About

Jeffrey P. Druck is an emergency physician who focuses on the treatment of emergent conditions at University Hospital. He is a member of the teaching faculty at the University of Utah and educates resident physicians and medical students. His interests include mentorship, wellbeing, initiatives around respect and belonging, medical education, and the intersection of education and clinical care. He has been involved in medical education at the undergraduate, graduate, and CME levels, and from the wellbeing and transformation perspectives, he is involved in ongoing efforts on an undergraduate, graduate, and national level. He currently serves as the Vice Chair of Faculty Advancement, Transformation, and Wellbeing for Emergency Medicine. His research interests include mentoring, medical education, wellbeing, and belonging.

Research topics

• Family medicine
• Psychology
• Medicine
• Medical education
• Social psychology
• Environmental health
• Psychiatry
• Clinical psychology
• Demography
• Nursing

Selected publications

• Unequal Relief: Sex Disparities in Opioid Use for Cardiac Chest Pain in the Emergency Department

  Western Journal of Emergency Medicine · 2026-04-08

  articleOpen access1st authorCorresponding

  Introduction: Acute chest pain, commonly caused by coronary artery disease, is a frequent reason for emergency department (ED) visits. While sex disparities in the evaluation and treatment of chest pain are well known, there is limited research on sex differences in the use of opioid analgesics for this condition in the ED. In this study we aimed to evaluate sex differences in the administration of opioid analgesics (morphine and fentanyl) and to compare the time to medication administration in patients presenting with acute cardiac chest pain. Methods: This retrospective observational study included adult patients (≥ 18 years of age) presenting with acute cardiac chest pain and confirmed elevated troponin between 2019–2024. The primary outcome was receipt of intravenous (IV) morphine and/or IV fentanyl. The secondary outcome was time from medication order to administration. For male vs female comparisons, we used t-tests or Mann-Whitney U tests for continuous variables, and chi-square tests for categorical variables. Logistic and linear regression analyses were performed to assess sex differences in opioid administration and time to medication, adjusting for potential confounders. Results: A total of 2,168 patients were included in the study, with 924 females (42.6%). Among morphine recipients, the median initial IV morphine dose was 5 mg (interquartile range [IQR] 4-5 mg; range 2-6 mg). Males had higher adjusted odds of receiving morphine compared to females (adjusted odds ratio [OR] 1.28, 95% CI, 1.04–1.57, P = .02). Females had a longer unadjusted time from order to morphine administration (median 11 minutes [IQR 6-20] vs 9 minutes [IQR 4-17]; P = .003). Time to fentanyl administration did not differ by sex. In adjusted analyses, there were no significant sex differences in time to morphine or fentanyl administration. Conclusion: This study identifies significant sex disparities in the administration of morphine to patients with acute chest pain. After adjusting for other factors, male patients had higher odds of receiving IV morphine compared to females. These findings highlight the need for further research to understand the underlying causes of these disparities and to develop strategies to ensure equitable chest pain management in the ED.

