Biostatistics Course Research Articles

Flipped learning for teaching biostatistics to peruvian dental students.

Objective: To evaluate the effect of the application of a flipped learning model for teaching biostatistics to dental students in a Peruvian public university. Methodology: A quasi-experimental, crossover, longitudinal and prospective design was used. A non-probability sampling technique was employed. The sample consisted of 63 students that enrolled in the Biostatistics course at the School of Dentistry at Universidad Nacional Mayor de San Marcos. Students were divided into two groups according to their designated training schedule. The contents of two units were assessed. For the first unit (descriptive statistics), the first group was taught using the flipped learning model and the second group with the master class model. For the second unit (inferential statistics), groups were crossed over. At both periods of the study, cognitive, procedural and attitudinal skills were assessed through previously validated questionnaires. Mann-Whitney U test, Cohen is d and multiple linear regression analysis were performed. Results: the mean total score for the second unit was higher (p<0.001) in the flipped learning group (32.58) compared to the master class guided training group (27.94), presenting a Cohen’s d=0.97. Procedural (9.23 versus 7.80) and attitudinal (15.63 versus 12.90) skills were on average higher in the flipped learning group. Regression analysis resulted in R2=0.245, p=0.003. Conclusion: the flipped learning method achieved a higher content learning in the second unit, compared to the master class model.

Flipped learning para el aprendizaje de bioestadística en estudiantes de odontología peruanos.

Objective: To evaluate the effect of the application of a flipped learning model for teaching biostatistics to dental students in a Peruvian public university. Methodology: A quasi-experimental, crossover, longitudinal and prospective design was used. A non-probability sampling technique was employed. The sample consisted of 63 students that enrolled in the Biostatistics course at the School of Dentistry at Universidad Nacional Mayor de San Marcos. Students were divided into two groups according to their designated training schedule. The contents of two units were assessed. For the first unit (descriptive statistics), the first group was taught using the flipped learning model and the second group with the master class model. For the second unit (inferential statistics), groups were crossed over. At both periods of the study, cognitive, procedural and attitudinal skills were assessed through previously validated questionnaires. Mann-Whitney U test, Cohen is d and multiple linear regression analysis were performed. Results: the mean total score for the second unit was higher (p&lt;0.001) in the flipped learning group (32.58) compared to the master class guided training group (27.94), presenting a Cohen’s d=0.97. Procedural (9.23 versus 7.80) and attitudinal (15.63 versus 12.90) skills were on average higher in the flipped learning group. Regression analysis resulted in R2=0.245, p=0.003. Conclusion: the flipped learning method achieved a higher content learning in the second unit, compared to the master class model.

ACADEMIC SELF-EFFICACY, ATTITUDES AND KNOWLEDGE AMONG UNDERGRADUATE BIOSTATISTICS STUDENTS

Objective: The objectives of the present study were to evaluate the academic self-efficacy, content knowledge and confidence in these responses, as well as attitudes of students in an undergraduate biostatistics course. Design: The study was a cross-sectional analytical design. Setting: The study was carried out in Masinde Muliro University of science and technology Sample: Sampling frame consisting of 114 students who had at least taken a biostatistics course. Probability sampling technique of purposive sampling method was applied to select the students. ( n = 114 ) Analysis: Data were analyzed through path analysis and confirmatory factor analysis. Main measures: Self-efficacy, confidence, attitude and knowledge Results: The estimation of this hypothesized structural model yielded an acceptable fit to the data, χ2 =45.9, df = 2; χ 2 /df ratio =22.123 (good), CFI = .933; RMSEA = .071, with 90% C.I. = .044 - .083, SRMR = .078. Attitude was a direct predictor of self-efficacy (β = .490, p < .001), confidence was a direct predictor of self-efficacy (β = .400, p < .001), self-efficacy was a direct predictor of knowledge (β = .515, p < .001). Conclusion: The study concludes that academic self-efficacy and optimism were strongly related to performance. Therefore, this study supports previous literature that found academic self-efficacy affects the success of students in the sciences. Recommendation: Educators should be aware of students' personality antecedents in order to improve their students' beliefs about their capabilities to master different areas of coursework. Article visualizations:

Comparison of Academic Outcomes of Epidemiology and Biostatistics Course between Traditional Lecture and Flipped Classroom Blended approach in 2nd Year Medical Students: A Retrospective Cohort Study

