Knowledge Of Biostatistics Research Articles

Diagnosing Statistical Education Needs of Health Science Learners

Many types of health science learners, including clinical and translational scientists, students, researchers, and clinicians, seek to increase their knowledge of biostatistics. These learners are heterogeneous in their field, career stage and career focus. Based on the collective experience of an expert panel with over 115 years teaching statistics to health science learners, we propose a framework for considering the needs of health science learners motivated by their career goals. This framework defines four types of health science learners seeking statistical training: (a) consumers, (b) “milestone makers”, (c) biomedical researchers with statistical support, and (d) biomedical researchers without statistical support. Each type of learner has different levels at which they need to understand statistical topics for their careers, such as when to use a particular statistical method or why a given method works; these differing levels of understanding are detailed in our proposed framework. Further, this framework identifies the expectations that each of these types of learners should have for gaining statistical knowledge in a single seminar, multiple seminars, a seminar series, an accredited course, or a certificate/degree program. Advantages and disadvantages of widely used educational formats for these learners are also described. From this work, health science learners seeking biostatistical training or those who are planning a training program for others can gain insight into identifying appropriate statistical training goals for the type of learner with which they identify. Statistical educators may also use these guidelines to help health science learners align expectations for various types of training.

Tıp Öğrencilerinin Biyoistatistik Sınavında ChatGPT-3.5 ve ChatGPT-4 Performanslarının Karşılaştırılması: Bir Eğitim Asistanı Olarak Artıları ve Eksileri

Studies have shown that the level of knowledge in biostatistics among medical students is lower than expected. This situation calls for the need to implement new methods in biostatistics education. The aim of this study is to evaluate the feasibility of ChatGPT as an education assistant in biostatistics. ChatGPT is a natural language processing model developed by OpenAI. It provides human-like responses to questions asked by users and is utilized in various fields for gaining information. ChatGPT operates with the latest GPT-4 model, while the previous version, GPT-3.5, is still in use. In this study the biostatistics performance of 245 Marmara University School of Medicine students was compared to ChatGPT-3.5 and ChatGPT-4 using an exam covering basic biostatistics topics. According to findings, ChatGPT-3.5 achieved 80% success rate in the exam, while ChatGPT-4 achieved 100% success rate. In contrast, the students achieved 67.9% success rate. Furthermore, ChatGPT-3.5 only recorded 33% success rate in questions requiring mathematical calculations, while ChatGPT-4 achieved 100% success rate in these questions. In conclusion, ChatGPT is a potential education assistant in biostatistics. Its success has increased significantly in the current version compared to the previous one. Further studies will be needed as new versions are released.

PERCEPTION OF MEDICAL STUDENTS OF THEIR KNOWLEDGE ABOUT BIOSTATISTICS AND EPIDEMIOLOGY AND THE IMPACT OF PARTICIPATORY TEACHING METHODS

Objective: Our study aimed to assess the perception of medical students about their knowledge of biostatistics and epidemiology before and after applying participatory teaching methods for teaching these topics. Materials and methods: It was a correlational study conducted at Khyber Girls Medical College Peshawar, with a sample size of two hundred and ten. Using a simple random sampling technique, the students of fourth year M.B.B.S were taught the course Epidemiology and Biostatistics. The methodologies included a participatory teaching method, using a two-step approach. The first step aimed to make the students understand the basic concepts of Epidemiology and Biostatistics, with hands-on activity on how to use different websites to interpret the information. The second step involved database analysis with the production of a scientific report. In the end, a nine-item pre-validated questionnaire was used to check the difference of perception among the students, before and after the activities. Results: A significant improvement in student’s perception of their knowledge related to the taught subjects was found in certain areas which included the importance, usefulness, and basic concepts of Epidemiology and Biostatistics. The remaining items of the questionnaire didn’t show any significant difference. Conclusion: Participatory teaching had a strong impact on students’ perception of understanding Epidemiology and Biostatistics. Keywords: participatory teaching methods, biostatistics, Epidemiology

