Joanna Bates

For a full set of publications, please click here.

Where do rural family medicine residents in Canada train?

Ellaway RH, Topps M, Kearney R, Hartford W, Bates J. Where do rural family medicine residents in Canada train? Canadian Family Physician. 2022 Feb 1;68(2):e39-48.

Posted in Career Choice and Workforce | Tagged with

Contextual Competence: How residents develop competent performance in new settings

Teunissen PW, Watling CJ, Schrewe B, Asgarova S, Ellaway R, Myers K, Topps M, Bates J. Contextual Competence: How residents develop competent performance in new settings. Medical Education. 2021 Sep;55(9):1100-1109.

Posted in Workplace Based Learning | Tagged with , ,

Exploring the Contributions of Combined Model Regional Medical Education Campuses to the Physician Workforce

Bates J, Grand’Maison P, Banner SR, Lovato CY, Eva KW. Exploring the contributions of combined model regional medical education campuses to the physician workforce. Academic Medicine. 2021 Mar 1;96(3):409-415.

Posted in Career Choice and Workforce, Distributed Heath Professions Education | Tagged with , ,

An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model

Gordon L, Teunissen PW, Jindal-Snape D, Bates J, Rees CE, Westerman M, Sinha R, van Dijk A. An international study of trainee-trained transitions: Introducing the transition-to-trained-doctor (T3D) model. Medical Teacher. 2020 Jun 2;42(6):679-688.

Posted in Professional as Learner (CPD), Professional Identity | Tagged with ,

The regional medical campus model and rural family medicine practice in British Columbia: a retrospective longitudinal cohort study.

Lovato CY, Hsu HC, Bates J, Casiro O, Towle A, Snadden D. The regional medical campus model and rural family medicine practice in British Columbia: a retrospective longitudinal cohort study. Canadian Medical Association Open Access Journal. 2019 Apr 1;7(2):E415-420.

Posted in Career Choice and Workforce, Distributed Heath Professions Education, Professional Values, Choices and Identity | Tagged with , , , ,

Working in the dead of night: exploring the transition to after-hours duty.

Walzak A, Butler D, Bates J, Farrell L, Law SF, Pratt DD. Working in the dead of night: exploring the transition to after‐hours duty. Medical education. 2019 Mar;53(3):296-305.

Posted in Workplace Based Learning | Tagged with , , , ,

Embracing standardisation and contextualisation in medical education.

Bates J, Schrewe B, Ellaway RH, Teunissen PW, Watling C. Embracing standardisation and contextualisation in medical education. Medical education. 2019 Jan;53(1):15-24.

Posted in Curriculum Issues | Tagged with ,

What Do Patients Talk About? A Qualitative Analysis of Online Chat Sessions with Health Care Specialists During a “Virtual” Cardiac Rehabilitation Program.

Mendell J, Bates J, Banner-Lukaris D, Horvat D, Kang B, Singer J, Ignaszewski A, Lear SA. What do patients talk about? A qualitative analysis of online chat sessions with health care specialists during a “virtual” cardiac rehabilitation program. Telemedicine and e-Health. 2019 Jan 1;25(1):71-78.

Posted in Patients and Communities, Technology Enabled Learning | Tagged with

The Contextual Curriculum: Learning in the Matrix, Learning from the Matrix.

Schrewe B, Ellaway RH, Watling C, Bates J. The contextual curriculum: learning in the matrix, learning from the matrix. Academic Medicine. 2018 Nov 1;93(11):1645-1651.

Posted in Curriculum Issues | Tagged with ,

Relational dimensions of quality of life in inpatient palliative facilities

Bulk LY, Kimel G, Bates J, King N, Nimmon L. Relational dimensions of quality of life in inpatient palliative facilities. Journal of Pain and Symptom Management. 2018 Dec 1;56(6):e35-36.

Posted in Patients and Communities | Tagged with , , ,