Dr. Dayton was the inaugural Medical Design and Innovation Fellow with Stanford's Department of Emergency Medicine. He also completed a Biodesign Faculty Fellowship with the Byers Center for Biodesign before joining the faculty as an Assistant Professor.

In addition to practicing medicine, he co-founded the Stanford Emergency Medicine Partnership Program (STEPP), works on the Digital Health team, and is involved with producing the annual Stanford Emergency Medicine Innovation Symposium (StEMIX).

Outside of Stanford, Dr. Dayton advises health-tech companies on strategy and physician user experience and works in VC. He co-founded Utah's Society of Physician Entrepreneurs and has served in both state and national leadership positions with the American College of Emergency Physicians (ACEP).

John's areas of expertise include digital therapeutics, AI operational tools, medical devices, clinical validation, academic-private pilot partnerships, and venture funding.

Clinical Focus

  • Emergency Medicine
  • Medical Innovation
  • Digital Health
  • Healthcare Entrepreneurship

Academic Appointments

Professional Education

  • Fellowship, Stanford's Byers Center for Biodesign, Biodesign Faculty Fellowship (2023)
  • Fellowship, Stanford Department of Emergency Medicine, Medical Innovation and Design (2023)
  • Fellowship, American College of Emergency Medicine, Health Policy Mini Fellowship (2014)
  • Board Certification: American Board of Emergency Medicine, Emergency Medicine (2011)
  • Residency: State University of New York at Buffalo School of Medicine (2009) NY
  • Internship: State University of New York at Buffalo School of Medicine (2007) NY
  • Medical Education: George Washington University Office of the Registrar (2006) DC

All Publications

  • Teaching Principles of Medical Innovation and Entrepreneurship Through Hackathons: Case Study and Qualitative Analysis. JMIR medical education Preiksaitis, C., Dayton, J. R., Kabeer, R., Bunney, G., Boukhman, M. 2023; 9: e43916


    Innovation and entrepreneurship training are increasingly recognized as being important in medical education. However, the lack of faculty comfort with the instruction of these concepts as well as limited scholarly recognition for this work has limited the implementation of curricula focused on these skills. Furthermore, this lack of familiarity limits the inclusion of practicing physicians in health care innovation, where their experience is valuable. Hackathons are intense innovation competitions that use gamification principles to increase comfort with creative thinking, problem-solving, and interpersonal collaboration, but they require further exploration in medical innovation.To address this, we aimed to design, implement, and evaluate a health care hackathon with 2 main goals: to improve emergency physician familiarity with the principles of health care innovation and entrepreneurship and to develop innovative solutions to 3 discrete problems facing emergency medicine physicians and patients.We used previously described practices for conducting hackathons to develop and implement our hackathon (HackED!). We partnered with the American College of Emergency Physicians, the Stanford School of Biodesign, and the Institute of Design at Stanford ( to lend institutional support and expertise in health care innovation to our event. We determined a location, time frame, and logistics for the competition and settled on 3 use cases for teams to work on. We planned to explore the learning experience of participants within a pragmatic paradigm and complete an abductive thematic analysis using data from a variety of sources.HackED! took place from October 1-3, 2022. In all, 3 teams developed novel solutions to each of the use cases. Our investigation into the educational experience of participants suggested that the event was valuable and uncovered themes suggesting that the learning experience could be understood within a framework from entrepreneurship education not previously described in relation to hackathons.Health care hackathons appear to be a viable method of increasing physician experience with innovation and entrepreneurship principles and addressing complex problems in health care. Hackathons should be considered as part of educational programs that focus on these concepts.

    View details for DOI 10.2196/43916

    View details for PubMedID 36826988

  • Calculated decisions: Drug resistance in pneumonia (DRIP) score. Emergency medicine practice Dayton, J. 2021; 23 (Suppl 2): CD4-CD5


    A review of the uses and evidence for the DRIP score, which predicts risk for community-acquired pneumonia due to drug-resistant pathogens.

    View details for PubMedID 33529518

  • Operational metrics, patient demographics, acuity, and treatment times at privately owned freestanding emergency departments AMERICAN JOURNAL OF EMERGENCY MEDICINE Simon, E. L., Dayton, J. R., Jouriles, N. J., Augustine, J. J., Hallas, O., Shakya, S., Marburger, N., Schmitz, G. 2020; 38 (11): 2465-2467

    View details for DOI 10.1016/j.ajem.2020.02.039

    View details for Web of Science ID 000599512200040

    View details for PubMedID 32147237

  • Acuity, treatment times, and patient experience in Freestanding Emergency Departments affiliated with academic institutions AMERICAN JOURNAL OF EMERGENCY MEDICINE Dayton, J. R., Dark, C. K., Cruzen, E. S., Simon, E. L. 2018; 36 (1): 139-141

    View details for DOI 10.1016/j.ajem.2017.07.004

    View details for Web of Science ID 000417638100029

    View details for PubMedID 28705741

  • A Case Report of Non-beverage Alcohol Abuse by Cooking Extract JOURNAL OF CHILD & ADOLESCENT SUBSTANCE ABUSE Dayton, J., Caravati, E., Smith, S. C. 2016; 25 (4): 277-279