About

Carolyn F Stalvey, MD, is a professor in the division of general internal medicine within the department of medicine at the University of Florida. She completed her undergraduate degree at Florida State University and earned her medical degree from the University of Florida, where she also completed her residency in internal medicine and served as chief resident. She is board certified in internal medicine with a specialty in general internal medicine. Dr. Stalvey treats adult patients for a variety of medical illnesses including high blood pressure, diabetes, depression, anxiety, and preventative health. She has received several awards for excellence and exemplary teaching, including the Excellence in Patient Satisfaction Provider Awards for Top 10% Doctors.

Research topics

• Medical education
• Medicine
• Psychology
• Medical physics
• Applied psychology
• Management
• Family medicine

Selected publications

• Evidence that autoantibody production may be driven by acute Epstein-Barr virus infection in Sjögren's disease.

  UNC Libraries · 2024-11-14

  articleOpen access

  OBJECTIVES: Sjögren's disease (SD) is an autoimmune disease affecting the exocrine glands that is associated with autoantibodies against Ro60/SS-A, anti-Ro52/TRIM21, La/SS-B and others. We examined the role of acute Epstein-Barr virus (EBV) infection in the pathogenesis of these autoantibodies in a previously healthy patient (patient 1) with primary EBV infection who developed SD with anti-Ro/La and anti-Smith/U1 ribonucleoprotein (Sm/U1RNP) autoantibodies and had lymphoplasmacytic foci on labial salivary gland biopsy. METHODS: Immune responses to Epstein-Barr nuclear antigen-1 (EBNA1) and the Ro52/Ro60/La and Sm/U1RNP autoantigens and peptides were examined by immunoassay in patient 1, healthy and disease controls. RESULTS: Anti-Ro52 and anti-Ro60 autoantibodies were present 7 days after primary infection and underwent IgM to IgG switching, suggesting that EBV infection promoted their production. More than 7 months after primary infection, new and increasing levels of antibodies against EBNA1 and the U1RNP autoantigen appeared concomitantly. These antibodies bound homologous peptide sequences shared by EBNA1, SmB' and the U1-C (U1RNP) protein, consistent with induction by molecular mimicry. Although Ro60 and EBNA1 crossreact immunologically, we found that anti-Ro60/anti-Ro52 antibody production was stimulated by acute EBV infection long before the onset of anti-EBNA1. Unexpectedly, a subset of healthy control sera had anti-SmB' peptide antibodies that were not correlated with anti-EBNA1 peptide antibodies. In contrast, anti-SmB' and EBNA1 peptide antibody levels correlated in anti-Sm/U1RNP⁺ lupus sera. CONCLUSIONS: Primary EBV infection can promote anti-Ro60/anti-Ro52 and anti-U1RNP responses, though by different mechanisms. Some healthy individuals produce anti-SmB' peptide autoantibodies independently of a response to EBNA1.

  PublisherDOI

• Evidence that autoantibody production may be driven by acute Epstein-Barr virus infection in Sjögren's disease

  Annals of the Rheumatic Diseases · 2024-10-29 · 7 citations

  articleOpen access
  PublisherOA PDFDOI

• Are evaluations in simulated medical encounters reliable among rater types? A comparison between standardized patient and outside observer ratings of OSCEs

  PEC Innovation · 2023 · 4 citations

  • Psychology
  • Medical education
  • Medicine

  Objective: By analyzing Objective Structured Clinical Examination (OSCE) evaluations of first-year interns' communication with standardized patients (SP), our study aimed to examine the differences between ratings of SPs and a set of outside observers with training in healthcare communication. Methods: Immediately following completion of OSCEs, SPs evaluated interns' communication skills using 30 items. Later, two observers independently coded video recordings using the same items. We conducted two-tailed t-tests to examine differences between SP and observers' ratings. Results: Rater scores differed significantly on 21 items (p < .05), with 20 of the 21 differences due to higher SP in-person evaluation scores. Items most divergent between SPs and observers included items related to empathic communication and nonverbal communication. Conclusion: Differences between SP and observer ratings should be further investigated to determine if additional rater training is needed or if a revised evaluation measure is needed. Educators may benefit from adjusting evaluation criteria to decrease the number of items raters must complete and may do so by encompassing more global questions regarding various criteria. Furthermore, evaluation measures may be strengthened by undergoing reliability and validity testing. Innovation: This study highlights the strengths and limitations to rater types (observers or SPs), as well as evaluation methods (recorded or in-person).