Objective : To compare academic outcomes between integrated flipped classroom (FC) and solely traditional lecture (TL) teaching approach among 2 nd year medical students in Epidemiology and Biostatistics course. Methods : General information and academic achievements including grade point average, scores of the basic statistics course and scores of Epidemiology and Biostatistics course were extracted from the database of the Education Department. The records were excluded if they belonged to repeated or transferred students. The students in 2014 and 2015 academic year represented the TL group and the FC group respectively. The main outcome was the examination score from the two groups which was converted to a comparable scale out of a hundred. Results : Six-hundred twenty-eight records were included in the analysis. Based on independent t-test, the TL group showed higher mean score as compared to the FC group (p-value < 0.01). Further comparison using ANCOVA adjusted for age, gender, hometown location, high school location, grade point average and score of a basic statistics course showed a higher score in the TL group (p-value < 0.01). Conclusion : TL yielded higher examination score than FC from this retrospective study.

Nursing professionals' attitudes toward biostatistics: an international web-based survey

Objective: The present study, an international web-based survey, was focused on four aims: to obtain nursing professional’s self-reported statistical knowledge levels and how this knowledge varies by research area, to investigate and specify when biostatistics courses should be taught in nursing education and to identify the key statistical methods relevant to nursing education. Methods: A total of 448 nursing professionals from five continents and 52 countries participated in our study. For the data comparison, the Kruskal-Wallis test, the Mann-Whitney U test, the Pearson Chi Square and Fisher-Freeman-Halton tests were applied. Results: The results indicate that while nursing professionals place an emphasis on biostatistics education, the majority state that biostatistics education should be taken both at the undergraduate and postgraduate level and the participants also believe that taking a biostatistics course is useful for their occupation. A biostatistics education should also emphasize the necessity of consulting to a biostatistician when planning a study. Conclusion: Our study provides information regarding self-reported levels of biostatistical knowledge of nursing professionals by research area and academic position, and provides guidance regarding the ideal semester for administering a biostatistics course.

Evaluation of internet assisted biostatistics course with Moodle

Amaç: Bu çalışmada Moodle ile internet destekli biyoistatistik e itimi alan ö rencilerin e-ö renme süreçlerine ilişkin hazır bulunuşluk durumlarının, düşüncelerinin ve memnuniyetlerinin de erlendirilmesi amaçlanmıştır.Gereç ve Yöntem: 2015-2016 ile 2016-2017 e itim ve ö retim yıllarında anabilim dalımızda Moodle ortamındaki lisans ve yüksek lisans derslerini alan 19 ö renci çalışmaya alındı. Ö rencilerin kişisel bilgilerinin elde edilmesi ve sistemin de erlendirilmesi amacıyla 10 soruluk anket formu; beşli likert tipinde hazırlandı, geçerlili i ve güvenilirli i önceden çalışılmış 26 soruluk e-ö renme sürecine ilişkin hazır bulunuşluk ve beklenti ölçe i (HBBÖ) ile 29 soruluk e-ö renme sürecine ilişkin memnuniyet ölçe i (MÖ) kullanıldı. Ölçeklerin Cronbach Alfa de erleri hesaplandı, her bir faktörün ham puanları, standart puanlara dönüştürüldü. Puanların normallik varsayımının incelenmesinde Shapiro-Wilk testi, grup puanları arasındaki farklılı ın de erlendirilmesinde Mann-Whitney U testi kullanıldı.Bulgular: HBBÖ için hesaplanan Cronbach Alfa katsayısı, lisans ö rencilerinde 0.878; yüksek lisans ö rencilerinde 0.773 olarak hesaplandı. Aynı katsayı MÖ için sırasıyla lisans ö rencilerinde 0.866; yüksek lisans ö rencilerinde 0.934 olarak elde edildi. Sadece HBBÖ ölçe indeki teknik beceriler ve başarıyı etkileyen faktörler için lisans ve yüksek lisans ö rencileri arasındaki ölçek puanları istatistiksel olarak anlamlı bir şekilde farklı bulundu. Yüksek lisans ö rencilerinin her iki ölçek için de daha yüksek ölçek toplam puanlarına sahip oldukları belirlendi.Sonuç: Sonuç olarak, mevcut derslerin Moodle ortamında yer alması uygun bulunmuş; özellikle görsellik, kaynaklara ve ödevlere kolay ulaşılabilirlik, de erlendirme özellikleriyle, dersin web tabanlı işlenmesinden memnuniyet duyulmuştur.

Profile of medical students in the first group of the Faculdade Israelita de Ciências da Saúde Albert Einstein.

