Denise Kay joined the UCF College of Medicine faculty in 2015. Her primary roles are the Executive Director of the Longitudinal Curriculum Themes for the Medical Education program and Co-Director of the Interprofessional Education Program.  She also provides instructional support in the Practice of Medicine 1 and 2 and the Focused Inquiry Research Experience 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 areas of interests include conceptual change, professional identity development, meaningful learning, student engagement, and the functional use of student perception data 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. Since that time, Dr. Kay has been a primary investigator or co-investigator for three internal Innovations in Medical Education grants and a co-investigator for a Florida Children and Family Services grant to audit and enhance opioid and substance abuse education in undergraduate medical education. Dr. Kay’s contributions to the UCF College of Medicine curriculum were recognized in 2017 when she received a College of Medicine’s Innovative Teaching Award and in 2019, when she received the College of Medicine’s Educational Leadership – Clinical Curriculum award.




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).

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).

Pasarica, M. Kay D. (2019). Lifestyle medicine education: Finding learning outcomes in unexpected places. Medical Science Educator.

Kay, D., Berry, A., Coles, N. (2018). What experiences in medical school trigger professional identity development? Teaching and Learning in Medicine. DOI: 10.1080/10401334.2018.1444487 
Award Winner: Recipient of the 2020 Teaching and Learning in Medicine Editor’s Choice award.

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:

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.