  PublisherDOI

• The Florida Clinical Skills Collaborative: A New Regional Consortium for the Assessment of Clinical Skills

  Cureus · 2022 · 1 citations

  • Medicine
  • Medical education
  • Family medicine

  Discontinuation of the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS) exam and Comprehensive Osteopathic Medical Licensing Examination (COMLEX) Level 2 Performance Evaluation (2-PE) raised questions about the ability of medical schools to ensure the clinical skills competence of graduating students. In February 2021, representatives from all Florida, United States, allopathic and osteopathic schools initiated a collaboration to address this critically important issue in the evolving landscape of medical education. A 5-point Likert scale survey of all members (n=18/20 individuals representing 10/10 institutions) reveals that initial interest in joining the collaboration was high among both individuals (mean 4.78, SD 0.43) and institutions (mean 4.69, SD 0.48). Most individuals (mean 4.78, SD 0.55) and institutions (mean 4.53, SD 0.72) are highly satisfied with their decision to join. Members most commonly cited a "desire to establish a shared assessment in place of Step 2 CS/2-PE" as their most important reason for joining. Experienced benefits of membership were ranked as the following: 1) Networking, 2) Shared resources for curriculum implementation, 3) Scholarship, and 4) Work towards a shared assessment in place of Step 2 CS/2-PE. Challenges of membership were ranked as the following: 1) Logistics such as scheduling and technology, 2) Agreement on common goals, 3) Total time commitment, and 4) Large group size. Members cited the "administration of a joint assessment pilot" as the highest priority for the coming year. Florida has successfully launched a regional consortium for the assessment of clinical skills competency with high levels of member satisfaction which may serve as a model for future regional consortia.

  PublisherOA PDFDOI

• Supple 1. Abstract recording.avi

  Harvard Dataverse · 2019-01-01

  datasetOpen accessSenior author

  :unav

  PublisherDOI

• Venothromboembolic signs and medical eponyms: Part I

  Thrombosis Research · 2019-06-21 · 4 citations

  reviewCorresponding
  PublisherDOI

• Peer-assisted feedback: a successful approach for providing feedback on United States Medical Licensing Exam-style clinical skills exam notes in the United States

  Journal of Educational Evaluation for Health Professions · 2019-10-08 · 7 citations

  articleOpen accessSenior author

  PURPOSE: Peer assisted learning (PAL) promotes the development of communication, facilitates improvement of clinical skills, and provides feedback to learners. We utilized PAL as a conceptual framework to explore the feasibility of peer-assisted feedback (PAF) to improve note writing skills without requiring faculty time. The aim was to assess if peer assisted learning was a successful method to provide feedback on USMLE-style clinical skills exam notes by using student feedback on a survey in the United States. METHODS: The University of Florida College of Medicine administers clinical skills examinations (CSEs) includes USMLE-like note-writing. PAL, where students support the learning of peers, was utilized as an alternative to faculty feedback. Second (MS2) and third (MS3) year medical students taking CSEs participated in faculty-run note-grading sessions immediately after testing, which included explanations of grading rubrics and the feedback process. Students graded an anonymized peer's notes. The graded material was then forwarded anonymously to its student author to review. Students were surveyed on perceived ability to provide feedback and benefits derived from PAF using a Likert scale (1-6) and open-ended comments during the 2017-2018 academic year. RESULTS: Students felt generally positively about the activity with mean score for items related to educational value of 4.49 for MS2 and 5.11 for MS3 out of 6. MS3s perceived peer feedback as constructive, felt benefit from evaluating other's notes, and felt the exercise would improve their future notes. While still positive, MS2 students gave comparatively lower scores than the MS2 students. CONCLUSION: PAF was a successful method to provide feedback on student CSE notes, especially for MS3s. MS2s commented that although they learned during the process, they might be more invested in improving their note writing as they approach their own USMLE exam.

  PublisherDOI

• Jeehp_16_31_Dataset 1. Interns’ proficiency of hand hygiene and personal protective equipment checklist score.tab

  Harvard Dataverse · 2019-01-01

  datasetOpen accessSenior author

  :unav

  PublisherDOI

• Jeehp_16_31_Dataset 3. Cohort1 OSCE 2 survey data.tab

  Harvard Dataverse · 2019-01-01

  datasetOpen accessSenior author

  :unav

  PublisherDOI

• Patient-level adherence and interventions in an interdisciplinary DOAC clinic

  Thrombosis Research · 2019-04-22 · 5 citations

  letter
  PublisherDOI

Frequent coauthors

• Steven H. Yale

  University of Central Florida

  18 shared

• Lou Ann Cooper

  University of Florida

  12 shared

• L. Meyer

  University of Florida

  12 shared

• Merry Jennifer Markham

  University of Florida

  12 shared

• Julia Close

  University of Florida

  12 shared

• David E. Winchester

  University of Florida

  11 shared

• Joseph J. Mazza

  Marshfield Clinic

  10 shared

• Eileen S. Yale

  8 shared

Education

• M.D.

  University of Florida’s College of Medicine

Awards & honors

• Excellence in Patient Satisfaction Provider Awards for Top 1…