Flipped Classroom with Interactive Videos Applied to Nursing Students in the Teaching of Biostatistics Knowledge: A Mixed-Method Study

Flipped Classroom with Interactive Videos Applied to Nursing Students in the Teaching of Biostatistics Knowledge: A Mixed-Method Study

Analysis of Statistical Knowledge of Peruvian Medical Students: A Cross-Sectional Analytical Study Based on a Survey

Introduction: Despite the growing awareness of the importance of knowledge in biostatistics, many investigations worldwide have found that medical students have a poor understanding of it.
 Objective: To determine the percentage of Peruvian medical students with sufficient biostatistics knowledge and the associated factors.
 Methods: Cross-sectional analytical study. Application of a virtual survey to medical students from different faculties in Peru.
 Results: 56.46% of medical students have insufficient knowledge of biostatistics. A statistically significant association was found for those who were 25 years of age or older (aPR: 1.195; 95% CI 1.045 - 1.366; p=0.009); being between the 9th and 12th semester (aPR: 1.177; 95% CI 1.001 - 1.378; p=0.037) and medical internship (aPR: 1.373; 95% CI 1.104 - 1.707; p=0.004); take an external course in biostatistics, epidemiology or research (aPR: 4.016; 95% CI 3.438 - 4.693; p<0.001); having read more than 12 articles per year (aPR: 1.590; 95% CI 1.313 - 1.967; p<0.001); and publish at least one scientific article (aPR: 1.549; 95% CI 1.321 - 1.816; p<0.001) or more than one (PR: 2.312; 95% CI 1.832 - 2.919; p<0.001).
 Conclusions: There is insufficient knowledge of biostatistics in medical students. The factors associated with a good understanding of this were age, academic semester, the number of articles read and published, and having taken an external course.

Evaluation of biostatistics knowledge and skills of medical faculty students

Successful implementation of a scientific study and correct analysis of data obtained is possible with advanced biostatistics knowledge. The aim of this study is to find out efficacy of basic biostatistics program given to medical faculty students and to evaluate students’ biostatistics knowledge, attitude and behaviour levels. Medical Faculty students in a Turkish university participated in this study. 123 of the respondents (52.6%) were male and 111 (47.4%) were female, with an average age of 20.2 ± 1.7 years. The survey used included items questioning demographic information, biostatistics knowledge, attitude and behaviours of students and 10 multiple choice questions including the subjects learned during the program. The students filled in this survey before and after training and data obtained were evaluated. Students’ positive responses to having biostatistics basic knowledge were 68.0% before training and 95.7% after training. The frequency of knowing the purpose of biostatistics was 81.5% before training and 96.6% after training. While the rate of positive response was 60.9% for population and sample, 63.2% for basic principles in summarizing data, 54.7% for central tendency-location measurements, 51.5% for variability measurements before training, they were found as 95% and higher after training. Positive responses of 70.8% for hypothesis and error types, 48.7% for statistical assumptions, 36.5% for parametric hypothesis tests, 33.0% for nonparametric hypothesis tests and 27.4% for statistical package programs before training were 93.6% and higher after training. Total score obtained from responses to multiple choice questions was 2.5±1.4 before training and 7.5±2.1 after training, which was statistically significant (p<0.001). In this study, biostatistics knowledge, attitudes and behaviours of medical faculty students were evaluated. Biostatistics training needs changes due to latest developments in information technology. Many medical faculties currently teach basic biostatistics concepts and carry out biostatistics training studies to allow critical evaluation during the process.

