185Online teaching of epidemiology and biostatistics: where do we go from here?

Abstract

Abstract Focus of Presentation There has been a global proliferation of fully online programs in public health. There is a dearth of information on how to best deliver epidemiology and biostatistics education to students studying online. This may be due to the relatively few changes in the teaching of introductory epidemiology and biostatistics over the past several decades. This presentation reflects on our experiences in teaching these subjects. We pose some key research questions that may drive innovation of teaching to better prepare public health graduates. Findings Asynchronous online teaching of epidemiology and biostatistics brings both benefits and challenges. Novel methods of engaging students, supporting self-regulation of learning, building communities of practice, and other strategies to encourage active and deep learning need to be identified. Evidence for both student satisfaction and performance from effective online teaching of epidemiology and biostatistics is critical but currently lacking. Conclusions/Implications Given the growth in online delivery of tertiary education, evidence is required to determine best practice around quality online teaching of epidemiology and biostatistics. Researchers should use their unique skills in causal thinking to innovate methodologies to support evidence-based and quality assured teaching of epidemiology and biostatistics. Key messages The teaching of epidemiology and biostatistics is an essential part of ensuring a skilled public health workforce. Educational research should prioritise effective teaching strategies suited to the online learning environment and future-proof programs for online delivery.