JEWEL WILLIAMS
Doctor of Health Sciences Student ePortfolio
Clinician and Education Tracks
University of Bridgeport
Bridgeport, CT
ABOUT
Jewel Williams, MEd, NREMT
My career in science began when I worked as a morgue technician and as a pharmacy technician. Despite receiving a B.S. in Education from Saint Paul's College in Virginia, my primary interest had always been science. I had always held an interested in the field, so I worked in health care for six years. Then I went into teaching, earning a Master's degree in Educational Leadership and working as a teacher and instructional leader. My enthusiasm for teaching science grew, and I felt that working in healthcare, paramedicine, would allow me to learn more about medicine while also reinforcing my desire to educate people. After earning my Certified Nursing Aide certification, I studied with a local rescue squad to become a National Registered Emergency Medical Technician (NEMT). I am deeply committed to assisting people and promoting better health in my community.
The health science programs of the University of Bridgeport (UB) are well-known. This is why I am pursuing a doctorate in health sciences with a focus on clinicians and education. I'd like to be able to help people learn about and enjoy the topic of science through the practice of emergency medicine services, which is why I'd like to teach in higher education. My short-term objective is to become a certified paramedic. After earning my doctorate in health science, I intend to work as a clinical instructor. Despite the fact that my plans are "documented" goals, I intend to make a difference as an EMT and learn about health advantages through community activities.
CLINICIAN
Course Work
When pursuing the clinician track at UB, we were enrolled in courses that provided us with an understanding of evidence-based care practices. We were trained to recognize the importance of research-based decision-making, research and data analysis, and care delivery based on evidence.
Video Presentations
Presentations are an essential component of the doctoral curriculum. What doctoral students have learned through lectures, literature, and research must be presented visually to their instructors and peers. Presentations demonstrate an understanding of the curriculum's objectives and intended outcomes. The course presentations for Advanced Disease Processes and Treatment and Integrative and Complementary Medicine are in this portfolio section.
HIGHER EDUCATION
Course Work for Health Professions
TEACHING IN HEALTH PROFESSIONS
The Teaching in Health Professions course (848) taught us the complexities of instructing a motivated student desiring to acquire and apply health care content in practice. Our training centered on ensuring that future students would meet a variety of objectives, skills, and other requirements. We were exposed to coursework that required the collaboration of multiple healthcare field professionals to meet the industry's rising standards. This portfolio presents four topics: Best Practices Teaching Strategy, Learning Theories, Teaching Philosophy, and Reflective Journals.
EDUCATIONAL ASSESSMENTS
The Educational Assessments course (849), which teaches how to assess a student's progress in a course, is relevant. In addition to guiding the instructor how to plan a lesson, assessments ensure that the curriculum, competencies, standards, and goals have been taught. In these published assignments, information from the Prehospital Trauma Life Support (PHTLS) course was utilized to resolve educational assessments. These assignments were completed as a student rather than a certified instructor. Artifacts (Podcast Transcript, OSCE, Vignette), a Rubric, and an Outcomes Assessment are the three categories of assessments addressed.
PEDAGOGY AND TEACHING STRATEGIES FOR COLLEGE INSTRUCTORS
The Pedagogy & Teaching Strategies course (859) emphasized higher education instruction's importance of ensuring students have access to differentiation and multiple learning strategies of content and skills. The content used to address higher education instruction was imparted as a 3-hour Financial Literacy seminar at a fictitious institution, Acme College. Three categories of assessments are covered: a Podcast recording and Course Proposal and Reflection Journals.
"Investing in science education and curiosity-driven research is investing in the future."