ISSN:0277-6715    

DOI:10.1002/sim.4780090902

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractIt is suggested that the emphasis on teaching statistics to medical undergraduates has usually been quite wrong: that the courses have become much too long, too detailed, and irrelevant to the needs of the majority. Examples are given which may help to introduce the basic concepts which all medical (and dental) undergraduates require, and which form a basis for the more traditional teaching of analytical methods to the appropriate subset who proceed to undertake medical research.

ISSN:0277-6715    

DOI:10.1002/sim.4780090903

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090904

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090905

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractAs far as we can tell, there is no single answer to any of these questions. This paper describes some of the approaches adopted in the teaching of medical statistics in the U.K. medical schools. It is suggested that collaboration between non‐statistically qualified teachers and medical statisticians is beneficial, with an emphasis in the application of statistical principles to interesting and ‘relevant’ medical topics. A block of ‘laboratory based’ teaching in the early years may be followed by occasional, clinically focused sessions later in the undergraduate course. Research oriented courses, made available when postgraduates have a real and pressing need for information, are thought likely to be most valuable and rewarding for students and statisticians. It is thought that the use of information technology to improve the communication of concepts and ‘facts’ during lectures, and forad hocenquiries by students, is likely to make the most of the limited teaching resources. The future is thought to be in the greater use of small group or individualized teaching which confirms or tests the knowledge gained from students use of I.T. supported activities. Unless lecturers collaborate in evaluative studies which compare different teaching methods, it will never be possible to provide valid generalizable advice to teachers of medic

ISSN:0277-6715    

DOI:10.1002/sim.4780090906

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090907

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090908

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

摘要:

AbstractMedical undergraduates in all United Kingdom medical schools receive statistics teaching, but attempts to establish the efficacy of this teaching have been scanty. Establishment of clear educational objectives is a prerequisite to meaningful evaluation. Most medical schools have attempted to obtain feedback from their students by administering questionnaires. Examination performance can provide very pertinent information if a finely detailed marking scheme is developed, identifying issues that are generally poorly grasped. Controlled trials may be carried out within an institution but encounter problems of contamination and low power. It should eventually be possible to develop multi‐institutional evaluation method

ISSN:0277-6715    

DOI:10.1002/sim.4780090909

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090910

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY

ISSN:0277-6715    

DOI:10.1002/sim.4780090911

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1990

数据来源: WILEY