Biography

  • Associate Professor, College of Medicine, University of Central Florida (2021-present)
  • Assistant Professor, College of Medicine, University of Central Florida (2015-present)
  • Assistant Director of Faculty Development, College of Medicine, University of Central Florida (2011-2015)
  • Visiting Assistant Professor, College of Education, University of Central Florida (2007-2011
  • Visiting Assistant Professor, College of Education, University of Houston (2007)
  • Instructor of Record, University of Missouri-Columbia (2004-2006)
  • Graduate Research Assistant/Graduate Teaching Assistant, University of Missouri-Columbia (2003-2006)
  • Licensed Professional Counselor, Heartland Health Systems Counseling Center (1997-2003)

Funding:

Primary Investigator

  • 2021 (2-year): Can artificial intelligence address the burden associated with scoring narrative assessments? University of Central Florida College of Medicine, Medical Education Research Innovative Pedagogies Grant ($27,630)
  • 2016 (1-year): Developing An Interprofessional Health Care Delivery Model For Geriatric Health & Wellness. University of Central Florida College of Medicine, Medical Education Research Innovative Pedagogies Grant ($10,000)
  • 2013 (2 year): What Fosters Professional Identity Development in Medical School? 
  • External: Southern Group on Educational Affairs Medical Education Scholarship, Research & Evaluation Grant ($3000). Internal Matching Grant Secured: UCF Undergraduate Research Initiative ($2850)

Co-Investigator

  • 2022 (3-year): Developing a Resilient Health Care Work Force: A UCF Model for Academic Health Science. Department of Health and Human Services Health Resources and Services Administration ($1,496,128)
  • 2021 (1-year): Enhancing understanding of social determinants of health through hologram-assisted interdisciplinary education simulation scenarios. University of Central Florida Elizabeth Morse Genius Foundation ($22,965)
  • 2020 (1-year): Opioid Education – Opioid Use Disorder and Opioid Misuse, Florida Department of Children and Families ($250,000)
  • 2019 (1-year): Validation of an Assessment Tool Kit for a Lifestyle Medicine Observed Structured Clinical Skills Encounter. University of Central Florida College of Medicine, Medical Education Research Innovative Pedagogies Grant ($10,000)
  • 2017 (1-year): Using Outcome Based Education to Redesign a Lifestyle Medicine Curriculum in Clinical Undergraduate Medical Education. University of Central Florida College of Medicine, Medical Education Research Innovative Pedagogies Grant ($10,000)

Publications

For a complete list of publications, please click here.

  • Abrams M, Hartman E, Kay D, Kauffman C, Castiglioni A.  2021, ‘Lessons Learned in the Design and Implementation of Virtual Telemedicine Curriculum for Third Year Medical Students Incorporating New AAMC Telehealth Competencies’, MedEdPublish, 2021:10;154.
  • Dupuis L, Kay D, Pasarica M, Topping D, Gonzalez C, Wasserstrom S. Lifestyle Medicine at the University of Central Florida College of Medicine. American Journal of Lifestyle Medicine. April 2021. doi:10.1177/15598276211011055
  • Pasarica M, Kay D. Teaching Lifestyle Medicine Competencies in Undergraduate Medical Education: Active Collaborative Intervention for Students at Multiple Locations. Advances in Physiology Education, 2020;44:488–495.
  • Crites G, Berry A, Hall E, Kay D, Khalil MK, Hurtubise L. Applying multiple frameworks to establish effective virtual collaborative teams in academia: A review and recommendations. Medical Education Online. 2020;25(1).
  • Pasarica M, Kay D. Teaching Lifestyle Medicine Competencies in Undergraduate Medical Education: Active Collaborative Intervention for Students at Multiple Locations. Advances in Physiology Education, 2020;44:488–495.
  • Hirumi A, Kay D, Daines B, Nedimyer J, Cendan J. What do instructional designers and educational psychologists need to know to work effectively in medical education. Journal of Applied Instructional Design. 2020;9(1):3-18.
  • Kay D, Pasarica M. Using technology to increase student (and faculty satisfaction with) engagement in medical education. Advances in Physiology Education, 2019;43:408-413.
  • Pasarica M, Kay D, Cameron R. Using active pedagogies to advance learning for lifestyle medicine: an approach for medical students. Advances in Physiology Education. 2019;43:191-195.
  • Kay D, Teal CR, Crites G, Berry A, Hurtubise L, Hall E, Khalil MK. “Being There” – Building productive scholarly teams across distance and over time. Journal of Regional Medical Campuses. 2018;1(2).
  • Kay D, Berry A, Coles N. What experiences in medical school trigger professional identity development? Teaching and Learning in Medicine. 2018;31(1):17-25. Award Winner: Recipient of the 2020 Teaching and Learning in Medicine Editor’s Choice award.
  • Pasarica M, Kay D. (2019). Lifestyle medicine education: Finding learning outcomes in unexpected places. Medical Science Educator. 2019;29:345-346.

Education & Specialties

  • Ph.D. Counseling & Educational Psychology, December 2006, University of Missouri-Columbia, MO
  • M.A. Counseling & Guidance, December 1994, University of Missouri-Kansas City, MO
  • B.A. Church Music/Christian Education: May 1982, Mid-American Nazarene University, Olathe, KS

 

Specialties:

  • Learning Theories
  • Instructional Design
  • Active Learning
  • Student Engagement
  • Interprofessional Education
  • Engagement & Resilience

 

Teaching:

  • Practice of Medicine
  • Interprofessional Education
  • Lifestyle Medicine
  • Longitudinal Curricular Themes:
    • Medical Ethics
    • Medical Informatics
    • Geriatrics/Palliative Care
    • Patient Safety

 

Research Interests:

  • Resilience and Engagement in Health Professionals and Health Professional Students
  • Student Engagement
  • Conceptual Change
  • Lifestyle Medicine