About Us: Faculty Profiles
Heidi Combs, MD    |   Jed Myers, MD    |   John Neumaier, MD, PhD    |   Wayne Katon, MD    |   Jack McClellan, MD    |   Marcella Pascualy, MD
Heidi Combs, MD


“My direct patient care occurs at Harborview—on the inpatient unit, in the crisis clinic, and on the consultation-liaison service.  Harborview allows me to work in an intense patient environment with a broad array of psychopathology.  These services are where I provide direct supervision to residents and medical students. I also run the medical student clerkships and spend time developing educational material for those clerkships or in didactic teaching of medical students.”

“I stayed in academics for the variety it affords, and there were multiple things I really liked to do.  I also liked working with a team and I thought that if I went into private practice I’d miss the team environment.”


“When I teach, it’s most important for me to help ensure that the learner wants to know the information I’m teaching and I do my best to find out how to make it relevant to them.  If the information is relevant, then it matters a bit less exactly how I teach the material, the learner will want to learn.”

“I do a lot of in situ teaching, tailoring the teaching to the issues that apply to my clinical service.  But I also try to make learning fun, interesting, and entertaining!”



“When I mentor residents, I try to emphasize the joy in what I do and how much I enjoy working with the challenging but rewarding patient population at Harborview.  I’m happy to talk to residents about my day to day work, so that they understand not just how great my job is, but exactly what it’s like to work in a position like mine.”

“UW residents are smart, interested and motivated to learn, not to mention energetic and fun people!  Residents ask great questions and keep me on my toes, making me a better clinician.”

Jed Myers, MD


“I am primarily a solo practitioner, and the emphasis in my work is on feeling my way toward real connection with my patient, which I believe is the core business of psychotherapy.  This is true whether it’s brief consultation, crisis intervention, or a longer therapeutic venture.”

“Aside from my primary commitment to solo practice, I have invested myself in training other psychiatrists, and in particular, in this intersubjective aspect of psychiatry and psychotherapy.  The basic sense of being-with, aside from what can be solved or repaired, seems to be foundational to the more procedural processes in which we might engage as clinicians.”


“I believe that supervising ought to be imbued with a commitment to presence.  I want those I work with to know I’m with them, addressing whatever the matter is from a position of acceptance, alliance, and affirmation of the other’s good nature.  Conceptual frameworks are more appropriately applied when the alliance is mutually felt as real and reliable.”

“I hope to help others learn to tap and trust that good nature by which we intuit, empathize, and imagine.




“UW residents over the years have been a marvelous lot!  Such rich mixtures of scientist and humanist essences, serious and playful, reflective and passionate!  I personally enjoy my opportunity to interact so vigorously with such inspired folks.”

“I am part of the academic and clinical community, part of the training environment, available as called-upon outside my more specific roles as teacher and supervisor.  I welcome any inquiries regarding how I might play a helpful role in a resident’s training, or in the shaping of a livelihood after residency.”

John Neumaier MD, PhD


“I spend about half my time on laboratory research, supervising graduate students and postdocs, and mentoring junior investigators.  I do clinical work about one quarter of my time, split between inpatient, outpatient, and also ECT.  The remainder is administrative and teaching time related to running the Neuroscience track for the residency and the Neuroscience Division for our department.”

“I do more clinical work than average for someone running a fairly large basic research program.  I find clinical work interesting and satisfying.  I am excited by the work we do in the lab as well.  Right now we are using some cool strategies to study how serotonin receptors and specific neural circuits are involved in emotional behaviors related to stress and/or addiction.”


“When I teach, I try to form a bridge between currently developing neuroscience thinking and clinical issues.  I want to encourage residents to understand neuroscience issues and to be able to explain these to patients in turn.  I find that giving our patients understanding of the biology involved in their condition is destigmatizing and can be a motivator for treatment.”

“If a resident wants clinical supervision from me, I think that I can be especially helpful in developing rational psychopharmacology—adapting the evidence base to the complex needs of our patients.”



“Trying to catalyze the development of students, residents, fellows, junior faculty and other senior colleagues in our department and around the UW is rewarding but also very challenging.  I see becoming the most effective mentor possible as my current developmental challenge!”

“If a resident is interested in a research career, I usually assist them in identifying a research mentor, negotiating research time, and developing a career strategy.  It’s a process that happens over several years.”

