The Excellence in Science Teaching Award (ESTA) is awarded annually to a maximum of two instructors in the Faculty of Science who have demonstrated sustained, high quality teaching in their undergraduate or graduate courses.
As a University of Waterloo School of Pharmacy teaching fellow and associate professor, Brett Barrett has significantly enhanced pharmacy education through innovative teaching methods and interprofessional collaboration between pharmacy and nursing students. She has been a key leader in the implementation of the Pharmacists’ Patient Care Process (PPCP) and integrated educational technologies like Top Hat and a mock Electronic Medical Record (EMR) to better prepare students for clinical practice.
What is your teaching philosophy?
At the heart of my teaching philosophy is a desire to help students build confidence, curiosity and critical thinking. I strive to create a safe and supportive environment where they feel comfortable asking questions, exploring uncertainty and applying their knowledge to real-world clinical problems. I believe that learning should be active, inclusive, and grounded in evidence, so I use hands-on strategies, case-based learning and technology to bring pharmacy practice to life. I also see teaching as a partnership – one where I guide students but also learn from them. Watching them grow into thoughtful, capable pharmacists who are ready to make a difference in patient care is one of the most rewarding parts of my work. Ultimately, I want my students to leave my classroom feeling empowered – not just with knowledge, but with the confidence to think critically, work collaboratively and adapt to the challenges of an evolving healthcare system.
What do you love about teaching?
What I love most about teaching is seeing those ‘aha’ moments – when something clicks for a student, and they suddenly feel more confident tackling a complex clinical scenario. I really enjoy helping them move beyond memorizing guidelines to thinking critically and confidently navigating the nuance that comes with real patient care. One of the most rewarding things is when students come back from co-op work term experiences or clinical rotations and say they felt more confident in the hospital setting because of what we covered in class, or that they’re advocating for more appropriate use of antibiotics. Knowing I’ve helped build that confidence and clinical reasoning – it’s incredibly meaningful to me. And at the end of the day, what matters most is knowing that my students’ patients are going to receive the excellent care they need and deserve.