Joanna Bates
Biographic Data
| ID | 8982133 |
|---|---|
| NAME | Joanna Bates |
| GIVEN NAMES | Joanna |
| FAMILY NAME | Bates |
| SIGNATURE | BATES J |
| AFFILIATIONS | J. Bateswas professor emerita, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada, at the time this work was done; ORCID:. |
| ORCID | 0000-0001-6940-2946 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 0 |
Exploring the Contributions of Combined Model Regional Medical Education Campuses to the Physician Workforce
PURPOSE: Physician shortages and maldistribution, particularly within family medicine, have led many medical schools worldwide to create regional medical campuses (RMCs) for clerkship training. However, Canadian medical schools have developed a number of RMCs in which all years of training (i.e., a combined model that includes both preclerkship and clinical training) are provided geographically separate from the main campus. This study addresses …
Contextual Competence
An international study of trainee-trained transitions
Background: Throughout their careers, doctors and other healthcare professionals experience numerous transitions. When supporting transitions, opportunities for development and learning should be maximized, while stressors having negative impacts on well-being should be minimized. Building on our international data, this study aimed to develop a conceptual model of the trainee-trained transition (i.e. the significant transitions experienced by do…
‘Who is on your health‐care team?’ Asking individuals with heart failure about care team membership and roles
BACKGROUND: Complex, chronically ill patients require interprofessional teams to address their multiple health needs; heart failure (HF) is an iconic example of this growing problem. While patients are the common denominator in interprofessional care teams, patients have not explicitly informed our understanding of team composition and function. Their perspectives are crucial for improving quality, patient-centred care. OBJECTIVES: To explore how…
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‘Who is on your health‐care team?’ Asking individuals with heart failure about care team membership and roles
BACKGROUND: Complex, chronically ill patients require interprofessional teams to address their multiple health needs; heart failure (HF) is an iconic example of this growing problem. While patients are the common denominator in interprofessional care teams, patients have not explicitly informed our understanding of team composition and function. Their perspectives are crucial for improving quality, patient-centred care. OBJECTIVES: To explore how…
An international study of trainee-trained transitions
Background: Throughout their careers, doctors and other healthcare professionals experience numerous transitions. When supporting transitions, opportunities for development and learning should be maximized, while stressors having negative impacts on well-being should be minimized. Building on our international data, this study aimed to develop a conceptual model of the trainee-trained transition (i.e. the significant transitions experienced by do…
Exploring the Contributions of Combined Model Regional Medical Education Campuses to the Physician Workforce
PURPOSE: Physician shortages and maldistribution, particularly within family medicine, have led many medical schools worldwide to create regional medical campuses (RMCs) for clerkship training. However, Canadian medical schools have developed a number of RMCs in which all years of training (i.e., a combined model that includes both preclerkship and clinical training) are provided geographically separate from the main campus. This study addresses …
Contextual Competence
Medicine (4 works) · Psychology (4 works) · Medical education (3 works) · Medical Education and Admissions (3 works) · Diversity and Career in Medicine (2 works) · Global Health Workforce Issues (2 works) · Innovations in Medical Education (2 works) · Political science (2 works) · Social Psychology (2 works) · Sociology (2 works)