Perceived knowledge and perceptions toward biostatistics among dental and medical undergraduate students in International Islamic University Malaysia

Research into dental and medical student on biostatistics may inform the educational policy changes. Therefore, it was vital to assess the level of knowledge and perception about biostatistics among dental and medical undergraduate students in order to determine their proficiency in this subject. A cross-sectional study was undertaken among dental and medical undergraduate students in International Islamic University Malaysia, Kuantan. The assessment of perceived and perception toward biostatistics was based on a 5-points Likert scale including 50 questions distributed into five domains to assess the knowledge, course value, difficulty, behavioural and expectations. A total of 158 out of 190 students responded to the questionnaire yielding a response rate of 83.2%. It was observed that more than 70% of students acknowledged that knowledge gained from biostatistics courses is useful to their future career, and almost 80% realized the relevance of biostatistics to real health issues. This study concludes that undergraduate dental students have almost similar and moderate level of knowledge in biostatistics as compared to the medical students. However, it is important to have additional practice and training through workshop to improve their level of comprehension in biostatistics.

How to critically read a meta-analysis of clinical trials in neurooncology

Evidence-based medicine (EBM) is an important field in oncology as it provides the tools needed to select the best available options for a better management of cancer patients and also for the whole decision-making process. Meta-analyses of randomized and controlled clinical trials are categorized in the high-level of evidence as they provide pooled results from several studies. This article type aims to comprehensively provide a synthesis of oncology literature in an unbiased,precise, and reproducible manner. However, a critical assessment of meta-analyses needs an advanced knowledge in biostatistics and critical reading methods. In this workshop, a methodic step-by-step examination will provide the needed information for oncologists and cancer researchers to critically appraise a meta-analysis of randomized and controlled trials with a particular focus on a clinical problem in neuro-oncology practice.Keywords : meta, -analysisn oncology literature, critical assessment, neuro-oncology practice

Family medicine residents' knowledge and attitudes towards biostatistics, Taif, Kingdom of Saudi Arabia.

It is essential for practicing clinicians to have core knowledge of biostatistics. However, surveys indicated that clinicians' attitudes towards biostatistics are negative. Despite its importance, little is known about the knowledge of and attitudes towards statistics among trainees in family medicine, particularly in Saudi Arabia. The current investigation attempts to evaluate knowledge and attitudes held by family medicine trainees in Taif and explore their correlates. This was a descriptive, questionnaire-based, cross-sectional study of residents in family medicine training programme in Taif, Saudi Arabia. We used Poisson regression modelling to evaluate the effect of background factors on knowledge and attitudes towards biostatistics. The study included 113 family medicine trainees at different levels of training. Only 36 (31.9%) of the participating trainees expressed positive attitudes towards biostatistics. On the other hand, 30 (26.5%) participating trainees were found to have good biostatistics knowledge, compared to 83 (73.5%) trainees whose knowledge level was found to be poor. Upon adjusting for all background factors simultaneously, only younger age, level R4 training, publishing one or three papers were found to be associated with poorer attitudes towards biostatistics. Older age was associated with worsening of attitudes (adjusted odds = 0.9900, P = 0.00924), and so also was being a senior R4 trainee (adjusted odds = 0.9045, P = 0.01301). Publishing one paper (compared to publishing over three papers) was associated with poorer attitudes towards biostatistics (adjusted odds = 0.8857, P = 0.03525). Also, having published three papers (compared to publishing over three papers) was still associated with worse attitudes towards biostatistics (adjusted odds = 0.8528, P = 0.01318). The main finding of our current study is the poor level of knowledge and overtly negative attitudes held by family medicine trainees in Taif towards biostatics. Knowledge was particularly poor about advanced statistical concepts such as survival analysis and linear regression modelling. However, poor levels of knowledge about biostatistics could be a function of poor research productivity among family medicine trainees. Age, seniority in training and involvement in research also impacted positively on attitudes towards biostatistics. Therefore, it is recommended that the training curriculum for family medicine trainees should first cover essential biostatistics in a creative and accessible way and secondly encourage engagement research and publication from an early stage of training.

Journal Club is a way forward to adopt Evidence Based Practice among dental House Officers.

