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Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students

Year 2022, Volume: 39 Issue: 3, 620 - 627, 30.08.2022

Abstract

Aim: Successful implementation of a scientific study and correct analysis of data obtained is possible with advanced biostatistics knowledge. The aim of this study is to find out efficacy of basic biostatistics program given to medical faculty students and to evaluate students’ biostatistics knowledge, attitude and behavior levels.
Materials and Methods: Medical Faculty students in a Turkish university participated in this study. 123 of the respondents (52.6%) were male and 111 (47.4%) were female, with an average age of 20.2 ± 1.7 years. The survey used included items questioning demographic information, biostatistics knowledge, attitude and behaviors of students and 10 multiple choice questions including the subjects learned during the program. The students filled in this survey before and after training and data obtained were evaluated.
Results: Students’ positive responses to having biostatistics basic knowledge were 68.0% before training and 95.7% after training. The frequency of knowing the purpose of biostatistics was 81.5% before training and 96.6% after training. While the rate of positive response was 60.9% for population and sample, 63.2% for basic principles in summarizing data, 54.7% for central tendency-location measurements, 51.5% for variability measurements before training, they were found as 95% and higher after training. Positive responses of 70.8% for hypothesis and error types, 48.7% for statistical assumptions, 36.5% for parametric hypothesis tests, 33.0% for nonparametric hypothesis tests and 27.4% for statistical package programs before training were 93.6% and higher after training. Total score obtained from responses to multiple choice questions was 2.5±1.4 before training and 7.5±2.1 after training, which was statistically significant (p<0.001).
Conclusion: In this study, biostatistics knowledge, attitudes and behaviors of medical faculty students were evaluated. Biostatistics training needs changes due to latest developments in information technology. Many medical faculties currently teach basic biostatistics concepts and carry out biostatistics training studies to allow critical evaluation during the process.

