PharmD–PhD Pharmacology Tutor | Drug Mechanisms, PK/PD, ADME, NAPLEX and USMLE Step 1 Prep

Find out more about Alaa

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

  My interest in pharmacology and pharmaceutical sciences grew through my academic and research experiences. I became especially fascinated by the way medicines interact with the body, how they are absorbed, distributed, metabolized, and eliminated, and how these principles help us use medications safely and effectively.
  
  My passion for tutoring developed from helping students work through concepts that initially felt overwhelming. I discovered that a difficult topic can become much easier when it is explained clearly, patiently, and in a way that matches the student's learning style.
  
  One of the most rewarding moments for me is seeing a student go from “I don't understand this” to “I can solve this on my own.” That transformation is one of the main reasons I love teaching.

• 2. 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 range of topics within pharmacology, pharmacokinetics, and neuroscience. I particularly enjoy helping students understand how these subjects connect with one another and, most importantly, how they apply to real clinical situations.
  
  In pharmacology, I enjoy discussing mechanisms of action (MOA), drug–receptor interactions, pharmacological effects, therapeutic uses, adverse effects, drug interactions, and the reasoning behind drug selection. I also enjoy working through clinical cases, where students can apply pharmacological concepts to understand why a particular medication may be used, how it works, what to expect from the treatment, and what potential adverse effects or interactions should be considered.
  
  Pharmacokinetics is another area I particularly enjoy teaching. I like working with students on drug absorption, distribution, metabolism, and elimination (ADME), clearance, half-life, bioavailability, dosing, volume of distribution, elimination rate constants, and concentration–time data. I especially enjoy pharmacokinetic calculations because I can turn what initially looks like a complicated mathematical problem into a series of clear, manageable steps.
  
  I also have a strong interest in neuroscience. I enjoy explaining how the nervous system works and helping students connect neuroanatomy and physiology with pharmacology. Topics such as neurotransmitters, receptors, synaptic transmission, neuronal signaling, and drugs that affect the central and peripheral nervous systems can become much easier when students understand the underlying mechanisms rather than simply memorizing facts.
  
  My teaching philosophy is centered on understanding rather than memorization. For example, instead of asking a student to memorize a drug's MOA, I encourage them to understand where the drug acts, what it changes at the cellular or physiological level, and how that mechanism explains its clinical effects and adverse effects. This approach helps students reason through unfamiliar questions instead of relying only on memorized information.
  
  Some topics can feel intimidating at first, particularly pharmacokinetic calculations, logarithms, graphs, and complex neuroscience pathways. However, these are often the topics I enjoy teaching the most. I break them down step by step, use practical examples and clinical cases, and encourage students to ask questions until the concept becomes clear.
  
  My goal is for students to finish a lesson not only knowing the answer, but being able to explain why the answer is correct and confidently apply the same reasoning to a new question or clinical case.

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

  Yes. I have been inspired by teachers and mentors who combined strong subject knowledge with patience, encouragement, and genuine care for their students.
  
  The educators who influenced me most were not simply the ones who gave the correct answer. They were the ones who taught us how to think, encouraged questions, and made it comfortable to admit when we did not understand something.
  
  That experience strongly influences my own teaching style. I want students to feel comfortable asking questions without worrying that their question is too basic. I believe curiosity is one of the most powerful tools a student can have.

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

  A good tutor needs more than subject knowledge. I believe patience, clear communication, empathy, flexibility, and enthusiasm are equally important.
  
  Every student learns differently. Some students learn best through examples, others through diagrams, practice problems, discussion, or repeated step-by-step explanations. A good tutor recognizes this and adapts rather than expecting every student to learn in exactly the same way.
  
  I also believe in creating a supportive environment where students can make mistakes and learn from them. My aim is to build both knowledge and confidence, because understanding a subject is much easier when you believe you are capable of learning it.

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

  One lesson that has stayed with me is that formulas become much easier when you understand the story behind the numbers.
  
  In pharmacokinetics, a problem may initially appear to be nothing more than numbers, logarithms, graphs, and equations. But once you understand what those numbers represent, such as how quickly a drug is eliminated or how much drug remains in the body, the calculation becomes much more meaningful.
  
  This changed the way I approach teaching. When I work with a student, I do not want to simply say, “Use this formula.” I want the student to understand why we are using it and what the answer tells us about the drug. My goal is for students to eventually look at a new problem and confidently know where to begin.

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

  One of the biggest challenges in pharmaceutical sciences is that students often have to bring together knowledge from many areas, including chemistry, biology, physiology, mathematics, and pharmacology.
  
  Pharmacokinetics can be particularly challenging because students need to understand both the science and the mathematics. You might understand what clearance means but feel unsure about how to calculate it or know a formula without understanding when or why to use it.
  
  I have learned that breaking a difficult problem into smaller steps can make a huge difference. I connect each mathematical step back to the pharmacological concept so that students are not just calculating, they are understanding. That approach can turn a frustrating topic into something students feel capable of mastering.

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

  My biggest passion is helping people learn and become confident in something they once thought was too difficult.
  
  Within my field, I particularly enjoy pharmacology and pharmacokinetics because they connect scientific theory with practical applications. I enjoy exploring how drugs behave in the body and helping students understand why these concepts matter.
  
  Teaching itself is also a passion for me. I find it incredibly rewarding when a student suddenly understands a concept that had been confusing for them. Those “aha!” moments are what make teaching so enjoyable.

• 8. What makes you a Superprof?

  What makes me a Superprof is that I care about understanding, not just answers.
  
  I do not want my students to leave a lesson having memorized a formula only to forget it a week later. I want them to understand the concept, know how to approach a problem, and feel confident applying what they have learned to a new situation.
  
  I am patient, enthusiastic, and willing to explain a concept in different ways until it makes sense. I encourage questions, welcome mistakes as part of learning, and adjust my teaching approach to each student's needs.
  
  Most importantly, I want students to finish a lesson thinking, “I understand this now—and I can do it myself.”
  
  If you are struggling with pharmacology, pharmacokinetics, or pharmaceutical calculations, I would be happy to help you break the topic down into clear, manageable steps. Let's turn “I don't understand this” into “I’ve got this!”