JSM 2005 - Toronto

Abstract #304364

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Legend: = Applied Session, = Theme Session, = Presenter
Activity Number: 272
Type: Contributed
Date/Time: Tuesday, August 9, 2005 : 10:30 AM to 12:20 PM
Sponsor: Section on Teaching Statistics in the Health Sciences
Abstract - #304364
Title: Trans-disciplinary Approaches to the Teaching of "Applied" Statistics: "Similar Strokes for Different Folks"
Author(s): Mark C. Fulcomer*+ and Jennifer Lyke and Merydawilda Colon and Marcia M. Sass and S. David Kriska
Companies: Richard Stockton College of New Jersey and Richard Stockton College of New Jersey and Richard Stockton College of New Jersey and UMDNJ School of Public Health and Restat Systems, Inc.
Address: 32 Rebecca Court, West Trenton, NJ, 08628, United States
Keywords: applied statistics ; teaching ; epidemiology ; health policy ; health statistics ; data quality
Abstract:

This presentation highlights similarities in approaches to statistical topics in a variety of courses, disciplines, and institutions. In addition to their traditional placement, the topics also have been included in offerings in epidemiology, health planning and policy, and health services taught at the undergraduate, graduate, and postgraduate levels. Using large historical datasets (some drawn from more than 45,000 pages in 131 documents), topics have been incorporated into courses across several disciplines (e.g., public health, medicine, psychology, social work, and business). Topics such as approaches to measurement and hypothesis testing can be integrated into several courses, although some "tailoring" typically is required to make materials appropriate and palatable to the skills and backgrounds of different audiences. Conversely, other topics such as basic probability distributions and improving the quality of data collection through enhanced cultural and linguistic sensitivity can be implemented more easily. Emphasizing commonalities across disciplines, especially data acquisition and utilization of results, can be accomplished often with minimal dilution of rigor.

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Revised March 2005