  PublisherDOI

• A Learner-Driven Workshop to Enhance Feedback Engagement in Emergency Medicine

  Cureus · 2026-02-19

  articleOpen access

  INTRODUCTION: Feedback is fundamental to Emergency Medicine (EM) education; however, residents frequently encounter obstacles when attempting to obtain and implement it. Learner-driven feedback strategies may strengthen feedback culture; however, methods to develop feedback literacy, the ability of learners to understand, value, and effectively use feedback, remain largely underexplored. We developed and evaluated a workshop to prepare EM residents to actively engage in the feedback process. METHODS: A prospective pre-post survey was conducted at a single academic EM residency. Postgraduate year (PGY) 1-3 residents participated in a 1.5-hour interactive, practice-based workshop that included didactic components and hands-on activities focused on clarifying expectations, goal setting, and receiving feedback. Residents completed pre- and post-surveys using a five-point Likert scale to assess comfort. Knowledge retention was assessed one week later with a 15-question assessment. Pre- and post-surveys were evaluated by paired t-test analysis. RESULTS: Thirty-one residents completed the pre-survey, and 30 completed both the post-survey and the knowledge assessment. Statistically significant improvements were observed in resident comfort for clarifying expectations (Δ = 0.67; p < 0.001), creating goals (Δ = 0.90; p < 0.001), comfort receiving feedback (Δ = 0.33; p = 0.01), seeking feedback (Δ = 0.40; p = 0.02), creating feedback action plans (Δ = 1.70; p < 0.001), reflecting on and implementing feedback (Δ = 0.40; p < 0.001), and recognizing feedback as the learner's responsibility (Δ = 0.53; p = 0.002). Perceptions of feedback's importance and impact on patient care remained high and unchanged. Knowledge retention among residents was high, with 91.1% of items (247/270) answered correctly. The strongest performance was observed in the domains of Expectations (87/90, 96.7%) and Goal Setting (88/90, 97.8%), while the Feedback Action Plan domain showed the lowest scores (73/90, 81.1%). Conclusion: A structured workshop significantly improved EM residents' comfort, knowledge, and skills in engaging with feedback. Early introduction of learner‑driven strategies may strengthen feedback culture and support professional development. This learner‑centered model represents a meaningful shift from traditional faculty‑directed feedback frameworks by placing primary ownership of the process in the hands of learners. Further research is needed to assess long‑term retention, clinical application, and the role of faculty development.

  PublisherOA PDFDOI

• Interdepartmental Commensality: A Strategy for Increased Interdepartmental Collaboration

  Western Journal of Emergency Medicine · 2026-01-24

  articleOpen access1st authorCorresponding

  INTRODUCTION: The concept of commensality, the act of eating together, is as old as humanity and has been extensively explored in the social sciences and humanities. We sought to assess whether an interdepartmental commensality program would improve cross-departmental familiarity, willingness to engage in scholarly discussions, and enhance collaborative efforts. METHODS: A program was established to arrange dinners for emergency department (ED) faculty with six other departments, after which participants were surveyed about their thoughts on the dinner's impact. Our primary outcome measure was change in perceived familiarity with interdepartmental colleagues. Secondary outcomes included willingness to engage in academic discussion and perceived likelihood of future collaboration. A program was established to arrange dinners between the ED and six other departments (obstetrics and gynecology, neurology, psychiatry, internal medicine, otolaryngology, and ophthalmology), followed by a post-event survey. RESULTS: A total of 55 of 81 participants responded to the survey (response rate 67.9%). We found significant increases in familiarity with colleagues (2 pre- to 4/5 post-intervention, P < .001), willingness to discuss academic issues (4 to 5/5, P < .001), and anticipated collaborations (2 to 5/5, P < .001). CONCLUSION: An interdepartmental commensality program initiated by an institution's department of emergency medicine can potentially improve interdepartmental collaboration, familiarity, and discussions.

  PublisherOA PDFDOI

• Racial Disparities in Door-to-Clinician Time for Cardiac Chest Pain in the Emergency Department

  Western Journal of Emergency Medicine · 2026-01-07

  articleOpen accessSenior author

  INTRODUCTION: Timely evaluation in the emergency department (ED) is critical for patients with cardiac chest pain. Although racial disparities in ED wait times have been reported, few studies have focused specifically on cardiac-related presentations. In this study we assessed racial and ethnic disparities in ED door-to-clinician time for cardiac chest pain. METHODS: We conducted a retrospective analysis of adult ED visits for cardiac chest pain (2019-2025) at a tertiary-care academic hospital. Patients ≥ 18 years of age were included. Race/ethnicity was categorized as White, Hispanic/Latino, Black, Native American, Asian, or other/unknown. Multivariable generalized linear modeling assessed the association between race/ethnicity and door-to-clinician time, adjusting for demographics and clinical variables. RESULTS: The study included 3,925 patients. The overall median door-to-clinician time was 15.9 minutes (interquartile range 8.0-36.0). In unadjusted bivariate analyses, significant differences were observed across racial and ethnic groups (P < .001). Native American patients experienced the longest delays (23.8 minutes [13.9-49.8]), followed by Asian (18.6 minutes [8.4-36.5]) and Hispanic/Latino patients (17.1 minutes [9.3-43.7]). In contrast, White and Black patients had shorter median wait times of 14.9 minutes [7.1-33.9] and 15.0 minutes [8.8-38.7], respectively. After adjustment for age, sex, triage acuity, clinician type, and initial vital signs, Hispanic/Latino patients waited 18.2 minutes vs 14.9 minutes for White patients (absolute +3.3 minutes; 22% longer; relative risk 1.22, 95% CI, 1.09-1.36, P < .001). Adjusted times were also higher for Black (16.5 minutes), Native American (17.7 minutes), and Asian patients (15.1 minutes), but differences were not statistically significant. CONCLUSION: Hispanic/Latino patients with cardiac chest pain experienced a 22% longer ED wait time than White patients. Our findings highlight the need for targeted interventions and multisite research to ensure equitable, timely care for all patients with acute cardiac conditions.

