White Rose University Consortium logo
University of Leeds logo University of Sheffield logo York University logo

Innovations in curriculum design: A multi-disciplinary approach to teaching statistics to undergraduate medical students

Freeman, J., Collier, S., Staniforth, D. and Smith, K. (2008) Innovations in curriculum design: A multi-disciplinary approach to teaching statistics to undergraduate medical students. BMC Medical Education, 8 (1). p. 28. ISSN 1472-6920

Full text not available from this repository.

Abstract

BACKGROUND:

Statistics is relevant to students and practitioners in medicine and health sciences and is increasingly taught as part of the medical curriculum. However, it is common for students to dislike and under-perform in statistics. We sought to address these issues by redesigning the way that statistics is taught.

METHODS:

The project brought together a statistician, clinician and educational experts to re-conceptualize the syllabus, and focused on developing different methods of delivery. New teaching materials, including videos, animations and contextualized workbooks were designed and produced, placing greater emphasis on applying statistics and interpreting data.

RESULTS:

Two cohorts of students were evaluated, one with old style and one with new style teaching. Both were similar with respect to age, gender and previous level of statistics. Students who were taught using the new approach could better define the key concepts of p-value and confidence interval (p < 0.001 for both). They were more likely to regard statistics as integral to medical practice (p = 0.03), and to expect to use it in their medical career (p = 0.003). There was no significant difference in the numbers who thought that statistics was essential to understand the literature (p = 0.28) and those who felt comfortable with the basics of statistics (p = 0.06). More than half the students in both cohorts felt that they were comfortable with the basics of medical statistics.

CONCLUSION:

Using a variety of media, and placing emphasis on interpretation can help make teaching, learning and understanding of statistics more people-centred and relevant, resulting in better outcomes for students.

Item Type: Article
Institution: The University of Sheffield
Academic Units: The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > School of Health and Related Research (Sheffield)
Depositing User: Sheffield Import
Date Deposited: 01 Oct 2009 15:07
Last Modified: 01 Oct 2009 15:07
Published Version: http://www.biomedcentral.com/1472-6920/8/28
Status: Published
Publisher: Biomed Central
Identification Number: 10.1186/1472-6920-8-28
URI: http://eprints.whiterose.ac.uk/id/eprint/9650

Actions (repository staff only: login required)