Publications by authors named "J Beecham"
A good investment: longer-term cost savings of sensitive parenting in childhood.
J Child Psychol Psychiatry
January 2022
Background: Good quality parenting in early childhood is reliably associated with positive mental and physical health over the lifespan. The hypothesis that early parenting quality has significant long-term financial benefits has not been previously tested.
Methods: Design: Longitudinal study with follow-up from 2012 to 2016.
Background: About one in seven adolescents have a mental health disorder in England, UK. School counselling is one of the most common means of trying to address such a problem. We aimed to determine the effectiveness and cost-effectiveness of school-based humanistic counselling (SBHC) for the treatment of psychological distress in young people in England, UK.
View Article and Find Full Text PDFBackground: With increasing reductions in funding for social care across many countries, the need to ensure that resources are used to best effect is becoming increasingly important, in particular for those with severe and complex needs.
Methods: In order to explore the outcomes and costs of skilled support for this group of people, quality of life was assessed for 110 people in 35 services in England. Information on costs was also collected.
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).
View Article and Find Full Text PDFArticle Synopsis
- 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.