Learn Physiotherapy from a Postgraduate Neuro Physiotherapist Through Concept-Based, Clinical, and Personalized Teaching

Find out more about Hriday

• Tell us more about your subject. How did you develop an interest in this field?

  Physiotherapy is much more than exercises and physical rehabilitation for me. It is about helping people regain independence, confidence, and the ability to participate in the activities they value.
  
  My primary area of interest is Neurological Physiotherapy, particularly the rehabilitation of individuals with conditions such as Parkinson’s disease, stroke, spinal cord disorders, and other neurological conditions.
  
  My interest in this field developed during my undergraduate physiotherapy education when I began seeing how neurological rehabilitation could make a meaningful difference in a person’s everyday life. The complexity of the nervous system fascinated me, and I wanted to understand not only what exercises we prescribe, but why they work.
  
  This curiosity eventually led me to pursue my Master’s in Neuro Physiotherapy and currently a PhD in Physiotherapy, where my research focuses on upper-limb rehabilitation in Parkinson’s disease.

• What or who is the motivation behind you choosing to teach & why?

  My biggest motivation is seeing the moment when a student finally understands something that initially seemed complicated.
  
  Physiotherapy involves a combination of anatomy, physiology, biomechanics, pathology, clinical reasoning, and practical skills. Sometimes students struggle because these subjects are taught as separate pieces. I enjoy connecting those pieces and explaining them in a simple, clinically relevant way.
  
  I have been teaching physiotherapy students online for several years, and my goal has always been to make learning simple, practical, and interesting rather than purely focused on memorisation.
  
  For me, teaching is also a two-way learning process. Every question a student asks challenges me to look at a concept from a different perspective and continue improving my own knowledge.

• How does your work help society?

  Physiotherapy directly impacts people’s independence and quality of life.
  
  As a practicing physiotherapist, I work with patients who may have difficulty walking, moving their hands, maintaining balance, performing daily activities, or returning to their previous level of function.
  
  As a teacher, my impact is slightly different but equally meaningful. Every student I teach may eventually work with hundreds or thousands of patients throughout their career.
  
  So I believe teaching physiotherapy creates a ripple effect: if I can help one student become a better clinician, that knowledge can ultimately benefit many patients.

• If you had to think of a role model for your work, who do you think of & why?

  I don’t have just one role model. I admire clinicians, researchers, and teachers who remain curious throughout their careers and are willing to keep learning.
  
  One of the qualities I particularly admire in great physiotherapists and educators is the ability to take complicated scientific concepts and translate them into something practical and understandable.
  
  That is something I try to incorporate into my own teaching — understand the science, question the evidence, and then learn how to apply it to a real patient.

• Tell us about your hobbies outside teaching.

  Outside teaching and clinical work, I enjoy exploring new ideas and working on creative projects.
  
  I also enjoy spending time with friends and family, travelling, trying new food, and working on entrepreneurial projects. I particularly enjoy creating things — whether that is educational content, presentations, business ideas, or new ways of explaining a difficult physiotherapy concept.
  
  I think having interests outside physiotherapy actually makes me a better teacher because it keeps me curious and helps me bring creativity into my teaching.

• Do you have an anecdote to tell us about your student or professional life?

  One of the most rewarding experiences in teaching is when a student comes to you saying, “I finally understood it!”
  
  I remember teaching concepts that students initially found extremely difficult, particularly neurological assessment and clinical reasoning. Instead of asking them to memorise complicated classifications, I started explaining the concepts through simple clinical situations — what the patient would look like, what we would assess, what the findings would mean, and how those findings would influence treatment.
  
  Seeing the same student later explain the concept confidently to someone else is incredibly satisfying.
  
  It reminds me why I enjoy teaching. The best teacher is not the person who knows everything; it is the person who can make learning easier for someone else.