Family Practitioner
27 years of experience

Accepting new patients
Minor
Swedish Family Medicine Providence Campus
550 16th Ave
Ste 100
Seattle, WA 98122
206-320-2484
Locations and availability (2)

Education ?

Medical School Score Rankings
University of Washington (1983)
  • Currently 4 of 4 apples
Top 25%

Awards & Distinctions ?

Awards  
2007 UWSOM Early Alumni Achievement Award
2011 UWSOM Commencement Speaker
1995 UWSOM Distinguished Service Award
1994 WAFP Family Physician of the Year
1995 Finalist for the AAFP Family Physician of the Year award
2001 UWSOM Distinguished Service Award
2009 UWSOM Margaret S. Anderson Award
Appointments
University of Washington Medical Center
Associations
American Board of Family Medicine
American Society for Colposcopy and Cervical Pathology

Affiliations ?

Dr. Maestas is affiliated with 6 hospitals.

Hospital Affilations

Score

Rankings

  • Swedish Medical Center - Cherry Hill
    747 Broadway, Seattle, WA 98122
    • Currently 4 of 4 crosses
    Top 25%
  • University Of Washington Medical Ctr
  • Swedish Hospital and Medical Center
  • Veterans Affairs Puget Sound Health Care Center
    1660 S Columbian Way, Seattle, WA 98108
  • Harborview Medical Center
  • Swedish Medical Center Cherry Hill
  • Publications & Research

    Dr. Maestas has contributed to 4 publications.
    Title First-year Medical Students' Perspectives on Continuity of Care.
    Date May 2009
    Journal Family Medicine
    Excerpt

    The objective of this research was to obtain and describe medical students' perspectives about continuity of care while they are participating in a preclinical practice-based preceptorship.

    Title Professionalism in Medical Education: an Institutional Challenge.
    Date November 2006
    Journal Academic Medicine : Journal of the Association of American Medical Colleges
    Excerpt

    Despite considerable attention to professionalism in medical education nationwide, the majority of attention has focused on training medical students, and less on residents and faculty. Curricular formats are often didactic, removed from the clinical setting, and frequently focus on abstract concepts. As a result of a recent curricular innovation at the University of Washington School of Medicine (UWSOM) in which role-model faculty work with medical students in teaching and modeling clinical skills and professionalism, a new professionalism curriculum was developed for preclinical medical students. Through student feedback, that curriculum has changed over time, and has become more focused on the clinical encounter. This new and evolving curriculum has raised awareness of the existence of an "ecology of professionalism." In this ecological model, changes in the understanding of and attention to professionalism at one institutional level lead to changes at other levels. At the UWSOM, heightened attention to professionalism at the medical student level led to awareness of the need for increased attention to teaching and modeling professionalism among faculty, residents, and staff. This new understanding of professionalism as an institutional responsibility has helped UWSOM teachers and administrators recognize and promote mechanisms that create a "safe" environment for fostering professionalism. In such an institutional culture, students, residents, faculty, staff, and the institution itself are all held accountable for professional behavior, and improvement must be addressed at all levels.

    Title Promoting Fundamental Clinical Skills: a Competency-based College Approach at the University of Washington.
    Date June 2005
    Journal Academic Medicine : Journal of the Association of American Medical Colleges
    Excerpt

    The focus on fundamental clinical skills in undergraduate medical education has declined over the last several decades. Dramatic growth in the number of faculty involved in teaching and increasing clinical and research commitments have contributed to depersonalization and declining individual attention to students. In contrast to the close teaching and mentoring relationship between faculty and students 50 years ago, today's medical students may interact with hundreds of faculty members without the benefit of a focused program of teaching and evaluating clinical skills to form the core of their four-year curriculum. Bedside teaching has also declined, which may negatively affect clinical skills development. In response to these and other concerns, the University of Washington School of Medicine has created an integrated developmental curriculum that emphasizes bedside teaching and role modeling, focuses on enhancing fundamental clinical skills and professionalism, and implements these goals via a new administrative structure, the College system, which consists of a core of clinical teachers who spend substantial time teaching and mentoring medical students. Each medical student is assigned a faculty mentor within a College for the duration of his or her medical school career. Mentors continuously teach and reflect with students on clinical skills development and professionalism and, during the second year, work intensively with them at the bedside. They also provide an ongoing personal faculty contact. Competency domains and benchmarks define skill areas in which deepening, progressive attention is focused throughout medical school. This educational model places primary focus on the student.

    Title Teaching Inpatient Communication Skills to Medical Students: an Innovative Strategy.
    Date March 2005
    Journal Academic Medicine : Journal of the Association of American Medical Colleges
    Excerpt

    At the University of Washington, a group of medical educators defined a set of communication skills, or "benchmarks," that are expected of second-year medical students conducting history and physical examinations on hospitalized patients. In order to teach the skills listed in the communication benchmarks, an educational strategy was devised that included training sessions for 30 medical teachers and the development of an innovative videotape tool used to train the teachers and their students. The benchmarks were designed in 2003 for the developmental level of the students and were based on key communication concepts and essential elements of medical communication. A set of five short videotaped scenarios was developed that illustrated various segments of a student history and physical examination. Each scenario consisted of an "OK" version of communication and a "better" version of the same scenario. The video scenarios were used in teaching sessions to help students identify effective communication techniques and to stimulate discussion about the communication benchmarks. After the training sessions, teachers and students were surveyed to assess the effectiveness of the educational methods. The majority of students felt that the educational design stimulated discussion and improved their understanding of communication skills. Faculty found the educational design useful and 95% felt that the curriculum and videotape contributed to their own education. The development of communication benchmarks illustrated with short videotaped scenarios contrasting "OK" with "better" communication skills is a useful technique that is transferable to other institutions.

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