ABSTRACTObjective:To describe first medical students' profile of the Faculdade Israelita de Ciências da Saúde Albert Einstein. Methods:Data were collected using an electronic questionnaire during the Biostatistics course in August of 2016. The students were inquired about demographic characteristics, data on their secondary education and college entrance exams, practice of physical exercise, leisure activities done, to have a physician in the family, and specialty that they intended to pursue as a career.Results:Most of the students were women aged 18 to 21 years and who were originally from the state of São Paulo, had received secondary education in a private school, took a course to prepare for college entrance exam, and participated in more than 5 college entrance exams in the same year they entered in the School of Medicine. The majority of participants practiced physical exercise regularly and were engaged in common leisure activities. Most of students (58%) had a physician in the family and more than half (52%) did not know which specialty to pursue as career. There was no association between relationship with a physician and the student's choice of a specialty (p=0.390).Conclusion:Although it was the first group of student of School of Medicine at Faculdade Israelita de Ciências da Saúde Albert Einstein who took a different admission process, our data showed that students' profile is similar to students from other colleges.

Assessment of a block curriculum design on medical postgraduates\u2019 perception towards biostatistics: a cohort study

BackgroundBiostatistics is a key but challenging subject in medical curricula that is usually delivered via a didactic approach in China. However, whether it is the best teaching approach to improve the learner’s competency, especially for medical postgraduates is yet to be proved. Therefore, a block curriculum design was initially developed to provide selective education to the postgraduates towards the professional career of their interest. A questionnaire was designed to assess the students’ perceptions toward biostatistics as these affective factors might impact the learning process. Thus, the present study aimed to detect whether the new block curriculum design could promote the students’ positive perceptions and further improve the course achievement.MethodsThis cohort study investigated and assessed the perceptions toward biostatistics of the first-year postgraduates undergoing traditional teaching and block teaching, respectively. Structural equation modeling was applied to explore the association between perception and course achievement in the block teaching group.ResultsWith a response rate of 97.84 and 96.67% from the two cohorts respectively, 499 block teaching postgraduates had more positive perceptions as compared to 465 traditionally teaching postgraduates with Likert 5-point agreement response mean of 3.50 vs. 3.31 for course value, 3.66 vs. 2.97 for course comment, and 4.29 vs. 4.10 for expectation. Moreover, block teaching students presented superior confidence about academic statistical knowledge, and therefore, 77.96% of them approved of the new teaching approach. Age, specialty, research experience, logical thinking capacity, mathematical basics, and computer basics might influence the postgraduates’ self-assessment ability (all P < 0.05). Structural equation modeling confirmed a positive correlation between perceptions and the course achievements with a reasonable fit.ConclusionsThe block curriculum design in the biostatistics course improved the postgraduates’ positive perception and may have had a positive role in improving postgraduates’ achievement in learning biostatistics.

Statistic Methods Used in Scholarly Projects of Doctor of Nursing Practice Graduates

Background: Most of the DNP programs provide only one Biostatistics course for the students, which means instructors have limited time to prepare DNP students in mastering the statistics skills they need to complete their scholarly project. Methods: Quantitative content analysis was conduct on 100 DNP projects to retrieve information regarding the subjects, sample size, sampling strategies, and statistics methods used. These projects were selected from two online DNP projects repositories, where DNP graduates uploaded their projects voluntarily. Results: Almost half of the projects had a sample size less than 50, majority of the studies adopted convenience sampling strategy, and the most often used statistics methods discovered were descriptive analysis, t Test, and Chi square analysis. Conclusion: Small sample size is an intrinsic problem of most DNP projects. The results of this study give DNP students and faculty a more clear teaching map that focuses on skills used most often.

Introduction to Bayesian Modeling and Inference for Fisheries Scientists

Bayesian inference is everywhere, from one of the most recent journal articles in Transactions of the American Fisheries Society to the decision‐making process you undergo when selecting a new fishing spot. Bayesian inference is the only statistical paradigm that synthesizes prior knowledge with newly collected data to facilitate a more informed decision—and it is being used at an increasing rate in almost every area of our profession. Thus, the goal of this article is to provide fisheries managers, educators, and students with a conceptual introduction to Bayesian inference. We do not assume that the reader is familiar with Bayesian inference; however, we do assume that the reader has completed an introductory biostatistics course. To this end, we review the conceptual foundation of Bayesian inference without the use of complex equations; present one example of using Bayesian inference to compare relative weight between two time periods; present one example of using prior information about von Bertalanffy growth parameters to improve parameter estimation; and, finally, suggest literature that can help to develop the skills needed to use Bayesian inference in your own management or research program.

