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Abstract:
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For the past two years I have co-taught a course in clinical research design to professionals at a university hospital with a pediatrician-epidemiologist and an emergency room physician. My role is to teach statistical concepts. Our primary challenges have been: (1) figuring out how to co-teach effectively and keep discussions focused, (2) helping students to "unlearn" various misconceptions about statistics, and (3) keeping students awake and engaged in a 2-hour evening class. Our approach includes a blend of lectures, topic discussions, article discussions, and exercises. Biostatistics-focused classes are highly structured with stated goals and are built on concrete examples. A line of constant questions for the students keeps them engaged and thinking critically, and allows us to evaluate their understanding. I have successfully taught concepts using Greek letters, which my co-instructors had not thought possible. We have received much positive feedback on our co-teaching approach, as well as constructive feedback, much of which we have implemented. In this talk I will present our approach as a viable way to help medical professionals enhance their statistical literacy.
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