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

Work

“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.”

Teach

“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!”

 

Mentor

“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

Work

“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.”

Teach

“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.

 

 

Mentor

“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

Work

“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.”

Teach

“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.”

 

Mentor

“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.”

Anna Ratzliff, MD, PhD

Work

“I currently work as a consulting psychiatrist for the Mental Health Integration Program (MHIP), serve as the Director of the UW Integrated Care Training Program and develop education materials for the AIMS Center (http://aims.uw.edu/ ) to train integrated care teams.  I am excited to help educate the mental health workforce to leverage their skills in new ways to be able to have a population impact through integrated care.”

Teach

“I focus on teaching solutions to real world problems.  I teach mental health in primary care which is a fast paced high volume clinical setting, and this learning environment drives me to teach practical solutions to common clinical challenges. Creating educational solutions to real world problems helps my diversity of learners acquire the knowledge, skills and attitudes they need to functional effectively in their role and facilitates the delivery of high quality mental health care.”

Mentor

“I strive to be accessible to residents to learn about integrated care,  academic careers and to discuss work-life balance.  My more formal role leading the Integrated Care Career Development Pathway introduces  Collaborative Care to residents at all levels of training and mentor  residents to explore additional training and research opportunities in integrated care. I enjoy the range of resident engagement from informal journal club /interest group mentorship to more formal mentorship in career development and research this role allows.”

Jack McClellan, MD

Work

“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.”

Teach

“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.”

 

Mentor

“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

Work

“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!”

Teach

“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.”

 

Mentor

“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.”


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