‘A few nerves before lectures show that my work matters’
Giving an incorrect answer as a student in a packed lecture hall can be nerve-wracking. But with Pharmacology teacher Rob van Wijk, you don’t need to worry about that. ‘He creates a comfortable and safe atmosphere,’ his students say. They have nominated him for the Leiden Science Teacher Award.
What kind of student were you yourself?
‘In my first year, I certainly wasn’t a model student and didn’t attend every lecture. The student life was simply too tempting. But the more courses and lecturers managed to motivate me, the more I began to enjoy the lectures, assignments, and practicals. As a teacher, I aim to achieve the same: to motivate and inspire. I do this by making theory tangible, for example, through practical examples from my own time in Leiden or my research experiences in Uppsala or San Francisco.’
Do you ever feel nervous before a lecture?
‘There are always some nerves before lectures, and I actually see that as a good sign. It means that what I do is important. For me, it helps to arrive a bit early in the lecture hall and trust in my preparation and experience. The nerves don’t disappear entirely, but I can manage them.’
What is the most important lesson you want to pass on to your students?
‘In addition to subject knowledge, I also want to teach students academic skills. In my first lecture, I discuss Pasteur, Skłodowska-Curie, and Popper. These scientists embody three essential principles in science: preparation, curiosity, and critical thinking and refuting theories. Science is teamwork, especially in drug development. It’s multidisciplinary; when we understand each other’s language, we make progress more quickly.’
About Rob van Wijk
Education: Biopharmaceutical Sciences
Teaching: Farmacologie and Integratieopdracht In Silico Geneesmiddelenontwikkeling (BSc Biopharmaceutical Sciences), Infectious Disease Therapies: Bench to Bedside (MSc Biopharmaceutical Sciences).
Research: for infectious diseases such as tuberculosis, Van Wijk's research group combines innovative experiments and computer models to bring better treatments to the clinic faster.
Other roles: Van Wijk is involved in LACDR's Green Lab Initiative and chair of the Global Health community and the LMIC Accelerator Program of the American Society for Clinical Pharmacology and Therapeutics.
What do you learn from teaching?
‘Teaching forces me to distinguish between main points and details. Sometimes I get so enthusiastic about a topic that I forget students are hearing it for the first time. That, combined with the questions students ask, helps me stay sharp.’
What do you do when you get a question you don’t know the answer to?
‘That happens, of course, often about a drug or disease outside my area of expertise. Step one is to honestly admit that I don’t know the answer. Then I try to draw parallels with theory or other experiences. This often leads to valuable insights anyway.’
‘Step one is to honestly admit that I don’t know the answer.’
What was a special teaching moment for you?
‘The best moments for me are when students become motivated and ask challenging questions. You can almost see the penny drop, both in terms of content and understanding why it’s important. Pharmacology doesn’t excite everyone, but when a student decides they want to pursue modelling afterwards, I think that’s fantastic. Plus, I see myself in them because I was once that student, in the very same place!’