A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data
Abstract Background/Objective It was identified in the largest graduate unit of the Faculty of Medicine of a major Canadian University that there was a critical unmet curricular need for an introductory statistics and study design course. Based on the collective findings of an external institute r...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Cambridge University Press
2025-01-01
|
| Series: | Journal of Clinical and Translational Science |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S2059866124006721/type/journal_article |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841525711825797120 |
|---|---|
| author | Lisa Eunyoung Lee Sobiga Vyravanathan Tony Panzarella Caitlin Gillan Nicole Harnett |
| author_facet | Lisa Eunyoung Lee Sobiga Vyravanathan Tony Panzarella Caitlin Gillan Nicole Harnett |
| author_sort | Lisa Eunyoung Lee |
| collection | DOAJ |
| description |
Abstract
Background/Objective
It was identified in the largest graduate unit of the Faculty of Medicine of a major Canadian University that there was a critical unmet curricular need for an introductory statistics and study design course. Based on the collective findings of an external institute review, both quantitative and qualitative data were used to design, develop, implement, evaluate, and refine such a course.
Methods
In response to the identified need and inherent challenges to streamlining curriculum development and instructional design in research-based graduate programs representing many biomedical disciplines, the institute used the analyze, design, develop, implement and evaluate instructional design model to guide the data-driven development and ongoing monitoring of a new study design and statistics course.
Results
The results demonstrated that implementing recommendations from the first iteration of the course (Fall 2021) into the second iteration (Winter 2023) led to improved student learning experience (3.18/5 weighted average (Fall 2021) to 3.87/5 (Winter 2023)). In the second iteration of the course, a self-perceived statistics anxiety test was administered, showing a reduction in statistics anxiety levels after completing the course (2.41/4 weighted average before the course to 1.65/4 after the course).
Conclusion
Our experiences serve as a valuable resource for educators seeking to implement similar improvement approaches in their educational settings. Furthermore, our findings offer insights into tailoring course development and teaching strategies to optimize student learning.
|
| format | Article |
| id | doaj-art-7ccaeda5baea4541a82f718034e2aa9b |
| institution | Kabale University |
| issn | 2059-8661 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj-art-7ccaeda5baea4541a82f718034e2aa9b2025-01-17T07:39:02ZengCambridge University PressJournal of Clinical and Translational Science2059-86612025-01-01910.1017/cts.2024.672A structured approach to developing an introductory statistics course for graduate students: Using data to teach about dataLisa Eunyoung Lee0https://orcid.org/0000-0002-8334-3740Sobiga Vyravanathan1Tony Panzarella2Caitlin Gillan3Nicole Harnett4Institute of Medical Science, University of Toronto, Toronto, ON, CanadaInstitute of Medical Science, University of Toronto, Toronto, ON, CanadaInstitute of Medical Science, University of Toronto, Toronto, ON, Canada Dalla Lana School of Public Health, University of Toronto, Toronto, ON, CanadaInstitute of Medical Science, University of Toronto, Toronto, ON, Canada Department of Radiation Oncology, University of Toronto, Toronto, ON, CanadaInstitute of Medical Science, University of Toronto, Toronto, ON, Canada Department of Radiation Oncology, University of Toronto, Toronto, ON, Canada Abstract Background/Objective It was identified in the largest graduate unit of the Faculty of Medicine of a major Canadian University that there was a critical unmet curricular need for an introductory statistics and study design course. Based on the collective findings of an external institute review, both quantitative and qualitative data were used to design, develop, implement, evaluate, and refine such a course. Methods In response to the identified need and inherent challenges to streamlining curriculum development and instructional design in research-based graduate programs representing many biomedical disciplines, the institute used the analyze, design, develop, implement and evaluate instructional design model to guide the data-driven development and ongoing monitoring of a new study design and statistics course. Results The results demonstrated that implementing recommendations from the first iteration of the course (Fall 2021) into the second iteration (Winter 2023) led to improved student learning experience (3.18/5 weighted average (Fall 2021) to 3.87/5 (Winter 2023)). In the second iteration of the course, a self-perceived statistics anxiety test was administered, showing a reduction in statistics anxiety levels after completing the course (2.41/4 weighted average before the course to 1.65/4 after the course). Conclusion Our experiences serve as a valuable resource for educators seeking to implement similar improvement approaches in their educational settings. Furthermore, our findings offer insights into tailoring course development and teaching strategies to optimize student learning. https://www.cambridge.org/core/product/identifier/S2059866124006721/type/journal_articleStatisticsstudy designcourse developmentevaluationmedical science |
| spellingShingle | Lisa Eunyoung Lee Sobiga Vyravanathan Tony Panzarella Caitlin Gillan Nicole Harnett A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data Journal of Clinical and Translational Science Statistics study design course development evaluation medical science |
| title | A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data |
| title_full | A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data |
| title_fullStr | A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data |
| title_full_unstemmed | A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data |
| title_short | A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data |
| title_sort | structured approach to developing an introductory statistics course for graduate students using data to teach about data |
| topic | Statistics study design course development evaluation medical science |
| url | https://www.cambridge.org/core/product/identifier/S2059866124006721/type/journal_article |
| work_keys_str_mv | AT lisaeunyounglee astructuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT sobigavyravanathan astructuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT tonypanzarella astructuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT caitlingillan astructuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT nicoleharnett astructuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT lisaeunyounglee structuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT sobigavyravanathan structuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT tonypanzarella structuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT caitlingillan structuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata AT nicoleharnett structuredapproachtodevelopinganintroductorystatisticscourseforgraduatestudentsusingdatatoteachaboutdata |