Education
- Ph.D., Physiology, Howard University
- B.S., Biology, Virginia State University
Affiliations
- Early Career Grant Reviewer, NIH, National Institute of Neurological Disorders and Stroke (NINDS), Respiratory Integrative Biology and Translational (RIBT)
- Elected Member, APS Porter Physiology Development Committee
- Coordinator, APS/NIDDK Travel Award Luncheon, Porter Physiology Development and Minority Affairs Committee
- Representative, American Physiological Society (APS)
- Committee Member, APS Greater Washington DC (dmvCAPS)
Awards
- American Physiological Society (APS), Teaching Career Enhancement Award
Select Works Published
- Making the clinical connection from textbook to bedside during MDY1: an integrative approach for medical physiology education employing human simulation.
Johnson SM, Owens TL, O'Neil JN., Adv Physiol Educ., 2019 - Historical medical mission modernised with conceptualised case-based simulation: cardiorespiratory disease model integrating clinical skills and basic science physiology.
Johnson SM, Owens TL, O'Neil JN, BMJ Simul Technol Enhanc Learn., 2018
Philosophy
As a trained physiologist with years of experience in medical education, I approach teaching as both a science and an art—grounded in evidence-based methodology and shaped by my deep commitment to student-centered learning. I believe that basic science physiology is foundational to medical practice and must be taught in a way that is both clinically relevant and intellectually engaging. I view teaching as more than the transfer of information from an expert to a novice. In medical physiology, effective teaching means helping students transform fundamental knowledge into understanding that they can apply to solve problems. My goal is to create an environment in which students become active participants in their learning, develop confidence in their abilities, and ultimately become thoughtful, critical thinkers.
Ultimately, I believe that physiology cannot simply be memorized—it must be understood and applied. Examinations provide an important measure of competency, but true learning is demonstrated when students can use physiological principles to recognize and solve problems in clinical practice. I want my students to leave my classroom with more than a collection of facts. My goal is for them to become knowledgeable, confident, rational thinkers and critical problem solvers who can apply the fundamentals of physiology to understand disease, interpret clinical findings, and make informed decisions throughout their professional careers.
Courses Taught
BIOL 121BIOL 122
HPNU 101