Life Science Majors' Math-Biology Task Values Relate to Student Characteristics and Predict the Likelihood of Taking Quantitative Biology Courses.

Expectancy-value theory of achievement motivation predicts that students’ task values, which include their interest in and enjoyment of a task, their perceptions of the usefulness of a task (utility value), and their perceptions of the costs of engaging in the task (e.g., extra effort, anxiety), influence their achievement and academic-related choices. Further, these task values are theorized to be informed by students’ sociocultural background. Although biology students are often considered to be math-averse, there is little empirical evidence of students’ values of mathematics in the context of biology (math-biology task values). To fill this gap in knowledge, we sought to determine 1) life science majors’ math-biology task values, 2) how math-biology task values differ according to students’ sociocultural background, and 3) whether math-biology task values predict students’ likelihood of taking quantitative biology courses. We surveyed life science majors about their likelihood of choosing to take quantitative biology courses and their interest in using mathematics to understand biology, the utility value of mathematics for their life science career, and the cost of doing mathematics in biology courses. Students on average reported some cost associated with doing mathematics in biology; however, they also reported high utility value and were more interested in using mathematics to understand biology than previously believed. Women and first-generation students reported more negative math-biology task values than men and continuing-generation students. Finally, students’ math-biology task values predicted their likelihood of taking biomodeling and biostatistics courses. Instructional strategies promoting positive math-biology task values could be particularly beneficial for women and first-generation students, increasing the likelihood that students would choose to take advanced quantitative biology courses.

Effect of a Course of Biostatistics in an Integrated Curriculum

Aim: Lack of knowledge for biostatistics adversely affect the skills required for a competent physician. However, literature is deficient to show whether medical students learn it and course of biostatistics is effective. Hence, this study designed to assess the effect of a biostatistics course in an integrated PBL curriculum. Materials and methods: It was a cross-sectional study conducted for first year male (92) and female (88) medical students in public medical school in Eastern province. This 10-item scale has applied as pre and post-test at the beginning and end of the course. A student t-test applied to compare the mean difference in between male and female students for the mean scores. Results: With this questionnaire, the maximum possible score was 10. The range of scores obtained by the study subjects was 7 and the median was 5. Appropriate use of biostatistics was independent of sex (P>0.05). T-test showed a significance difference in the mean score before and after teaching the course of biostatistics. Conclusion: In new evidence based medicine practices epoch an introductory course of biostatistics is not sufficient and need more courses integrated in the curriculum for the better understanding and application of the biostatistics knowledge.

Degrees of freedom analysis in educational research and decision-making: leveraging qualitative data to promote excellence in bioinformatics training and education.

Qualitative data are commonly collected in higher, graduate and postgraduate education; however, perhaps especially in the quantitative sciences, utilization of these qualitative data for decision-making can be challenging. A method for the analysis of qualitative data is the degrees of freedom analysis (DoFA), published in 1975. Given its origins in political science and its application in mainly business contexts, the DoFA method is unlikely to be discoverable or used to understand survey or other educational data obtained from teaching, training or evaluation. This article therefore introduces and demonstrates the DoFA with modifications specifically to support educational research and decision-making with examples in bioinformatics. DoFA identifies and aligns theoretical or applied principles with qualitative evidence. The demonstrations include two hypothetical examples, and a case study of the role of scaffolding in an independent project ('capstone') of a graduate course in biostatistics. Included to promote inquiry, inquiry-based learning and the development of research skills, the capstone is often scaffolded (instructor-supported and therefore, formative), although it is intended to be summative. The case analysis addresses the question of whether the scaffolding provided for a capstone assignment affects its utility for formative or summative assessment. The DoFA is also used to evaluate the relative efficacies of other models for scaffolding the capstone project. These examples are intended to both explain this method and to demonstrate how it can be used to make decisions within a curriculum or for bioinformatics training.

Linear combinations come alive in crossover designs.