  PublisherOA PDFDOI

• Empowering Incoming Fellows: A Structured Workshop to Enhance Teaching and Professional Skills

  Research Square · 2026-01-12

  preprintOpen access
  PublisherOA PDFDOI

• Practical tips for medical educators to manage practice variation in medicine trainees

  MedEdPublish · 2025-07-08

  articleOpen access

  <ns5:p>Practice variation is defined as the difference in how healthcare providers treat patients with similar conditions. Such variation among faculty can affect the training experiences and future practices of learners in positive and negative ways. The purpose of this article is to discuss strategies that faculty can use to maximize learning experiences and mitigate potential harms associated with practice variation during clinical training. By focusing on actionable approaches and techniques informed by our experiences, combined with available evidence, we aim to offer a practical perspective for educators working with a range of trainees. High-impact behaviors include acknowledging and inviting discussion about the presence of clinical practice variation, maintaining a curious perspective on variation and its contributors, and preparing trainees to work in a variety of practice settings.</ns5:p>

  PublisherDOI

• Cultivating Workplace Wellness: An Evaluation of Gratitude Card Interventions Among University Faculty

  Journal of Wellness · 2025-05-23

  articleOpen access1st authorCorresponding

  Introduction: There has been a growing interest in understanding the role of gratitude in promoting well-being. Gratitude, defined as a feeling of thankfulness and appreciation in response to receiving a benefit from someone else, has been shown to improve mood, increase social support, and decrease symptoms of depression and anxiety. This research paper explores an innovative intervention using gratitude cards for faculty members and measures the emotional impact of this intervention. Methods: The study involved 32 clinical physicians from the Department of Emergency Medicine at the University of Utah. Participants were invited to write a gratitude card to a colleague and to receive a card from another colleague. Participants were randomly assigned a number using a random number generator and paired with another participant who had the corresponding number. After the intervention, 25 surveys were returned, resulting in a 78% response rate. The survey measured the degree of burnout on a 1-100 scale (with 100 representing a high level of burnout) and participants' feelings about writing and receiving a card on a 1-10 scale (with 10 being very positive). The study was reviewed by the Institutional Review Board (IRB) and determined to be exempt as non-human subjects research. Results: The average rating on a 1-10 scale for respondents regarding writing a card was 7.3, while for respondents receiving a card, it was 6.1 (10 being very positive).The average degree of burnout on a 1-100 scale before the card was 48.4 (100 representing a high level of burnout). Among the six participants who wrote cards but did not receive one, three reported no benefit, one experienced an increase in burnout, and two reported a potential improvement in burnout. Of the 11 participants who both sent and received a card, three felt it made no difference in their sense of burnout, five felt it may have improved, and three reported definite improvement. For participants who neither sent nor received a card, there was no impact on their burnout level. Additionally, 48% of respondents supported the continuation of gratitude cards in the future, while 16% suggested combining gratitude cards with a gift exchange program, and 28% felt neither was necessary. Conclusion: The study found that the gratitude intervention had a positive impact on burnout for some participants, highlighting the potential of gratitude interventions to promote well-being in the workplace. The findings underscore the importance of allowing individuals to choose how they improve their

