Abstract:
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Teaching of health sciences students (doctors, nurses, dentists, etc.) is in transition with movement towards innovative, interactive learning in contrast to lecture or other "teacher-centered" instructional modes. The rationale is that health science practitioners need preparation for lifelong learning in self-instructional or peer-level small group learning environments. Statistical input to programmatic and informal teaching needs to incorporate and be integrally a part of the process, cognizant that it is important to maintain coverage of essential statistical elements while developing a comfortable learning environment that encourages ongoing participation. This talk will report the exciting results obtained in a transdisciplinary fellowship-level journal club with targeted subject matter.
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