A Course in Medical Statistics: Comparing Team-Based Learning Strategies with Traditional Methods

• Activity Number: 243
• Type: Contributed
• Date/Time: Monday, August 1, 2011 : 2:00 PM to 3:50 PM
• Sponsor: Section on Teaching of Statistics in the Health Sciences
• Author(s): Sandra Stinnett*+ and Colleen Grochowski
• Companies: Duke University and Duke University
• Keywords: medical statistics ; team-based learning

Abstract

At Duke University School of Medicine, third-year medical students carry out research with a mentor for a year, analyze their data and write a thesis on their research. The medical statistics course is offered at the beginning of the third year to prepare the students for their research. Two cohorts of students completed the course in 2010: a cohort of 35 students, using team based learning (TBL) and a cohort of 14, using online materials and web-based exams. The TBL class met for 2.5 hours 2-3 times per week for 4 weeks for a total of 9 TBL sessions. Each session included an Individual Readiness Aptitude Test, Group Readiness Aptitude Test, and Group Application Exercises. The Group Application Exercises consisted of 7-10 problems that involved thought and analysis of data using JMP software. Scores on all of these activities were the basis for the students' grade in the course. The online course consists of 9 sets of PowerPoints/streaming videos and 4 exams. The TBL cohort reported that the class was enjoyable, engaging and effective. Away-students did well in the course, but reported a need for more engagement. We present and contrast the TBL methodology and online methods.