Kirk Bronander, M.D. is an Associate Professor in the Department of Internal Medicine at the University of Nevada, Reno School of Medicine. Dr. Bronander received his B.S. in Exercise Science at The University of Arizona in 1994 and his M.D. from The University of Arizona in 1998. Dr. Bronander came to the University of Nevada, Reno School of Medicine for residency training in internal medicine and completed training in 2001. He joined the faculty upon completion of his residency.
Dr. Bronander’s clinical interest is in hospital medicine. He is one of the core teaching faculty of the internal medicine residency program and sees hospitalized patients on the teaching service at Renown Medical Center. Dr. Bronander is the Clerkship Director for the internal medicine clerkship in Reno where he is responsible for the curriculum and evaluation of students rotating through the department. He is also director of Clinical Reasoning in Medicine in Reno which is a mandatory course in the third year of medical school. His educational interest is in instructing students using high fidelity simulation and standardized patients and he was named the Medical Director of Simulation at the simulation lab at the School of Medicine. Dr. Bronander is a member of the editorial board of Simulated Patients in Internal Medicine (SIMPLE), a collection of computerized virtual patient cases used at most medical schools in the US.
At this time, Dr. Bronander’s clinical practice is limited to hospitalized patients.
- Bronander KA, Nixon LJ, Berman N, Holthouser AM. 2011. SIMPLE integration strategies: What works, what doesn't—sharing tips and solutions. Academic Internal Medicine Insight. 2011;9(2):10-11.
- Bronander, K. 2009. Simulated case of Pulmonary Embolism. MedEdPORTAL.
- K Bronander. 2008. 60 year-old female non-smoker with chest pain on exertion – Ms. Johnston. In SIMPLE: Simulated Internal Medicine Patient Learning Experience Project, eds. Berman and Fall.
- Bronander KA, Goodman PH, Inman TF, Veach TL. 2004. Boolean Search Experience and Abilities of Medical Students and Practicing Physicians. Teaching and Learning in Medicine 2004;16(3)284-289.