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Abstract:
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Sixteen first year UK statistics graduate students were stratified by domestic status and a randomized 2 period crossover design was used to determine the effectiveness of simulated collaborative experience videos on student's ability to write a statistical analysis plan. In each period, one group of students watched 5 "training" videos and discussed information from the videos while the other group received normal classroom instruction. Students were then shown 2 "assessment" videos at the end of each period and asked to write a statistical analysis plan for each scenario. Assessments were scored by blinded statisticians at the Cleveland Clinic. As a result, students were engaged, inquisitive, and desired more training. We are formulating new ideas to alter our current introduction to data analysis class in order to better prepare our students for interacting with investigators and writing analysis plans. In conclusion, the simulated collaborative experience videos were an excellent training tool for our first year students. We plan to continue to use simulated videos to better serve our students and help prepare them for their first statistical collaboration project.
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