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A structured curriculum for improved resident education in statistics

AMERICAN SURGEON 2000年第6期66卷 585-588页

作者： Cheatham, ML Orlando Reg Med Ctr Dept Surg Educ Orlando FL 32608 USA

Many resident physicians do not receive sufficient education in statistical theory and study design to allow them to effectively interpret and apply the medical literature to patient care. A survey of 62 surgical residency programs identified that only 33 per cent include formal statistics teaching in their curricula. A structured curriculum was formulated to introduce surgical residents to basic statistical theory, common statistical tests, and study design. Lectures were integrated into an existing monthly journal club in which manuscripts reviewed were used to illustrate the statistical concepts taught. Knowledge improvement was determined using a multiple choice test given before and after completion of the curriculum. Mean test scores increased significantly as a result of the curriculum (P < 0.004), Formal statistics education using a structured curriculum significantly improves resident physician knowledge of statistical theory and study design. Such teaching can be easily integrated into a residency program's existing curriculum.

关键词：课程实习医师和住院医师职务统计数据/教育外科学/教育美国人类

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Redressing the power and effect of significance. A new approach to an old problem: teaching statistics to nursing students

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NURSE EDUCATION TODAY 2000年第5期20卷 358-364页

作者： Taylor, S Muncer, S Univ Teesside Sch Hlth Middlesbrough TS1 3BA Cleveland England

Many barriers to learning are present when teaching research methods. Developing, within students of nursing, the skills of reading and interpreting research reports is vital if the profession is to contribute to the general aim of achieving a sound basis for all health care interventions. This paper overviews the current move toward evidence based practice, the challenges that are present when teaching research to nursing students and offers an approach to teaching quantitative research that will help students of nursing to understand the key concepts that form the basis of inferential statistics. In this work we argue that the traditional emphasis on probability and statistical significance needs to be redressed and that effect size and power should form the basis of teaching students the concepts involved in inferential statistics. We argue that introducing students to the key concepts in statistical decision making a particular order, effect size then power and lastly statistical significance, will lead to a better understanding of Type I and Type II errors. After all, the purpose of hypothesis testing is to detect a treatment or intervention effect. Power is dependent upon the size of the treatment effect, thus it must be introduced after effect size. Students, we argue, must be able to understand the concept of effect size. We consider this to be a foundational concept that will help to develop a firmer grasp of the decision making processes involved in hypothesis testing. Such an approach will form a more logical approach to teaching this subject and will allow for the use of real world examples to form the basis of learning. (C) 2000 Harcourt Publishers Ltd.

关键词：偏倚(流行病学) 数据收集数据说明统计决策教育护理学士/组织和管理效应修正因子(流行病学) 循证医学/教育循证医学/方法卫生服务需求 Meta分析模型教育模型护理学护理研究/教育护理研究/方法哲学护理学概率研究设计样本大小统计数据/教育统计数据/方法教学/组织和管理人类

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An examination of graduate students' statistical judgments: Statistical and fuzzy set approaches

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PSYCHOLOGICAL REPORTS 2000年第1期86卷 243-259页

作者： Takayanagi, S Cliff, N Univ Calif Los Angeles Sch Med Div Head Neck Surg Rehabil Ctr 3117Human Auditory Lab Los Angeles CA 90095 USA Univ So Calif Dept Psychol Los Angeles CA 90089 USA

The present study examined how statistical significance levels are treated and interpreted by graduate students who use hypothesis-testing in their scientific investigation. To rest underlying psychological aspects of hypothesis-testing, the idea of fuzzy set theory was employed to identify the uncertain points in judgments. 34 graduate students in a psychology department made judgments about hypothetical statistical decisions. The results indicated that (1) the majority of these students treated significance levels on a continuum and rated them according to the magnitude of statistical significance;(2) the subjects shifted their decisions based on the types of hypothetical scenarios but not by the sample sizes;instead, they interpreted a smaller sample size as being less reliable. (3) The subjects frequently chose formally used statistical terms, e.g., Significant and Not Significant, more than graduated verbal expressions, e.g., Marginally Significant and Borderline Significant;and (4) the Fuzziness (degree of confidence in decision-making) was dependent on individuals and existed more in the critical points of transition where judgments are most difficult. The Fuzziness Index illustrated the subtle shifts of human decision-making patterns in statistical judgments. Underlying decision uncertainties and difficulties can be illustrated by functions generated from fuzzy set theory, which may more closely resemble human psychological mechanism. This integrative study of fuzzy set theory and behavioral measurements appears to provide a technique that is more natural for examining and understanding imprecise boundaries of human decisions.

关键词：偏倚(流行病学) 课程决策教育研究生模糊逻辑判断心理学/教育样本大小统计数据/教育成年人女(雌)性人类男(雄)性

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Relations between hope and graduate students' coping strategies for studying and examination-taking

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PSYCHOLOGICAL REPORTS 2000年第3期86卷 803-806页

作者： Onwuegbuzie, AJ Snyder, CR Valdosta State Univ Coll Educ Dept Educ Leadership Valdosta GA 31698 USA Univ Kansas Lawrence KS 66045 USA

In 1998, Onwuegbuzie reported a negative relationship between scores on hope and anxiety about statistics among graduate students who were enrolled in statistics classes. In 1999, Snyder posited that hope theory provides a useful framework for assessing students' coping strategies. In support of the utility of hope theory for identifying students with debilitating test-related anxieties, lower scores on the Pathways and Agency subscales which assess hope were related to 87 graduate students' problematic coping strategies for studying and taking statistics examinations. After a brief review of other recent data linking hope to academic performance at both public school and college levels, further research seems appropriate.

关键词：成就适应心理学焦虑/心理学态度动机个性量表统计数据/教育学生/心理学人类

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