ABSTRACTObjectives:To identify the improvement in knowledge, presentation skills, critical skills and self-directed learning process during Journal Club platform amidst dental house officers of 2018, 2019 and 2020 after completing one year house job training at Bahria dental College Karachi.Methods:This cross-sectional study was conducted from Dec- 2018 till Dec-2020. The six items were asked about perception of change for evidence-based process of (knowledge, cognitive, affective and participant domains) after completion of house job training by each cohort. The responses were noted on three point likert scale as agree, neutral and disagree. Total 150 questionnaires were distributed in three cohorts. The SPSS version 23 was used. P-value < 0.05 was considered as statistically significant.Results:Total n=145 house officers had completed the proforma with response rate of 96.65%. The mean age was 24.45 ± SD 0.63 among three groups. There were n=20(14%) males and n=125(86%) females. There was improvement found for knowledge acquisition about relevant literature search among all three groups. Regarding knowledge acquisition of bio-statistics; majority of subjects n=26 (52%) in 2020 group had reported no change and in 2019 cohort n=23(48%) were agreed. Majority n=21(44%) of house officers had reported no change when asked as JC helped in critical thinking in year 2019.Conclusion:Knowledge acquisition about relevant literature search, presentation and confidence skills were improved but no significant changes were found in knowledge of biostatistics and critical thinking skills. JC is a convincing platform to learn evidence-based process amid dental house officers.

Understanding of biostatistics among the homeopathic fresh graduates and post-graduate trainees in West Bengal, India

Background: A basic understanding of biostatistics is essential, both for designing quality research and evaluating medical literature. We evaluated the understanding of biostatistics and interpretation of research results among homeopathic fresh graduates’ (House Staffs; HSs) and postgraduate trainees’ (PGTs) in West Bengal, India. Methods: A cross-sectional survey of homeopathic HSs and PGTs in the four government homeopathic schools in West Bengal, India, using a pre-tested, valid and reliable biostatistics multiple choice knowledge, confidence and attitude test questionnaire. Results: Internal consistency of the used questionnaires was acceptable (Cronbach’s α = 0.611 – 0.672). Response rate was only 55.6%. Research journal reading habit was seriously lacking. No one had ever taken any research courses or possessed any advanced degrees or diplomas. The overall mean% correct on statistical knowledge was very poor, 1.0% (95% CI 0.1 – 1.9%) vs. 10.0% (95% CI 8.6 – 11.6%) for HSs and PGTs (P &lt; 0.0001). Comparatively, higher knowledge scores were found in respondents from Mahesh Bhattacharyya Homeopathic Medical College and Hospital (P = 0.003). No one could interpret an unadjusted odds ratio, Kaplan-Meier analysis results, and determine strength of evidence for risk factors. Percentages of correct answers for all other knowledge-based questions ranged between only 2.7 – 9.5%. Respondents’ self-assessed confidence in ability to understand biostatistics ranged between 41 – 60%. Positive attitude towards biostatistics was elicited in 16 – 63% respondents. Conclusions: The respondents seriously lacked knowledge in biostatistics needed to interpret research results. Training programs needs to undergo massive and immediate transformation to include more effective biostatistics training in curricula to encourage meaningful research.

English

BACKGROUND The principles and methods of biostatistics have gained importance in various fields including dentistry and medicine. The health researchers must have adequate knowledge and understanding of biostatistics to overcome the associated dilemmas in concluding the statistical data. The present study was planned to evaluate the knowledge, attitude, and perception of biostatistics among health researchers in Jeddah, Saudi Arabia. METHODS The present cross-sectional study was questionnaire based and was conducted among 251 health researchers in Saudi Arabia. A convenience method of sampling was followed during the 2 months study period from 15. 08. 2020 to 15. 10. 2020. A pre-validated questionnaire was used that consisted of questions related to the knowledge, attitude and perception of biostatistics. A chi-square test was used to find the significance of study parameters and the level of significance chosen was 5 %. RESULTS Gender, nationality, or qualification of participants did not show any statistically significant differences with regards to their knowledge, attitude, or perception about biostatistics. The years of experience of the faculty showed statistically significant differences in their ability to interpret the results using statistical methods [P = 0.002], ability to choose a particular test to answer research question [P = 0.024], ability to design their projects [P = 0.02], and forming opinions / making decisions in health care using statistical information [P = 0.001]. Nursing and dental faculty were able to design their research projects significantly better when compared to other groups. Faculty of Pharmacy, nursing, and dentistry more frequently used statistical information to form opinions or make decisions in health care when compared to those from the Medical program. CONCLUSIONS The study showed a medium level of knowledge as well as awareness about the importance of statistics in research and indicated a great motivation for further training with an emphasis on teaching and learning biostatistics during undergraduate / postgraduate education. KEY WORDS Biostatistics, Interpret Results, Health Researchers

