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Abstract:
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We recently developed a one-semester stand-alone course in biostatistical literacy to meet the needs of graduate students who will be clinicians or public health professionals, not researchers or data analysts. The goal of the course is to enable students to read and correctly interpret statistical results in the primary literature in their field. The course covers material from study design through hypothesis testing and multiple regression to survival analysis, but does not involve using statistical software or analyzing data. It is taught using a flipped-classroom approach. Students listen to several short recorded lectures before coming to class. Class time is devoted to actively exploring and reinforcing the concepts, often using software applets, and to applying the concepts to reading published articles. Assessment consists of a multiple-choice 'readiness' quiz at the start of each week (unit) and an essay-answer final quiz at the end of each week. The course was launched in Fall 2014, both in-person and online. This talk will describe the course content and structure, the challenges and rewards of the flipped-classroom approach, and the responses from students.
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