Passionate Chemistry Tutor | From Basics to Advanced | 3+ Years Teaching | Chemistry for O/A Levels, MCAT & Beyond

Find out more about Sheryar

• When did you develop an interest in your chosen field and in private tutoring?

  I developed a strong interest in medicine about four years ago, during medical school and early clinical work. The turning point was teaching my fellow colleagues informally — explaining difficult topics, breaking down exam-style questions, and seeing them go from confused to confident. That immediate feedback and the satisfaction of helping someone understand a tough concept is what made me start tutoring privately.

• Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I teach a broad range of medicine-related subjects: clinical medicine, pharmacology, physiology, biochemistry, pathology, and the core sciences that underlie them (chemistry and biology). I particularly enjoy clinical reasoning, pharmacology (mechanisms, rational prescribing, and adverse effects), and exam-focused problem solving — especially MCQ strategy and high-yield revision for medical exams. I’m less excited by purely rote memorization without clinical context; I prefer to turn those lists into meaningful stories or mechanisms so they’re easier to remember and apply.

• Did you have any role models; a teacher that inspired you?

  Yes — Dr. Najeeb has been a major inspiration. His way of simplifying complex topics and using clear, consistent visual explanations shaped how I approach teaching. I try to combine that clarity with clinical examples from my own practice so students not only remember facts but know how to use them.

• What do you think are the qualities required to be a good tutor?

  A good tutor needs:
  - Clarity: explain concepts at the student’s level and build up complexity step-by-step.
  - Patience: allow learners to make mistakes, ask questions, and learn at their pace.
  - Adaptability: change teaching style to match different students — visual, auditory, or practice-based learners.
  - Strong subject knowledge: a deep, practical understanding so you can answer questions confidently and connect facts to clinical practice.
  - Feedback skills: identify weaknesses quickly and give constructive, actionable advice.
  - Empathy and encouragement: build students’ confidence and motivation.
  - Organization and reliability: planned lessons, useful resources (notes, PDFs, practice questions), and punctuality.

• Provide a valuable anecdote related to your subject or your days at school.

  During a busy rotation, I noticed a colleague struggling with ECG interpretation — they could memorize individual findings but couldn’t put them together clinically. Instead of a one-off lesson, I designed three short, focused sessions: one on systematic ECG reading, one on clinical scenarios (chest pain, syncope), and one on timed practice with immediate feedback. After that week they not only passed their rostered assessment but reported feeling calm and competent during real calls. That experience taught me the power of short, targeted teaching and immediate practice — a method I now use with every student.

• What were the difficulties or challenges you faced or still facing in your subject?

  Common challenges I see and experience as a tutor include:
  
  - Students coming with very different backgrounds and knowledge gaps.
  - Balancing depth (understanding) and breadth (exam coverage) under tight time constraints.
  - Keeping motivation high during long revision periods.
  - Dealing with misinformation or rote learning habits that make conceptual change slow.
  - Technical limits for practical demonstrations in online settings.
  
  I address these by tailoring lesson plans, using structured summaries and mnemonics, and setting small, achievable goals for each session.

• Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  My passion is helping students become better clinicians and learners — not just passing exams but being able to apply knowledge in real-life situations. I love teaching clinical reasoning, translating pharmacology into safe prescribing, and designing practical study strategies that reduce stress and improve retention. Ultimately, I enjoy anything that makes my students more confident and effective in their careers and lives.

• What makes you a Superprof (besides answering this interview questions :-P)?

  What sets me apart is the combination of clinical experience, exam-focused teaching, and a personalised approach:
  
  - I’m an active clinician so I teach with real-world examples and practical relevance.
  - I specialise in exam strategy (MCQs, OSCEs) and clinical problem-solving, so students get both knowledge and technique.
  - Lessons are customised — I diagnose learning gaps quickly and give a clear plan (notes, PDFs, practice questions, and follow-up).
  - I prioritise outcomes: clear learning objectives, frequent formative testing, and progress tracking so students see measurable improvement.
  - I’m approachable and patient — I turn frustration into small wins.
  
  Put simply: I don’t just teach facts — I teach understanding, confidence, and exam success.