About

Dr. Kimberly A Kranz, MD, is a Clinical Associate Professor in Medicine specializing in Geriatric Medicine at Stony Brook University Medical Center. She completed her medical education at The School of Medicine at Stony Brook University Medical Center in 2007, followed by residency in Internal Medicine at Stony Brook University Medical Center in 2010. She further specialized through a fellowship in Geriatrics at Stony Brook University Medical Center in 2012. Dr. Kranz is board certified in Geriatric Medicine and Internal Medicine by the American Board of Internal Medicine. She is fluent in English and actively accepts new patients, providing services including video visits.

Selected publications

• Impact of a Transitional Care Workshop for Medical Students and Residents

  Medical Science Educator · 2024-11-12

  articleOpen access1st authorCorresponding
  PublisherOA PDFDOI

• 4Ms for Early Learners: A Skills-Based Geriatrics Curriculum for Second-Year Medical Students

  MedEdPORTAL · 2022-06-28 · 12 citations

  articleOpen accessSenior author

  Introduction: Given the growing population of older adults, it is of utmost importance for all future physicians to be trained in the core skills of conducting geriatric assessment. Methods: We designed an interactive, skills-based session introducing core competencies for geriatric assessment for second-year medical students (MS2s). We organized our curriculum for early learners based on the 4Ms framework: mind/memory, medications, mobility, and matters most. The session consisted of brief didactics with integration of real-time skills-based practice. Students completed pre- and postsession surveys to assess their confidence in their knowledge and skills. All students completed a geriatric assessment during a clinical skills encounter as part of a multistation, end-of-course, summative clinical skills examination (CSE). The session was conducted virtually over 2 academic years, and the CSE was conducted virtually in 2020 and in person in 2021. Results: s < .001). Discussion: We provide an interactive curriculum for MS2s to develop geriatric assessment skills. The curriculum and assessment tools are versatile, can be easily integrated into any medical school curriculum, and can be effectively delivered in person or on a virtual platform.

  PublisherDOI

• Return to sport in elite gymnastics: Unprecedented training interruptions provide lessons for the future

  PM&R · 2022-08-03 · 1 citations

  article

  INTRODUCTION: Year-round training is standard for elite gymnasts in the United States, but the coronavirus disease 2019 (COVID-19) pandemic led to unprecedented training interruptions. The effect of these training disruptions is unknown. OBJECTIVE: This study aimed to describe and compare training interruptions in elite gymnasts before and during the pandemic, the time it took to return to the prior level of gymnastics training, the development of injuries during return to gymnastics training, and gymnast-reported difficulty in and nervousness about returning to prior level of gymnastics training. DESIGN: Retrospective study. SETTING: Anonymous online surveys distributed to elite gymnasts in the United States. PARTICIPANTS: A total of 184 current elite gymnasts who completed the surveys were included. This represented an overall response rate of 52.3% (184/352). INTERVENTIONS: None. MAIN OUTCOME MEASURES: Information was collected about training interruptions and time, nervousness, difficulty, and injury during return to gymnastics. RESULTS: Gymnasts reported significantly longer training interruptions due to COVID-19 than before the pandemic (8.7 ± 4.4 vs. 4.4 ± 7.9 weeks, p < .001), but duration of return to prior gymnastics level was similar (4.6 ± 2.7 vs. 3.7 ± 4.8 weeks, p = .106). Of the 137 gymnasts who had returned to training by the time of the survey, 46 (33.6%) reported an injury during their return to gymnastics. A high degree of nervousness to return to gymnastics was significantly associated with greater risks of injury upon return (risk ratio [RR] 2.7, 95% confidence interval [CI]: 1.6-4.7; p < .001) and difficulty returning to prior level (RR 3.4, 95% CI: 1.7-6.6; p < .001). CONCLUSION: Pandemic-related training interruption was significantly greater in duration than prior interruptions, but time required for return to gymnastics was similar. Gymnasts may be at increased risk of injury during return to gymnastics if experiencing nervousness about returning following a break in training. These findings provide guidance for gymnasts' return from training interruptions and may refute the long-held belief that gymnasts should not take time away from training due to fear of injury or difficulty regaining skills.

  PublisherDOI

• Using the Jigsaw Teaching Method to Enhance Internal Medicine Residents' Knowledge and Attitudes in Managing Geriatric Women's Health

  MedEdPORTAL · 2020 · 14 citations

  • Medical education
  • Medicine
  • Psychology

  Introduction: Although studies surveying internal medicine (IM) residency program directors identify geriatric women's health as an essential curriculum topic, there are limited published women's health curricula for IM residents. Our IM residency program performed a needs assessment, which revealed that the majority of residents were unsatisfied with our current curricula and most were not confident managing geriatric women's health. We developed and assessed a structured curriculum to improve IM residents' knowledge and confidence in addressing geriatric women's health. Methods: This 2-hour interactive workshop used the jigsaw teaching method (a cooperative learning strategy where peers deliver specific content in teams) to teach 84 categorical IM residents of all PGY levels about the diagnosis and management of menopause, osteoporosis, urinary incontinence, and abnormal uterine bleeding. Participants completed a pretest and immediate posttest to assess knowledge and confidence about the targeted topics. We compared baseline and postworkshop responses using chi-square and Wilcoxon signed rank tests. Results: < .0001). The majority were satisfied or very satisfied with the workshop (94%) and requested additional women's health education (92%). Discussion: Our results suggest that workshops using the jigsaw teaching method can effectively increase IM resident knowledge and confidence in managing geriatric women's health.

  PublisherOA PDFDOI