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Dr. Cynthia  Gray  Md image

Dr. Cynthia Gray Md

200 Luray Dr
Wintersville OH 43953
740 148-8258
Medical School: University Of Pittsburgh School Of Medicine - 1972
Accepts Medicare: Yes
Participates In eRX: No
Participates In PQRS: No
Participates In EHR: No
License #:
NPI: 1922004589
Taxonomy Codes:
207V00000X

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Awards & Recognitions

About Us

Practice Philosophy

Conditions

Dr. Cynthia Gray is associated with these group practices

Procedure Pricing

HCPCS Code Description Average Price Average Price
Allowed By Medicare
HCPCS Code:76830 Description:Transvaginal us non-ob Average Price:$250.00 Average Price Allowed
By Medicare:
$107.36

Medical Malpractice Cases

None Found

Medical Board Sanctions

None Found

Referrals

NPI
Doctor Name
Specialty
Count
1891792099
Cardiovascular Disease (Cardiology)
636
1902893753
Internal Medicine
208
1992772651
Diagnostic Radiology
179
1235229246
Internal Medicine
174
1235245341
Anesthesiology
158
1932195724
Gastroenterology
151
1588652499
Family Practice
125
1952375578
Medical Oncology
117
1053349985
Anesthesiology
102
1558358317
Cardiovascular Disease (Cardiology)
101
*These referrals represent the top 10 that Dr. Gray has made to other doctors

Publications

Known structure, unknown function: An inquiry-based undergraduate biochemistry laboratory course. - Biochemistry and molecular biology education : a bimonthly publication of the International Union of Biochemistry and Molecular Biology
Undergraduate biochemistry laboratory courses often do not provide students with an authentic research experience, particularly when the express purpose of the laboratory is purely instructional. However, an instructional laboratory course that is inquiry- and research-based could simultaneously impart scientific knowledge and foster a student's research expertise and confidence. We have developed a year-long undergraduate biochemistry laboratory curriculum wherein students determine, via experiment and computation, the function of a protein of known three-dimensional structure. The first half of the course is inquiry-based and modular in design; students learn general biochemical techniques while gaining preparation for research experiments in the second semester. Having learned standard biochemical methods in the first semester, students independently pursue their own (original) research projects in the second semester. This new curriculum has yielded an improvement in student performance and confidence as assessed by various metrics. To disseminate teaching resources to students and instructors alike, a freely accessible Biochemistry Laboratory Education resource is available at http://biochemlab.org.© 2015 The Authors Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology.
Patient greeting preferences for themselves and their providers in a military family medicine clinic. - Military medicine
Using the proper greeting may be important to help establish rapport between health care providers and their patients. It may be particularly useful for family medicine physicians working in a military medical facility, where military rank and traditions are important. A total of 259 anonymous surveys were collected from patients treated at a military family medicine clinic. Most of the patients who completed the survey preferred to shake hands with their provider, be greeted using only their first name, and preferred that the provider introduce themselves using their last name only. Active duty patients were more likely than civilians to prefer a handshake (odds ratio [OR] 3.05, 95% confidence interval [CI] 1.46-6.39) and officers were more likely to prefer a handshake compared to enlisted service members (OR 3.29; 95% CI 1.18-9.20). Respondents who were older were more likely to prefer a formal introduction by their provider compared to respondents under 35 years old (OR 2.92, 95% CI 1.35-6.31). Although most patients in this facility expressed a preference for how they would like to be greeted, providers are still encouraged to ask their patients how they would prefer to be addressed.Reprint & Copyright © 2013 Association of Military Surgeons of the U.S.
Parent-professional partnership. - Physical medicine and rehabilitation clinics of North America
Rehabilitation management of children with cerebral palsy (CP) brings together parents and doctors. The primary goal of the contact is to improve the individual child's potential and to improve the child's functional outcomes. Frequently, parents are interested in not just their own child, but the population of children with cerebral palsy. Physicians can provide information for both purposes. Successful parent-professional relationships are rewarding and powerful. Combining the passion of the parent and the expertise of the physician can enhance collaboration for advocacy efforts that improve outcomes for children with cerebral palsy. An increasingly important component in the parent-medical collaboration is the identification of networks of local and national support for families of children with cerebral palsy. Fortunately, parents and organizations focused on children with cerebral palsy are seeing the necessity for collaboration to build community awareness, implement education programs, and spearhead pediatric cerebral palsy advocacy on a nationwide basis.
Primary Care Residents Improve Knowledge, Skills, Attitudes, and Practice After a Clinical Curriculum With a Hospice. - The American journal of hospice & palliative care
Effective approaches to teaching attitudes, knowledge, and skills to resident physicians in primary care that can be implemented in any residency program are needed. We examined the feasibility and impact of a single palliative care residency curriculum, including a clinical rotation with a hospice program, across 5 cohorts of residents in 7 divergent primary care residency programs (both family medicine and internal medicine). The didactic content was drawn from the national Education for Physicians on End-of-Life Care Project. A total of 448 residents completed the curriculum. A large effect size was seen in measures of knowledge change (*Cohen d = .89) when compared to a national sample of primary care residency programs. Additionally, measures of confidence to perform palliative care skills and ethical concerns also improved significantly (P < .001). A frequent comment is wishing the rest of medicine were like that experienced in the hospice setting. In a separate, ancillary evaluation, the average length of stay of patients enrolled in hospice care was 18.5 days longer for the alumni of this program when compared to physicians referring for hospice care who hadn't experienced the curriculum.© The Author(s) 2016.

Map & Directions

200 Luray Dr Wintersville, OH 43953
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