Abstract
The negative attitude of medical undergraduates towards statistics could be ascribed to adherance to traditional statistical topics, foreign to the medical sciences. The need is to teach in a medical language. This communication describes the change needed in style and content of teaching to implement this strategy. The medical topics are identified and the details of teaching specified. A discussion on normal values, their clinical significance, diagnostic criteria, and choice of diagnosis provides opportunity to teach measures of location and dispersion, distributions, type I and II errors, and some probability. Interpretation of laboratory results and of medical literature brings out essentials of sampling, some aspects of design and meaning of P‐values.
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