Angela Towle
Biographic Data
| ID | 1543739 |
|---|---|
| NAME | Angela Towle |
| GIVEN NAMES | Angela |
| FAMILY NAME | Towle |
| SIGNATURE | TOWLE A |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-7164-0959 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
We’re all learning together”
Centring peer educator experiences is critical to upholding Recovery Colleges' values and creating inclusive, meaningful learning environments that promote personal and community growth. The participatory nature of the research highlighted the unique insights of our advisory peer educators and echoed the Recovery College principles of promoting recovery and building on individual strengths
Guiding Principles for Patient and Public Engagement in the Educational Missions of Medical Schools
Patient/public perceptions on engagement with a medical school
Individual instructors can enhance authentic patient engagement through recruitment, support and recognition practices. Institutional commitment is required to sustain and widen participation through funding, policies and infrastructure
When I say … the patient voice
In the newest "When I Say..." article, patients and educators discuss the meaning and importance of 'patient voice' in health professional education. They consider the questions and perspectives that medical educators need to hear
Patients benefit from mentoring students in an interprofessional health mentors program
PURPOSE: Mentorship programs in health professional education are often characterized as a mutually beneficial relationship between mentor and mentee, but little is known about benefits for mentors. Mentors can be health professionals, academic faculty, other students (peers), and patients (health mentors). We studied the benefits that health mentors (people with chronic health conditions or disabilities, or a caregiver) get from mentoring studen…
Professional Identity Formation
PURPOSE: Medical education should foster professional identity formation, but there is much to be learned about how to support learners in developing their professional identity. This study examined the role that patients can play in supporting professional identity development during the University of British Columbia Interprofessional Health Mentors Program (HMP), a longitudinal preclinical elective in which patients, or their caregivers, act a…
Dramatizing Learning, Performing Ourselves
Voices UP!, a play developed and performed collectively with participants from Vancouver's Downtown Eastside, illustrates the use of theatre as an innovative evaluation method for data collection, analysis, and knowledge translation. This artful process can convey complex, experiential evaluation findings and create engaging opportunities for learning, while building relationships and skills among participants. In this article we describe the cre…
Where's the patient's voice in health professional education
COMUNICAÇÃO SAÚDE EDUCAÇÃOWhere's the patient's voice in health professional education?In November 2015 the second international conference, 'Where's the Patient's Voice in Health Professional Education?' was held in Vancouver, Canada.The conference brought together 250 participants from 16 countries, including Brazil, to share experiences of involving patients as active participants in the education of health professionals.Uniquely for an academ…
Using Patient Experience in Nurse Education
Edited By Tony Warne and Sue McAndrew , Palgrave Macmillan , 2004 . PB £19.99 , 208 pp . ISBN 1 403934010 Current UK health policy places an emphasis on the greater involvement of patients and carers in all aspects of their health care. This book is about the involvement of patients in the training and education of health-care practitioners, with a particular focus on nursing. The individual chapters fall into two sections. The first part provide…
Putting informed and shared decision making into practice
Objective To investigate the practice, experiences and views of motivated and trained family physicians as they attempt to implement informed and shared decision making (ISDM) in routine practice and to identify and understand the barriers they encounter. Background Patient involvement in decision making about their health care has been the focus of much academic activity. Although significant conceptual and experimental work has been done, ISDM …
Evaluation of the quality of patient information to support informed shared decision‐making
Objectives (a) To find out how much patient information material on display in family physicians’ offices refers to management choices, and hence may be useful to support informed and shared decision‐making (ISDM) by patients and (b) to evaluate the quality of print information materials exchanged during the consultation, i.e. brought in by patients or given out by family physicians. Design All print information available for patients and exchang…
No prominent works on this page.
Evaluation of the quality of patient information to support informed shared decision‐making
Objectives (a) To find out how much patient information material on display in family physicians’ offices refers to management choices, and hence may be useful to support informed and shared decision‐making (ISDM) by patients and (b) to evaluate the quality of print information materials exchanged during the consultation, i.e. brought in by patients or given out by family physicians. Design All print information available for patients and exchang…
Putting informed and shared decision making into practice
Objective To investigate the practice, experiences and views of motivated and trained family physicians as they attempt to implement informed and shared decision making (ISDM) in routine practice and to identify and understand the barriers they encounter. Background Patient involvement in decision making about their health care has been the focus of much academic activity. Although significant conceptual and experimental work has been done, ISDM …
Using Patient Experience in Nurse Education
Edited By Tony Warne and Sue McAndrew , Palgrave Macmillan , 2004 . PB £19.99 , 208 pp . ISBN 1 403934010 Current UK health policy places an emphasis on the greater involvement of patients and carers in all aspects of their health care. This book is about the involvement of patients in the training and education of health-care practitioners, with a particular focus on nursing. The individual chapters fall into two sections. The first part provide…
Where's the patient's voice in health professional education
COMUNICAÇÃO SAÚDE EDUCAÇÃOWhere's the patient's voice in health professional education?In November 2015 the second international conference, 'Where's the Patient's Voice in Health Professional Education?' was held in Vancouver, Canada.The conference brought together 250 participants from 16 countries, including Brazil, to share experiences of involving patients as active participants in the education of health professionals.Uniquely for an academ…
Dramatizing Learning, Performing Ourselves
Voices UP!, a play developed and performed collectively with participants from Vancouver's Downtown Eastside, illustrates the use of theatre as an innovative evaluation method for data collection, analysis, and knowledge translation. This artful process can convey complex, experiential evaluation findings and create engaging opportunities for learning, while building relationships and skills among participants. In this article we describe the cre…
Professional Identity Formation
PURPOSE: Medical education should foster professional identity formation, but there is much to be learned about how to support learners in developing their professional identity. This study examined the role that patients can play in supporting professional identity development during the University of British Columbia Interprofessional Health Mentors Program (HMP), a longitudinal preclinical elective in which patients, or their caregivers, act a…
Patients benefit from mentoring students in an interprofessional health mentors program
PURPOSE: Mentorship programs in health professional education are often characterized as a mutually beneficial relationship between mentor and mentee, but little is known about benefits for mentors. Mentors can be health professionals, academic faculty, other students (peers), and patients (health mentors). We studied the benefits that health mentors (people with chronic health conditions or disabilities, or a caregiver) get from mentoring studen…
When I say … the patient voice
In the newest "When I Say..." article, patients and educators discuss the meaning and importance of 'patient voice' in health professional education. They consider the questions and perspectives that medical educators need to hear
Guiding Principles for Patient and Public Engagement in the Educational Missions of Medical Schools
Patient/public perceptions on engagement with a medical school
Individual instructors can enhance authentic patient engagement through recruitment, support and recognition practices. Institutional commitment is required to sustain and widen participation through funding, policies and infrastructure
We’re all learning together”
Centring peer educator experiences is critical to upholding Recovery Colleges' values and creating inclusive, meaningful learning environments that promote personal and community growth. The participatory nature of the research highlighted the unique insights of our advisory peer educators and echoed the Recovery College principles of promoting recovery and building on individual strengths
Psychology (9 works) · Medicine (8 works) · Medical education (7 works) · Nursing (6 works) · Health care (5 works) · Sociology (5 works) · Political science (4 works) · Computer Science (3 works) · Innovations in Medical Education (3 works) · Mental Health and Patient Involvement (3 works)