Before learning anything about statistical inference in beginning service courses in biostatistics, students learn how to calculate the mean and variance of linear combinations of random variables. Practical precalculus examples of the importance of these exercises can be helpful for instructors, the target audience of this paper. We shall present applications to the "1-sample" and "2-sample" methods for randomized short-term 2-treatment crossover studies, where patients experience both treatments in random order with a "washout" between the active treatment periods. First, we show that the 2-sample method is preferred as it eliminates "conditional bias" when sample sizes by order differ and produces a smaller variance. We also demonstrate that it is usually advisable to use the differences in posttests (ignoring baseline and post washout values) rather than the differences between the changes in treatment from the start of the period to the end of the period ("delta of delta"). Although the intent is not to provide a definitive discussion of crossover designs, we provide a section and references to excellent alternative methods, where instructors can provide motivation to students to explore the topic in greater detail in future readings or courses.

A Bayesian Analysis of Synchronous Distance Learning versus Matched Traditional Control in Graduate Biostatistics Courses

ABSTRACTDistance learning can be useful for bridging geographical barriers to education in rural settings. However, empirical evidence on the equivalence of distance education and traditional face-to-face (F2F) instruction in statistics and biostatistics is mixed. Despite the difficulty in randomization, we minimized intra-instructor variation between F2F and online sections in seven graduate-level biostatistics service courses in a synchronous (live, real time) fashion; that is, for each course taught in a traditional F2F setting, a separate set of students were taught simultaneously via online learning technology, allowing for two-way interaction between instructor and students. Our primary objective was to compare student performance in the two courses that use these two teaching modes. We used a Bayesian hierarchical model to test equivalence of modes. The frequentist mixed model approach was also conducted for reference. The results of Bayesian and frequentist methods agree and suggest a difference of less than 1% in average final grades. Finally, we discuss barriers to instruction and learning using the applied online teaching technology.

Incorporating Wiki Technology in a Traditional Biostatistics Course: Effects on University Students’ Collaborative Learning, Approaches to Learning and Course Performance

Aim/Purpose: To investigate the effectiveness of incorporating wiki technology in an under-graduate biostatistics course for improving university students’ collaborative learning, approaches to learning, and course performance. Methodology: During a three year longitudinal study, twenty-one and twenty-four undergraduate students were recruited by convenience sampling and assigned to a wiki group (2014-2015) and a control group (2013-2014 and 2015-2016), respectively. The students in the wiki group attended face-to-face lectures and used a wiki (PBworks) weekly for online- group discussion, and the students in the control group had no access to the wiki and interacted face-to-face only. The students’ collaborative learning, approaches to learning, and course performance were evaluated using the Group Process Questionnaire (GPQ), Revised Study Process Questionnaire (R-SPQ-2F) and course results, respectively, after testing. Findings: Multivariate analysis of variance results revealed that the R-SPQ-2F surface approach score, surface motive and strategy subscores were lower in the wiki group than in the control group (p &lt; 0.05). The GPQ individual accountability and equal opportunity scores (components of collaboration) were higher in the wiki group than in the control group (p &lt; 0.001). No significant between-groups differences were found in any of the other outcome variables (i.e., overall course result, R-SPQ-2F deep approach score and subscores, GPQ positive interdependence score, social skills score, and composite score). Looking at the Wiki Questionnaire results, the subscale and composite scores we obtained were 31.5% to 37.7% lower than the norm. The wiki was used at a frequency of about 0.7 times per week per student. Recommendations for Practitioners: Using wiki technology in conjunction with the traditional face-to-face teaching method in a biostatistics course can enhance some aspects of undergraduate students’ collaborative learning (individual accountability and equal participation opportunity) and approaches to learning (with less surface learning). However, use of a wiki does not improve course performance.

Biostatistics course in postmaster doctor of nursing practice programs

Background : The number of doctor of nursing practice (DNP) programs in the United States has increased dramatically in the past few years. However, few studies have been done to provide a comprehensive view of program structures and curricula offered. Methods : This study explored differences in entry pathway, admission statistics skills requirement, and whether a program offered a Biostatistics course in its curriculum by investigating the websites of DNP programs listed on the American Association of Colleges of Nursing (AACN) DNP directory. Results and conclusions : This study found no regional differences in these three areas: type of program offered, statistics course as a prerequisite, and whether Biostatistics is offered. Overall, more schools have started to require a graduate level statistic course in their admission requirement and more schools offered a Biostatistics course in their DNP curriculum. However, 25% of schools did not request for specific statistics skills prior to admission, nor did they incorporate a Biostatistics course in the program.

The Importance of Medical Students' Attitudes Regarding Cognitive Competence for Teaching Applied Statistics: Multi-Site Study and Meta-Analysis.

