Publications by authors named "Joshua W Kearsley"
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.
Background: Differentiating heart failure from chronic obstructive pulmonary disease (COPD) in a patient presenting with breathlessness is difficult but may have implications for outcome. We investigated the prognostic impact of diagnoses of COPD and/or heart failure in consecutive patients presenting to a secondary care clinic with breathlessness.
Methods: In patients with left ventricular systolic dysfunction (LVSD) by visual estimation, N-terminal pro B-type natriuretic peptide (NTproBNP) levels and spirometry were evaluated (N = 4986).