Wayne Katon, MD


“When I was a chief resident here, I started volunteering one day per week doing consultation in family medicine.  It opened my eyes to the fact that primary care is the de facto mental health system in this country.  Today, I’m the PI involved in 6 grants, which mostly focus on disseminating collaborative care, a new model for mental health care in the primary care setting.  We’re doing a lot of work nationally with various organizations who want to improve quality of care.  Seeing our work get used nationally is a wonderful part of what we do.”

“I’m the Director of the Division of Health Services, and in that role I help mentor faculty across our four hospitals in health services research.  Our division really is a leader in the country in developing models for working with primary care systems.  I’ve also directed the psychiatry in primary care fellowship for 23 years, which aims to train doctors in research at the interface of psychiatry and primary care.”


“My philosophy with residents is to encourage them in the areas they’re interested in—to never lower their self-esteem.  The most successful residents become self-learners, so I hope to help make things more exciting for them.  Fellows usually come to us with a defined interest, and my job is to tell them that research is hard work until you get to the end point, when it gets fun.  I help fellows make sure they are asking the right questions about their area of interest and ensure that their topic can be scientifically rigorous.”

“As senior faculty, we should be modeling skills for residents, and I learned the best from faculty who were willing to put themselves out there and model interviewing patients.  Learning both the process and the content of psychiatry are really important.”



“We offer the psychiatry in the medical setting track, where residents can carve out time for research, go to our seminars, get involved clinically with research studies, and get our consultation.  We like to get to know our residents and nurture them, so that they might be able to hit the ground running with our fellowship.”

“An MD wanting to do research will be competing with PhDs who spent 4 or 5 years training just for research.  Our fellowship sends fellows back to school for an MPH, to get some training.  Once an MD gets the skills to compete with those who are research trained, the MD’s advantage comes from clinical immersion—seeing the toughest patients, the strengths of a system, and the barriers to good care.”

Jack McClellan, MD


“I am the Medical Director for Child Study and Treatment Center, which is the only public psychiatric hospital for youth in Washington State.  We provide long-term care for children and adolescents with severe emotional and behavioral problems.  In addition I am an attending child psychiatrist at Seattle Children’s Hospital.  My research focuses mostly on early-onset psychotic disorders, including clinical trials, outcome studies and genetics.”

“I enjoy a combination of administrative, clinical, and research roles.  Each involves working with complex systems and solving complex problems.  Every day is different; each task is intellectually challenging; work is never boring.”


“Given the complexities of our field, I try to challenge assumptions and encourage independent thinking. The issue is not only learning what is known today, but figuring out what is important to know tomorrow.”

“UW psychiatry residents, as a group, are incredibly bright and motivated.  I learn as much as I teach.”



“Residents are encouraged to participate in our clinical programs and research.  Several of our trainees have gone on to develop their own research or clinical careers within the department or at other academic institutions.”

“My goal when mentoring is to help a resident identify or create a meaningful role within a project or system of care so that the resident learns by doing and by taking on challenges.”

Marcella Pascualy, MD


“Clinically, I am the director of the consult service at the VA and director of the geriatric fellowship.  I also chair the psychiatry course for the second year medical students, co-coordinate the first year resident didactics, and chair the resident Teacher Scholars Track.  Clinical care continues to be of interest mainly because it allows me to teach.”

“I am interested in the interface between medicine, neurology and psychiatry—and of course, old people are my favorite patients!”


“I am interested in explaining my perspective on patient psychopathology and patient management, but I also like to hear the trainee’s understanding of the patient and to tailor my teaching to individual trainees depending on their learning style.”

“Learning to be a teacher is an ongoing process, and I feel like my teaching and interviewing skills improve every year.  I am also interested in studying the feedback process and focused on that during my year in the Teaching-Scholar program in the Department of Medical Education at the UW.”



“I have had to figure out how to balance a home life and a full-time career, and I can lend support and advice in this area.”

“I get to work with UW residents who are smart, interesting, hard-working and kind.  It’s hard to find a better combination of traits in human beings, let alone physicians.”

Box 356560   |   1959 NE Pacific St.   |   Seattle, WA 98195-6560   |   206.543.6577   |   psychres@uw.edu