The Biomedical Research Pyramid: A Model for the Practice of Biostatistics

Biostatisticians apply statistical methods to solve problems in the biological sciences. Successful practioners of biostatistics have advanced technical knowledge, are skilled communicators, and can seamlesslessly integrate with interdisciplinary scientific teams. Despite the breadth of skills required for success in this field, most biostatistics education programs place heavier emphasis on development of technical skills than skills necessary for collaborative work, including critical thinking, writing, and public speaking. Our master’s degree program in biostatistics aims for stronger integration of education in collaborative work alongside development of technical knowledge in biostatistics. Toward that end, we propose a model that provides students with a mental map for practicing biostatistics, and that can serve as a tool for faculty to create hands-on learning experiences for biostatistics students. The model helps students organize their knowledge of biostatistics, unifying the technical and collaborative aspects of the discipline in a single framework that can be applied across the broad array of activities that biostatisticians engage in. In this article we describe the model in detail and provide an initial assessment of whether the model might meet its intended purpose by applying the model to a common task for practicing biostatisticians and biostatistics students: describing the results of a medical research study.

A questionnaire-based study to develop an instrument measuring poor interest in biostatistics among postgraduate medical students and faculties.

BACKGROUND:It has been realized by senior researchers that interest in biostatistics is very poor among medical professionals. Knowledge of biostatistics plays an important role in medical research. Studies conducted about knowledge, attitude toward biostatistics by many researchers, but there were no works about factors in relation to it. Considering this gap, we tried to develop a new instrument.MATERIALS AND METHODS:Item generation and questionnaire formation were done using focus group discussion involving seven experts from different departments of medical colleges. Face validity and content validity and pilot testing were carried out step by step. In estimating reliability, internal consistency measured after collecting data from 66 study participants. Data were collected through self-administered paper-based questionnaire where response in each item was in five-point Likert scale. Cronbach's alpha for reliability analysis was used.RESULTS:In first stage, item generation through FGD, then face validity was assessed by senior faculties. Content validity was checked by Aiken's V index. In initial stages, with six items, Cronbach's alpha was 0.805. Scale mean and variance were 24.24 and 27.26. After final reliability testing, it became 0.866 with four items where scale mean and variance came to 15.85 and 16.38.CONCLUSION:All the six items were important factors. Reliability improved when knowledge in statistics in higher secondary level and biostatistics classes in PG course were eliminated as factors. More qualitative research is needed for better understanding of this concept.

Fostering PharmD Skills Related to Research and Quality Improvement Through Mentored Projects

Objective. To assess the impact of a Doctor of Pharmacy (PharmD) capstone project on students' ability to conduct research and quality improvement, and to assess the feasibility of requiring projects in the core curriculum. Methods. Project proposals were solicited from faculty members and local colleagues, and students matched with an individual project and mentor. After developing a written research proposal in their third professional year, students completed the project with mentor oversight in their third and fourth professional years, culminating with a poster session and completion of a manuscript prior to graduation. Students' knowledge of biostatistics, research confidence, and attitudes regarding research were evaluated using a validated survey instrument. Students and mentors were surveyed for feedback, and students' publications and presentations were tracked. Results. Sixty-one students (97%) completed their projects on time. Students' confidence in their ability to understand and participate in research increased, but improvement in statistical knowledge and interest in conducting future research projects was minimal. Fifty-eight percent of students presented posters at national conferences. Thirteen (21%) published manuscripts in peer-reviewed journals. Students and mentors responded positively overall about the program and the associated time requirements. Conclusion. Requiring PharmD students to complete a capstone project prior to graduation was feasible and increased student confidence in their ability to participate in research and the number of student and faculty poster presentations and peer-reviewed publications. These findings support the consideration of the Academy that analysis, synthesis, and creation of new knowledge can be successfully implemented into the core PharmD curricula.