  PublisherOA PDFDOI

• Age and gender disparities in administration of opioid for cardiac chest pain in the emergency department

  PLoS ONE · 2025-12-26

  articleOpen accessSenior author

  BACKGROUND: Previous data have shown sex differences in pain management for patients with cardiac chest pain in the emergency department (ED); however, the joint effect of sex and age on opioid administration has not been well studied. This study aimed to evaluate the combined effect of age and sex on the administration of opioid analgesics, specifically morphine and fentanyl, in ED patients presenting with cardiac chest pain. METHODS: This retrospective observational study included adults aged 18 years and older who presented to a single tertiary academic ED with acute cardiac chest pain between 2021 and 2025. Patients were categorized into four age-sex groups: older women (>57 years), younger women (18-57 years), older men (>57 years), and younger men (18-57 years). The primary outcome was the administration of intravenous (IV) morphine or fentanyl during the ED visit. Multivariable logistic regression was used to examine the association between these groups and the administration of opioids. FINDINGS: Among 1,870 eligible patients, 474 (25.4%) were older women, 323 (17.3%) were younger women, 659 (35.2%) were older men, and 414 (22.1%) were younger men. Compared to older women, all other age-sex groups had higher odds of receiving IVmorphine. Younger men had the highest odds (OR 2.19; 95% CI: 1.58-3.04; p < 0.001), followed by older men (OR 1.99; 95% CI: 1.22-3.26; p = 0.006) and younger women (OR 1.48; 95% CI: 0.87-2.52; p = 0.15), although the latter was not statistically significant. IV fentanyl use was low overall and did not differ significantly between groups. CONCLUSIONS: Older women were significantly less likely to receive IV morphine than men. These findings suggest the need for standardized pain protocols and targeted clinician education to reduce potential bias in ED pain management.

  PublisherDOI

• What Physicians Should Consider When Moving Academic Institutions

  Southern Medical Journal · 2025-01-30

  articleSenior author

  There is limited information and guidance for physicians transitioning from one academic institution to another. The following recommendations serve as a resource for academic faculty interested in moving to a different academic institution. The advice falls into three categories of preparation: self-reflection and discernment to determine personal preferences and professional priorities; considerations when preparing for an academic faculty interview; and aspects of the offer, opportunity, and negotiables to discern whether it is right. We acknowledge that the process is nuanced without one strategy that applies to all physicians.

  PublisherDOI

• Hospital Boarding Creates Critical Shortcomings in Disaster Preparedness

  Health Security · 2025-01-17 · 2 citations

  article

  Hospital patient boarding in emergency departments has reached unprecedented crisis levels over the past 4 years. Boarding and crowding has been demonstrated by prior literature to have adverse effects on patient care as well as increased associated costs. Importantly, the increase in hospital patient boarding has created critical shortcomings in disaster preparedness by limiting the capacity of emergency departments to respond to mass casualty incidents due to space and staffing constraints. Multiple concurrent threats exacerbate these challenges, including increases in the incidence of both natural and unnatural disasters over the past decade and decreases in the numbers of US hospitals, hospital beds, and employed healthcare staff. "Emergency department boarding" must also be renamed "hospital boarding" given that the fundamental challenge lies with hospital and health system leadership and does not stem from emergency departments. In this commentary, the authors share a call to action to increase support and funding for research to alleviate the demands of hospital boarding, greater recognition among hospital leadership of the threat that hospital boarding poses to disaster scenarios, and widespread development of hospital-based, regional plans for mass casualty incident response that are more effective in the context of excessive boarding.

  PublisherDOI

Frequent coauthors

• Fiona E. Gallahue

  University of Washington

  151 shared

• Jaime Jordan

  University of California, Los Angeles

  104 shared

• Gene Hern

  Alameda Health System

  102 shared

• Chad Kessler

  101 shared

• Susan B. Promes

  American College of Emergency Physicians

  101 shared

• Sara Krzyzaniak

  101 shared

• Sangil Lee

  University of Iowa

  100 shared

• Ted Stettner

  University of Iowa

  100 shared