About Denise Kay, Ph.D.

Denise Kay joined the UCF College of Medicine faculty in 2015. Her primary role is the Executive Director of the Longitudinal Curriculum Themes for the Medical Education program. She serves as chair of the Longitudinal Curricular Themes Sub-Committee, Co-Director of the Interprofessional Education Program and Co-Chair of the Council for Diversity & Inclusion. She also provides instructional support in the Practice of Medicine 1 and 2 modules.

Dr. Kay has a Ph.D. in Educational Psychology and a M.A. in Guidance & Counseling. She has served in faculty roles at Metropolitan Community College in Kansas City, Missouri, University of Missouri-Columbia, University of Houston and UCF’s College of Education. Prior to her career in academia, Dr. Kay worked as a Licensed Professional Counselor and a Marriage & Family Therapist for eight years.

Dr. Kay originally joined the UCF College of Medicine in 2011 and served as the Assistant Director of Faculty Development for three years. During that time, she also supported the pre-clinical medical education and residents as teacher programs as an appointed volunteer faculty member.  Her research interests include professional identity formation in medical school; affect, emotional regulation and burnout among medical student populations; and conceptual change, meaningful learning, and curriculum efficiency in medical education. In 2014, she and the Faculty Development Director, Andrea Berry, were awarded a Southern Group on Educational Affairs Medical Education, Scholarship, Research and Evaluation (MESRE) Grant to conduct a qualitative study exploring professional identity development in medical school.



Kay, D., Kibble, J. (2016) Learning theories 101: application to everyday teaching and scholarship. Advances in Physiology Education, 40, 17-25.

Bailey M, Kay D, Berry A. Introduction to Entrustable Professional Activities Faculty Development Module. MedEdPORTAL Publications; 2015.

Crites, GE, Kay, D, Gaines, JK, Berry, A, McKenzie, S Technologies that Facilitate Distance Collaboration Brief: A State of the Technology (as of October 2014); IColaborative. 2015 Jan.
Available at: https://www.mededportal.org/icollaborative/resource/3887

Kay, D., Summers, J.E., Svinicki, M. (2011) Conceptualizations of classroom community: Award winning professors talk about classroom community. Ethnographic & Qualitative Research Journal, 5, 230-245.

Stichter , J.P., Randolph, J. K., Kay, D. & Gage, N. (2009) The Use of Structural Analysis to Develop Antecedent-based Interventions for Students with Autism. Journal of Autism and Developmental Disorders, 993-896.

Stichter, J.P., Crider, G., Moody, M. & Kay, D. (2007). Developing an outcome-based curricula framework for employing evidenced- based practices in Autism. Beyond Behavior, 16, 15-18

Stichter, J.P., Brown, T., Iskow, J., Krug, M., Richards , J.  & Kay, D. (2006). Addressing the challenges: Systematic integration of evidenced-based practices for young children with Autism Spectrum Disorder. Beyond Behavior, 16, 18-32.

Stadler, H. A., Morrissey, J. M., Tucker, J. E., Paige, J.A., McWilliams, J. E., Kay, D. & Williams-Rice, B. (1994). Nurses perspectives of hospital ethics committees. Bioethics Forum, 10, 61-65.

Stadler, H. A., Morrissey, J. M., Williams-Rice, B., Tucker, J. E., Paige, J.A., McWilliams, J. E., & Kay, D. (1994).  HEC consortium survey: current perspectives of physicians and nurses.  HEC Forum, 6, 269-289.