 'control loop': first retrieve an answer or line of thinking, then verify it with reliable sources, and only then apply it (human-machine-human principle). This way, your own judgement remains leading.''
What are you proud of as a lecturer?
“'I am proud of the balance we have achieved together with colleagues and education experts in our Anatomy AI coach, which is currently under development. Learning is a verb; it sometimes requires 'productive friction” to achieve deep processing. That is why we did not want an answering machine, nor a tool that just keeps asking questions. The AI coach is deliberately hybrid and helps with content by answering questions within the learning objective and then switching to a coaching mode that activates thinking. Think of follow-up questions or check questions. That combination is important: it must invite use, but also encourage reasoning.
We take the limitations of AI seriously. For example, I once had an infographic about neuroanatomy generated. Visually, it looked convincing, but it contained several errors, from incorrect terms to non-existent structures. Instead of using it as an illustration, I used it as a learning assignment. Students had to find the errors and correct them using reliable sources. This is precisely what makes it clear why checking and using sources are part of professional and academic practice.''
What was your biggest learning moment as a lecturer?
''The shift from focusing on content to focusing on observation. As a young lecturer, you are mainly concerned with whether you are conveying the story well. As I gained experience, I became more relaxed and able to look more closely at what was really happening in the group.
My biggest insight is that I am only truly effective when I give students the space to figure things out for themselves. I don't have to be the all-knowing expert; I mainly want to stimulate and guide the thinking process. It is very rewarding to see students discover that they are capable of deeper insight than they previously thought."
What else would you like to try in your education?
''I increasingly see myself as a designer of learning experiences. I am curious about the possibilities of using AI as a personal tutor or practice partner who asks questions and provides feedback, so that students can come to educational moments even better prepared. My goal is for our time together in the dissection room or lecture hall to provide more space for human interaction to make a difference: deepening understanding, professional dialogue and learning to reason together. Technology can support preparation and practice, but the core remains conversation, nuance and craftsmanship."