BackgroundThe scientific community increasingly is recognizing the need to bolster standards of data analysis given the widespread concern that basic mistakes in data analysis are contributing to the irreproducibility of many published research findings. The aim of this study was to investigate students’ attitudes towards statistics within a multi-site medical educational context, monitor their changes and impact on student achievement. In addition, we performed a systematic review to better support our future pedagogical decisions in teaching applied statistics to medical students.MethodsA validated Serbian Survey of Attitudes Towards Statistics (SATS-36) questionnaire was administered to medical students attending obligatory introductory courses in biostatistics from three medical universities in the Western Balkans. A systematic review of peer-reviewed publications was performed through searches of Scopus, Web of Science, Science Direct, Medline, and APA databases through 1994. A meta-analysis was performed for the correlation coefficients between SATS component scores and statistics achievement. Pooled estimates were calculated using random effects models.ResultsSATS-36 was completed by 461 medical students. Most of the students held positive attitudes towards statistics. Ability in mathematics and grade point average were associated in a multivariate regression model with the Cognitive Competence score, after adjusting for age, gender and computer ability. The results of 90 paired data showed that Affect, Cognitive Competence, and Effort scores demonstrated significant positive changes. The Cognitive Competence score showed the largest increase (M = 0.48, SD = 0.95). The positive correlation found between the Cognitive Competence score and students’ achievement (r = 0.41; p<0.001), was also shown in the meta-analysis (r = 0.37; 95% CI 0.32–0.41).ConclusionStudents' subjective attitudes regarding Cognitive Competence at the beginning of the biostatistics course, which were directly linked to mathematical knowledge, affected their attitudes at the end of the course that, in turn, influenced students' performance. This indicates the importance of positively changing not only students’ cognitive competency, but also their perceptions of gained competency during the biostatistics course.

PENINGKATAN KETERLIBATAN MAHASISWA DALAM PEMBELAJARAN BIOSTATISTIK DENGAN METODE KOOPERATIF MELALUI MEDIA LEMBAR KERJA MAHASISWA (LKM) DI PROGRAM STUDI PERUMAHSAKITAN

ABSTRACT -This research is motivated by the lack of passionate students of the Program StudiPerumahsakitan Vokasi in the following study courses Biostatistics, because the teaching method does not makethe students become active and participate. Consequently Biostatistics courses often leave some students areforced to repeat the due credit limit does not reach the threshold value eventually pass (C) and of course is verydetrimental to the student having to repeat the course credit until they intern (last semester). This study is aclass act with the entire student subjects RS1 50 people Academic Year 2012/2013 in the University ofIndonesia with the material limits of Biostatistics emphasis on material probability. Results were obtained incycle 1 achieved an average score of 3770/5000 = 75.4, cycle 2 average scores achieved 4105/5000 = 82.1and cycle 3 achieved an average score of 4585/5000 = 91.7. Conclusion The method of cooperative learningapproach through the media LKM have a positive impact in improving student achievement is marked by anincrease in the average scores achieved in each cycle, and through the media worksheet can increase studentinterest and motivation shown by increased activity in the classroom discussion. Advice is to carry out acooperative approach through the media LKM method requires the preparation of a fairly mature, so thelecturer must be able to determine the learning scenario can actually be applied in order to obtain optimalresults.Peningkatan Keterlibatan Mahasiswa dalam Pembelajaran Biostatistik dengan Metode Kooperatif Melalui MediaLembar Kerja Mahasiswa (LKM) di Program Studi PerumahsakitanNia M, Supriadi, Tri GVolume 1, Nomor 2, pp 84-9685Keywords: class action research, cooperative learning, worksheet students.

Providing Consulting Experiences Through Role Playing in a Graduate Statistics Course

Summary An effective method for improving the communication skills of graduate students in statistics and biostatistics is to provide consultations with non-statistical researchers. Unfortunately, those experiences can be difficult to arrange or occur too infrequently to be reliable. The current study sought to help students develop both written and oral communication skills within an existing graduate biostatistics course by having students partake in role-playing consultations. Though the class size was small, the students felt these activities helped improve their oral and written communication skills, and made them more aware of a biostatistician's role in consulting. There was also modest improvement in the students perceived function as a consulting biostatistician. Simulated consultations can be an effective educational tool for promoting the development of soft skills necessary for developing successful statisticians, can be implemented in existing courses, and do not require reliance upon external collaborators. Embedding these types of exercises within an existing curriculum can also be a cost-effective alternative for programs that do not have formal consulting training.