Correlation of MCAT scores and preparative study material to USMLE Step I performance

The Medical College Admission Test (MCAT) is a well‐utilized metric for stratifying students for medical school admissions. The United States Medical Licensing Examination (USMLE) is a three‐step examination that assesses student knowledge of gross anatomy, biochemistry, biostatistics, genetics, and other basic science disciplines required for practicing medicine in the United States. The MCAT has been shown to correlate positively with student success on Step 1. However, in 2015, a new MCAT format was released and its correlation with Step 1 remains to be analyzed. Additionally, preparation for Step 1 typically involves purchasing and perusing practice tests from the National Board of Medical Examiners (NBME®) and UWorld®; however, their predictive value to performance on Step 1 remains to be ascertained, especially with the release of five new NBME® practice tests. We hypothesized that the new MCAT scores correlated positively with Step 1 scores and that the new NBME® practice tests were more predictive of performance on Step 1 as compared to old NBME® tests. An anonymous survey was posted on www.reddit.com requesting users to submit their scores on Step 1, practice tests and MCAT along with examination dates. Regression analysis indicated positive correlation of MCAT with Step 1 scores (P= 1.236E‐15; R2=0.2047; n=282). While new NBME® practice tests were more predictive of Step 1 scores than old NBME® tests, UWorld® SA2 scores were most predictive (P=3.752E‐93; R2=0.6803; n=370). Taking more than six practice tests significantly enhanced Step 1 scores (P=0.040). Data from this study can be used to create a mathematical framework using MCAT and practice test scores for accurate prediction of Step 1 scores.

Knowledge and confidence level of Canadian urology residents toward biostatistics: A national survey.

Adequate knowledge of biostatistics is essential for healthcare providers to stay up to date with medical advances and maintain an evidence-based practice. However, training in clinical research in Canadian residency programs varies considerably. Our study aimed to determine Canadian urology trainees' knowledge of biostatistics and interpretation of the scientific literature. We conducted a national survey of all Canadian urology residents and fellows, which assessed experiences with biostatistics, self-reported confidence with statistical questions, and knowledge of biostatistical concepts. Out of 201 urology trainees, 74 (36.8%) responded to the survey. The majority of respondents disagreed or strongly disagreed with the fact that they had sufficient training in biostatistics in medical school (67.6%) or that their current knowledge was sufficient for the rest of their career (66.1%). If given the chance, 82.3% of respondents would like to learn more about biostatistics. About half of respondents were able to correctly identify ordinal variables (51.5%), discrete variables (52.9%), or interpret adjusted odds ratios (50.0%). Despite senior residents reporting more confidence on biostatistical questions, our results did not demonstrate significant differences in overall knowledge according to level of training or experience with biostatistics. Our results identified important knowledge gaps among current Canadian urology trainees. Most trainees do not believe they have sufficient training in biostatistics. Knowledge of basic statistical concepts was lower than expected and did not significantly differ according to level of training. Our results highlight the need for structured, dedicated training in biostatistics for urology trainees within the new Competence by Design teaching framework.

