Bio


Tamara Kailoa Montacute is a board certified Family Medicine physician. She enjoys taking care of the entire family (including kids), and has special interest in women’s health, adolescent health, preventative health, integrative & alternative medicine, chronic disease management, mental health, and travel medicine. She also speaks Spanish!

She was born in New Zealand, grew up in England and moved to Seattle when she was twelve. Prior to attending medical school at Stanford, she completed her Masters in Public Health at Columbia University and spent several years working on public health programs in Mexico, Panama, Ethiopia and Rwanda. After medical school, she completed a Family Medicine Residency at O’Connor Hospital in San Jose.

Outside the clinic, she enjoys hiking, biking, knitting, cooking, gardening, reading, doing yoga, running with her dogs and traveling.

Clinical Focus


  • Family Medicine

Academic Appointments


Administrative Appointments


  • Minor Procedure Service Co-Lead, Stanford Family Medicine (2017 - Present)
  • Co-Director, Arbor Student Run Free Clinics (2016 - Present)

Boards, Advisory Committees, Professional Organizations


  • Member, Society of Teachers of Family Medicine (2013 - Present)
  • Member, American Academy of Family Physicians (2013 - Present)

Professional Education


  • Residency:O'Connor Hospital (2016) CA
  • Board Certification, Family Medicine, American Board of Family Medicine (2016)
  • Integrative Med Certificate, Arizona Center of Integrative Medicine (2016)
  • Residency, San Jose - O'Connor Family Medicine Residency Program, O'Connor-Stanford Leaders in Education Pathway (2016)
  • Medical Education, Stanford Medical School, Community Health Scholarly Concentration (2013)
  • Masters in Public Health, Mailman School of Public Health, Columbia University, Environmental Health Sciences, Global Health Track (2008)
  • Bachelor of Arts, Barnard College, Columbia University, Major: Environmental Science, Minor: Biology (2005)

Community and International Work


  • Cardinal Free Clinics, Arbor

    Location

    Bay Area

    Ongoing Project

    Yes

    Opportunities for Student Involvement

    Yes

All Publications


  • Qualities of Resident Teachers Valued by Medical Students FAMILY MEDICINE Montacute, T., Teng, V. C., Yu, G. C., Schillinger, E., Lin, S. 2016; 48 (5): 381-384

    Abstract

    Medical students often see residents as the most important teachers on the wards. However, there is a relative lack of data on the qualities that medical students value in their resident teachers. We conducted a qualitative study to determine the teaching behaviors that medical students value in their resident teachers.Over a 1-year period, 28 medical students completed 115 open-ended written reflections about their educational experiences with residents at a single, university-affiliated, community-based family medicine residency program in San Jose, CA. Qualitative data were analyzed using the constant comparative method associated with grounded theory. Ten recurring themes were identified after triangulation with published literature.When given the opportunity to make open-ended written reflections about the teaching abilities of their resident teachers, medical students most often commented on topics relevant to a "safe learning environment." More than one in four reflections were associated with this theme, and all were characterized as positive, suggesting that the ability to set a safe learning environment is a quality that medical students value in their resident teachers. In contrast, the least frequently occurring theme was "knowledge," suggesting that residents' fund of knowledge may not be as important as other qualities in the eyes of medical students.Our study adds to a growing body of literature suggesting that, from the medical students' perspective, a resident's fund of medical knowledge may not be as important as his/her ability to establish a supportive, safe, and nonthreatening environment to learn and practice medicine.

    View details for Web of Science ID 000376224100009

    View details for PubMedID 27159098

  • Galvanizing medical students in the administration of influenza vaccines: the Stanford Flu Crew. Advances in medical education and practice Rizal, R. E., Mediratta, R. P., Xie, J., Kambhampati, S., Hills-Evans, K., Montacute, T., Zhang, M., Zaw, C., He, J., Sanchez, M., Pischel, L. 2015; 6: 471-477

    Abstract

    Many national organizations call for medical students to receive more public health education in medical school. Nonetheless, limited evidence exists about successful servicelearning programs that administer preventive health services in nonclinical settings. The Flu Crew program, started in 2001 at the Stanford University School of Medicine, provides preclinical medical students with opportunities to administer influenza immunizations in the local community. Medical students consider Flu Crew to be an important part of their medical education that cannot be learned in the classroom. Through delivering vaccines to where people live, eat, work, and pray, Flu Crew teaches medical students about patient care, preventive medicine, and population health needs. Additionally, Flu Crew allows students to work with several partners in the community in order to understand how various stakeholders improve the delivery of population health services. Flu Crew teaches students how to address common vaccination myths and provides insights into implementing public health interventions. This article describes the Stanford Flu Crew curriculum, outlines the planning needed to organize immunization events, shares findings from medical students' attitudes about population health, highlights the program's outcomes, and summarizes the lessons learned. This article suggests that Flu Crew is an example of one viable service-learning modality that supports influenza vaccinations in nonclinical settings while simultaneously benefiting future clinicians.

    View details for DOI 10.2147/AMEP.S70294

    View details for PubMedID 26170731

    View details for PubMedCentralID PMC4492543