What statistics should we teach medical undergraduates and graduates?

Appleton, D.

doi:10.1002/sim.4780090903

Cited by 56 publications

(29 citation statements)

References 9 publications

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“…Some statisticians have called for the teaching of statistical concepts only or mainly [22][23][24] ; others have proposed analytical and computational contents in addition 25,26 . Viewed chronologically, the latter proposition is generally a more recent trend.…”

Section: Resultsmentioning

confidence: 99%

Difficulty in Understanding Statistics: Medical Students’ Perspectives in a Nigerian University

Adeleye¹,

Ofili²

2009

Int J Health Res

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an online international journal allowing free unlimited access to abstract and full-text of published articles. The journal is devoted to the promotion of health sciences and related disciplines (including medicine, pharmacy, nursing, biotechnology, cell and molecular biology, and related engineering fields). It seeks particularly (but not exclusively) to encourage multidisciplinary research and collaboration among scientists, the industry and the healthcare professionals. It will also provide an international forum for the communication and evaluation of data, methods and findings in health sciences and related disciplines. The journal welcomes original research papers, reviews and case reports on current topics of special interest and relevance. All manuscripts will be subject to rapid peer review. Those of high quality (not previously published and not under consideration for publication) will be published without delay. The maximum length of manuscripts should normally be 10,000 words (20 single-spaced typewritten pages) for review, 6,000 words for research articles, 3,000 for technical notes, case reports, commentaries and short communications. Submission of Manuscript:The International Journal of Health Research uses a journal management software to allow authors track the changes to their submission. All manuscripts must be in MS Word and in English and should be submitted online at http://www.ijhr.org. Authors who do not want to submit online or cannot submit online should send their manuscript by e-mail attachment (in single file) to the editorial office below. Submission of a manuscript is an indication that the content has not been published or under consideration for publication elsewhere. Authors may submit the names of expert reviewers or those they do not want to review their papers. Abstract PURPOSE: The study was conducted to examine the characteristics of medical students vis-à-vis difficulty in understanding statistics and to explore the perceived causes of this difficulty among those affected. METHODS: In a descriptive cross-sectional questionnairebased survey, 293 consenting final year medical students of the University of Benin were interviewed. Enquiries

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Section: Resultsmentioning

confidence: 99%

Difficulty in Understanding Statistics: Medical Students’ Perspectives in a Nigerian University

Adeleye¹,

Ofili²

2009

Int J Health Res

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“…Other topics (e.g., those involving statistical reasoning, application of study designs, and data management) also have intrinsic importance to the research process 16,30 -32 ; however, these were identified less frequently as training priorities, even though many respondents reported limited knowledge of these areas. Perhaps this is because they are relatively abstract and/or technical subjects, 34,35 whose practical value is best appreciated after the investigator has succeeded in defining the research problem and has determined the inquiry to be feasible and/or potentially fundable. However, most respondents reported that they were not very knowledgeable about the essentials of study initiation and planning; thus, many may have some difficulty in progressing beyond the early critical phases of research.…”

Section: Supino Richardson • Assessing Research Methodology Trainingmentioning

confidence: 99%

Assessing Research Methodology Training Needs in Emergency Medicine

Supino

Richardson

1999

Academic Emergency Medicine

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Abstract. Objective: To determine the perceptions of emergency medicine (EM) academic faculty leaders and other academic emergency physicians regarding importance and knowledge of specific research methodology content areas and training priorities. Methods: The authors conducted a confidential mail survey of 52 EM academic chairs, 112 residency directors, 116 research directors, and 400 randomly selected other members of the Society for Academic Emergency Medicine (SAEM). Respondents rated the importance of knowledge about each of 12 content areas for enhancing research productivity, rated their own knowledge of these areas, and identified training priorities. Standard descriptive statistics were used to characterize the study population; subgroup differences were examined by nonparametric statistics. Results: 551 (81%) of those sampled returned surveys. Most (90%) respondents thought that knowledge about all selected content areas was important for enhancing research productivity; however, 7 -37% (depending on the topic) reported little knowledge or experience in specific areas. Research directors reported highest overall knowledge levels (p < 0.001), followed by chairs, residency directors, and other SAEM members. Top training priorities (identified by all subgroups) included study planning (70%), problem identification/hypothesis construction (41%), and proposal writing (38%). Conclusions: These data support the continued need to offer broad training in research methodology, but suggest that greater emphasis be given to concepts involved in initiating and planning a study and to strengthening research proposal writing skills. These results should be of interest to academic departments who must address their own training needs, and help support the development of research methodology curricula on regional and national levels to advance the state of research in the specialty of EM. Key words: emergency medicine; curriculum; research methodology; needs assessment. ACADEMIC EMERGENCY MEDICINE 1999; 6:280 -285 T HE NEED to identify and implement a relevant research agenda in emergency medicine (EM) has been widely recognized within the specialty.1 -4 The strengthening of research skills of EM faculty and residents also is an acknowledged priority of both individual academic departments and national organizations.5 -9 Accordingly, efforts have been made to define a curriculum in research methodology for emergency physicians (EPs), 6,7 and various educational programs and other initiatives have been undertaken by experts in the field.10 -17 However, as has been pointed out by previous authors, 17 programs have differed significantly in content and design, and have met with varying success. In recent years, medical educators have begun to emulate faculty from nonmedical graduate institutions by revising their approach to curriculum development and assessment. 18 One area of change has been to increasingly supplement expert opinion with formal input from the learner when defining specific content areas for instruc...

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“…5,6 The community medicine module exists in the curriculum of most of the medical colleges throughout the world but with great variation regarding duration and contents. For instance in the majority of medical schools in the USA, the module includes biostatistics, epidemiology, preventive medicine, demography, and medical informatics, which are taught during the first or second study year.…”

Section: Introductionmentioning

confidence: 99%

Perception of students about community medicine course in Hawler College of Medicine, Iraq

Saleh

2015

ZJMS

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What statistics should we teach medical undergraduates and graduates?

Cited by 56 publications

References 9 publications

Difficulty in Understanding Statistics: Medical Students’ Perspectives in a Nigerian University

Difficulty in Understanding Statistics: Medical Students’ Perspectives in a Nigerian University

Assessing Research Methodology Training Needs in Emergency Medicine

Perception of students about community medicine course in Hawler College of Medicine, Iraq

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