Assessment of Basic and Advanced Knowledge in Biostatistics and Clinical Research among Health care Professionals at King Fahad Medical City, Riyadh, KSA: A cross-Sectional Survey

Background: Adequate biostatistics knowledge among healthcare professionals is imperative for understanding medical literature and practicing evidence-based medicine. This study assessed the basic and advanced knowledge in biostatistics and clinical research among healthcare workers at the King Fahad Medical City (KFMC), Riyadh, Saudi Arabia. Methods: In this cross-sectional survey, data was collected from healthcare providers using a self-administered questionnaire, having questions related to demographics, biostatistics and clinical research. Data analysis was performed using statistical package SPSS 22. Results: Of 194 participants (63 [32.5%] consultants, 52 [26.8%] residents, and 79 [40.7%] allied healthcare providers), 45.4% had positive attitude towards learning biostatistics. Only 35.1% correctly answered biostatistics and clinical research instrument-related questions. Half participants had low score, 33% had good score, and 18-19% had excellent score of basic and advanced knowledge of biostatistics and clinical research. The highest degree and number of years of experience in biostatistics after medical school graduation were significantly (χ2 (2)=16.589, p<0.001) associated with basic and advanced biostatistics knowledge scores. Conclusion: Timely and painstaking training courses in biostatistics and clinical research are needed to improve the research standards in Saudi Arabia. Interested candidates should collaborated with statisticians to improve quality of their work and enhance their statistical skills.

A National Survey of Orthopaedic Residents Identifies Deficiencies in the Understanding of Medical Statistics.

Biomedical research is essential for optimizing patient care. Research has suggested inadequacies in nonorthopaedic trainees' understanding of study design and biostatistics. This study assesses orthopaedic residents' knowledge of common biostatistical and study design concepts, as well as their confidence in utilizing the medical literature. A validated survey assessing knowledge and the application of study design concepts was administered to residents at 10 U.S. institutions. The survey tested knowledge as well as confidence and attitudes regarding common biostatistics principles. The association of demographic characteristics, work activities, and confidence and attitude ratings with test performance were examined using t tests and analysis of variance. The survey response rate was 64% (178 of 279). The largest group of participants were men (83%, 137 of 165), were between the ages of 26 and 30 years (59%, 105 of 177), and had graduated medical school within the past 4 to 10 years (43%, 76 of 175). Fifty-three percent (93 of 176) had prior biostatistics training, while 44% (77 of 176) had prior epidemiology training. Less than 5% of biostatistics or epidemiology training had taken place after medical school. Forty-seven percent (83 of 176) were unable to determine a study's design. Thirty-eight percent (67 of 178) could not apply the concept of specificity and sensitivity. Eighty-three percent (147 of 178) could not assess the strength of a relationship using odds ratios. Sixty-nine percent (123 of 178) understood the implications of p values. Previous biostatistics training, but not epidemiology or evidence-based medicine training; inclusion of reading research, attending conferences, and data analysis; as well as a self-reported finding of statistics as important for the analysis of one's own research data were significantly associated with better test performance (p < 0.05). Notable deficits exist in orthopaedic residents' biostatistical knowledge. Greater emphasis is needed to improve biostatistics and research design training. The impact of biostatistics knowledge and/or aptitude on clinical decision-making is an area of suggested research.

Assessment of Dental Faculty Members’ Understanding of Statistical Concepts

PurposeUnderstanding the dentistry research literature is essential for maintaining best practices for evidence-based dentistry. Biostatistics knowledge is needed to accomplish this. The purpose of this study was to assess dentistry faculty knowledge of fundamental biostatistics concepts and methods. MethodA random sample of U.S.-based dental schools was selected, and faculty assessed on their statistics knowledge. All faculty in each randomly selected school received an invitation to participate in an online survey that included demographic questions and a statistics knowledge assessment. Precision estimation was used to calculate the target sample size. ResultsSixteen schools of dentistry were randomly selected and 2801 faculty sent email invitations. A total of 109 dentistry faculty responded. Most faculty (89.0%) reported reading the peer-reviewed health science literature. The mean (standard deviation) score on the knowledge assessment was 4.3 (2.3) out of 8 questions, a correct response rate of 52.3%. A multivariable linear regression model explained 33.8% of the variability in the number of correct responses. DiscussionBiostatistics knowledge is important to critically evaluate evidence. These study results may be an indication that biostatistics educators need to re-evaluate the pedagogy of statistics instruction.