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Associate Professor of Medicine, Division of Endocrinology and Metabolism
Medical Director, UNC Hospitals Diabetes and Endocrinology Clinic at Eastowne


Specialty Areas

Thyroid disease; general endocrinology; diabetes; medical education.


MD: University of North Carolina, Chapel Hill, 2000; Intern and Resident: University of Pennsylvania, Philadelphia, 2000-2003; Chief Medical Resident: University of Pennsylvania, 2003-2004; Endocrinology and Diabetes Fellowship: University of Pennsylvania, 2004-2006; Augusta Diabetes and Endocrinology, Fishersville, Virginia, 2006-2008; Medical Director: Outpatient Diabetes Center, Fishersville, Virginia, 2007-2008; Assistant Professor of Medicine: University of North Carolina School of Medicine, 2008-August 2016; Medical Director: UNC Diabetes and Endocrinology Clinic, 2014-present; Associate Professor of Medicine, August 2016-present.

Dr. Kirk’s practice includes consultative general endocrinology and diabetes, with a clinical focus on thyroid disease. She is active in undergraduate and graduate medical education, specifically serving as the director of the endocrine block in the pre-clinical curriculum at the UNC School of Medicine, the director of the fourth year medical student clinical elective in adult endocrinology, and preceptor for residents, endocrine fellows, other medical health professionals in the outpatient setting. Since assuming the role of Medical Director for the UNC Diabetes and Endocrine Clinic in 2014, she has developed an interest in clinical administration. She has a specific interest in improving clinic and ancillary work flow, physician and provider support, and the overall patient experience.

Selected Bibliography

Kirk D, Smith KW. “Pituitary Gland: Normal Function and Assessment.” Module 1 in an Endocrine Organs Introduction Series. MedEdPORTAL Publications. 2016;12:10430.

Kirk D. A Comment on “Bariatric Surgery in Type 1 Diabetes Mellitus: A Systematic Review”. Obes Surg 2016 May;26(5):1110-1111.

Royal KD, Hedgpeth WM, Smith KW, Kirk D. A Method for Investigating “Instructional Familiarity” and Discerning Authentic Learning. Ann Med Health Sci Res 2015;5(6):428-434.