Publications by authors named "Joseph Beecham"
The Analysis of Teaching of Medical Schools (AToMS) survey: an analysis of 47,258 timetabled teaching events in 25 UK medical schools relating to timing, duration, teaching formats, teaching content, and problem-based learning.
BMC Med
May 2020
Background: What subjects UK medical schools teach, what ways they teach subjects, and how much they teach those subjects is unclear. Whether teaching differences matter is a separate, important question. This study provides a detailed picture of timetabled undergraduate teaching activity at 25 UK medical schools, particularly in relation to problem-based learning (PBL).
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- Medical schools in the UK exhibit significant differences in various aspects, including teaching styles, entry criteria, and postgraduate performance, prompting the MedDifs study to explore these variations.
- The study analyzed aggregated data from 29 medical schools, focusing on 50 different measures such as curricular influences, student satisfaction, and specialty training outcomes.
- Results indicate that while differences in medical schools are consistent over time, schools using problem-based learning (PBL) tend to have lower postgraduate performance despite higher satisfaction with feedback, suggesting a complex relationship between teaching methods and outcomes.
Background: The human genome is an under-researched area of pre-operative risk stratification. Studies of genetic polymorphisms and their associations with acute post-operative complications in gastrointestinal surgery have reported statistically significant results, but have varied in methodology, genetic variations studied, and conclusions reached. To provide clarity, we conducted a systematic review and meta-analysis of single nucleotide polymorphisms and their association with post-operative complications after major gastrointestinal surgery.
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