Abstract
Ten years ago, there was little variation in how courses in biostatistics were taught. Professors usually delivered prepared lectures using slide decks, notes on the whiteboard or even transparencies. Biostatistics graduate programs do not always require any formal training in teaching, so assistant professors in research-focused positions may find themselves teaching courses with their main preparation being their own class¬room experiences as students. This article describes several ways to include innovative teaching practices in statistics courses.
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