- Associate Director, TNT PC-CAP
Bio
Melissa Wagner is a clinical associate professor of psychiatry and medical director of the adult inpatient psychiatric services at the University of Cincinnati. She completed her MD and PhD as part of the Medical Scientist Training Program at the Medical College of Wisconsin in 2012 with a scientific focus on Neuroscience.
Her post-graduate clinical training encompassed completion of residency in a triple board training program at Cincinnati Children’s Hospital Medical Center and the University of Cincinnati, where she received training and board certification in pediatrics, general psychiatry, and child and adolescent psychiatry.
Following residency, Wagner gained expertise in treating women with mental illness during times of hormonal transitions and is Perinatal Mental Health Certified through Postpartum Support International.
As a clinician-scientist, Wagner collaborates with internists, pediatricians, obstetricians, women’s mental health psychiatrists and psychologists at both the University of Cincinnati and the University of Illinois with an academic focus that includes developing innovative care delivery models to help improve the diagnosis and treatment of perinatal mental illness, the diagnosis and treatment of underserved and at-risk youth with mental illness, and research involving PMDD, suicide risk, and neurosteroids.
Further, Wagner is clinically active in both psychiatry and pediatrics and serves as a supervising pediatrician within a Medicine-Pediatrics resident clinic at the University of Cincinnati, a supervising psychiatrist in a rural-based Child and Adolescent mental health clinic, and as the collaborative care women’s mental health and child psychiatrist in an innovative two-generation clinic within the internal medicine/pediatrics department at the University of Illinois in Chicago.
Mentorship is an important aspect of all of her work, and she incorporates education and support of trainees and her non-psychiatric physician colleagues into her daily clinical practice.