Julie Story Byerley, MD, MPH, is the Vice Dean for Education and Chief Education Officer for the UNC
School of Medicine. Dr. Byerley is responsible for the curriculum and programs for medical students,
including student admissions, assessments, meeting accreditation standards and oversight of student
affairs. Also, she contributes to the direction of Graduate Medical Education at UNC Hospitals.
Dr. Byerley is a professor of pediatrics and Vice Chair for Education in the Pediatrics Department. She
practices as a general pediatrician in the inpatient setting at UNC Hospitals, with clinical focus on diagnostic
dilemmas and the care of patients with complex conditions.
Dr. Byerley earned a BA in Physics at Rhodes College. Before attending medical school at Duke University,
she worked as a high school science teacher. She completed her Pediatrics Residency and Chief Residency
at UNC and earned a Master’s of Public Health at UNC in Maternal and Child Health. She has been a
member of the UNC faculty since 2002.
Areas of Expertise (8)
Acute Care Pediatrics
Failure to Thrive
Cultural Competency and Communication Skills
Rhodes College: BA, Physics
Duke University: MD, Medicine 1998
University of North Carolina at Chapel Hill: Residency, Pediatrics
University of North Carolina at Chapel Hill: Chief Residency, Pediatrics
University of North Carolina at Chapel Hill: Master of Public Health, Maternal and Child Health
- UNC Children's Primary Care Program
- Division of General Pediatrics and Adolescent Medicine, University of North Carolina at Chapel Hill School of Medicine
Media Appearances (1)
Hometown Heroes: Julie Byerley
This week’s Hometown Hero, presented by Hendrick Southpoint, is Julie Byerley, the Vice Dean for Education and Chief Education Officer for the UNC School of Medicine. Per the UNC School of Medicine’s official website, Dr. Byerley is responsible for the curriculum and programs for medical students, including student admissions, assessments, meeting accreditation standards and oversight of student affairs.
Impact of an interprofessional population health course and clinical immersion experience: Students and practice outcomesJournal of Interprofessional Education and Practice, December 2017
Meg Zomorodi , Lisa De Saxe Zerden, Betty Nance-Floyd, Julie Byerley
The purpose of this paper is to describe the impact of an interprofessional (IP) population health course and accompanying clinical immersion experience. Outcomes related to IP learning, team-based communication, and clinical practice outcomes are discussed. Graduate students in medicine, nursing, pharmacy, public health and social work participated in a blended learning didactic course followed by a clinical immersion experience in primacy care. Students worked in interprofessional teams to complete a needs assessment, and design and implement quality improvement projects with primary care partners. Student assessment included evaluation of teamwork and collaboration and reflective practice. Overall impact of the course was measured by course outcomes, the impact of the quality improvement project at the practice site, and clinical satisfaction working with the student teams. This model demonstrates a clear need to continue to develop educational curricula aimed at building collaborations between health professionals and communities to provide care to populations that is cost effective and quality and outcomes based.
Current Issues in Intravenous Fluid Use in Hospitalized ChildrenReviews on Recent Clinical Trials, August 2017
Jennifer Fuchs, Sarah T Adams, Julie Byerley
Background: Fluid and electrolyte therapy is an important component in the care of the hospitalized child. Previous pediatric guidelines have followed the Holliday-Segar method of calculating and delivering maintenance IV fluids, using hypotonic fluids in maintenance therapy. However, research demonstrates that hypotonic fluids can lead to iatrogenic hyponatremia and that isotonic fluid is a safer alternative. Objective: To provide the ideal approach to intravenous (IV) fluid use in the hospitalized child and determine the safety and effectiveness of isotonic maintenance fluid therapy. Method: We searched PubMed, Medline, Cochrane Controlled Clinical Trials Register, and ClinicalTrials.gov for potentially relevant publications from the last five years (2011 to July 2016) with an emphasis on randomized control trials (RCTs) and contemporary evidence-based treatment guidelines. Results: For maintenance IV fluids, isotonic solutions decreased risk of hyponatremia and did not increase risk of hypernatremia. Some studies demonstrate increased ADH production or hyponatremia on admission for hospitalized patients. Conclusion: While there is no ideal composition of maintenance IV fluids for all children, isotonic fluids are safer than hypotonic fluids for use as maintenance in hospitalized children due to the decreased risk of iatrogenic hyponatremia. This article also provides recommendations for other types of fluid management in the inpatient pediatric population.