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References

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  • Referans2: Barkan H. Statistics in clinical research: Important considerations. Annals of cardiac anaesthesia. 2015;18(1):74.
  • Referans3: Bjegovic-Mikanovic V, Jovic-Vranes A, Czabanowska K, Otok R. Education for public health in Europe and its global outreach. Global health action. 2014;7(1):23570.
  • Referans4: Casadevall A, Fang FC. Rigorous science: a how-to guide. Am Soc Microbiol; 2016.
  • Referans5: Colditz G, Emerson J. The statistical content of published medical research: some implications for biomedical education. Medical Education. 1985;19(3):248-55.
  • Referans6: Cuddy PG, Elenbaas RM, Elenbaas JK. Evaluating the medical literature part I: Abstract, introduction, methods. Annals of emergency medicine. 1983;12(9):549-55.
  • Referans7: El Tantawi MM. Factors affecting postgraduate dental students’ performance in a biostatistics and research design course. Journal of Dental Education. 2009;73(5):614-23.
  • Referans8: Elenbaas JK, Cuddy PG, Elenbaas RM. Evaluating the medical literature, Part III: Results and discussion. Annals of emergency medicine. 1983;12(11):679-86.
  • Referans9: Ercan I, Ocakoglu G, Özkaya G, Sigirli D, Cangür S, Karadeniz PG. An International Survey of Physicians' Knowledge of Biostatistics/Hekimlerin Biyoistatistik Bilgisini Belirlemeye Yönelik Uluslararasi Anket Çalismasi. Türkiye Klinikleri Tip Bilimleri Dergisi. 2013;33(2):401.
  • Referans10: Estellat C, Faisy C, Colombet I, Chatellier G, Burnand B, Durieux P. French academic physicians had a poor knowledge of terms used in clinical epidemiology. Journal of clinical epidemiology. 2006;59(9):1009-14. e4
  • Referans11: Ferrill MJ, Norton LL, Blalock SJ. Determining the statistical knowledge of pharmacy practitioners: a survey and review of the literature. American journal of pharmaceutical education. 1999;63(4):371-6.
  • Referans12: Ganasegeran K, Ch’ng ASH, Jamil MFA, Looi I. Clinicians’ Perceived Understanding of Biostatistical Results in the Medical Literature: A Cross-Sectional Study. Medicina. 2019;55(6):227.
  • Referans13: Gehlbach SH. Interpreting the medical literature: McGraw-Hill, Medical Pub. Division; 2006.
  • Referans14: Godwin M, Seguin R. Critical appraisal skills of family physicians in Ontario, Canada. BMC Medical Education. 2003;3(1):1-7.
  • Referans15: Hack JB, Bakhtiari P, O'Brien K. Emergency medicine residents and statistics: what is the confidence? The Journal of emergency medicine. 2009;37(3):313-8.
  • Referans16: Milic N, Masic S, Bjegovic-Mikanovic V, Trajkovic G, Marinkovic J, Milin-Lazovic J, et al. Blended learning is an effective strategy for acquiring competence in public health biostatistics. International journal of public health. 2018;63(3):421-8.
  • Referans17: Milic NM, Trajkovic GZ, Bukumiric ZM, Cirkovic A, Nikolic IM, Milin JS, et al. Improving education in medical statistics: implementing a blended learning model in the existing curriculum. PloS one. 2016;11(2):e0148882.
  • Referans18: O'Donnell CA. Attitudes and knowledge of primary care professionals towards evidence‐based practice: a postal survey. Journal of evaluation in clinical practice. 2004;10(2):197-205.
  • Referans19: IBM Corp. Released 2012. IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
  • Referans20: Polychronopoulou A, Eliades T, Taoufik K, Papadopoulos MA, Athanasiou AE. Knowledge of European orthodontic postgraduate students on biostatistics. The European Journal of Orthodontics. 2011;33(4):434-40.
  • Referans21: Slawson DC, Shaughnessy AF. Teaching evidence-based medicine: should we be teaching information management instead? Academic medicine. 2005;80(7):685-9.
  • Referans22: Sullivan LM, Hooper L, Begg MD. On Academics Effective Practices for Teaching the Biostatistics Core Course for the MPH Using a Competency-Based Approach. Public Health Reports. 2014;129(4):381-92.
  • Referans23: Weissgerber TL, Garovic VD, Milin-Lazovic JS, Winham SJ, Obradovic Z, Trzeciakowski JP, et al. Reinventing biostatistics education for basic scientists. PLoS Biology. 2016;14(4):e1002430.
  • Referans24: West CP, Ficalora RD, editors. Clinician attitudes toward biostatistics. Mayo clinic proceedings; 2007: Elsevier.
  • Referans25: Windish DM. Brief curriculum to teach residents study design and biostatistics. BMJ Evidence-Based Medicine. 2011;16(4):100-4.
  • Referans26: Windish DM, Huot SJ, Green ML. Medicine residents' understanding of the biostatistics and results in the medical literature. Jama. 2007;298(9):1010-22.
  • Referans27: Wulff HR, Andersen B, Brandenhoff P, Guttler F. What do doctors know about statistics? Statistics in medicine. 1987;6(1):3-10.
Year 2022, Volume: 39 Issue: 3, 620 - 627, 30.08.2022

Abstract

Project Number

-

References

  • Referans1: Arias A, Peters OA, Broyles I. New curricular design in biostatistics to prepare residents for an evidence‐based practice and lifelong learning education: a pilot approach. International endodontic journal. 2017;50(10):999-1010.
  • Referans2: Barkan H. Statistics in clinical research: Important considerations. Annals of cardiac anaesthesia. 2015;18(1):74.
  • Referans3: Bjegovic-Mikanovic V, Jovic-Vranes A, Czabanowska K, Otok R. Education for public health in Europe and its global outreach. Global health action. 2014;7(1):23570.
  • Referans4: Casadevall A, Fang FC. Rigorous science: a how-to guide. Am Soc Microbiol; 2016.
  • Referans5: Colditz G, Emerson J. The statistical content of published medical research: some implications for biomedical education. Medical Education. 1985;19(3):248-55.
  • Referans6: Cuddy PG, Elenbaas RM, Elenbaas JK. Evaluating the medical literature part I: Abstract, introduction, methods. Annals of emergency medicine. 1983;12(9):549-55.
  • Referans7: El Tantawi MM. Factors affecting postgraduate dental students’ performance in a biostatistics and research design course. Journal of Dental Education. 2009;73(5):614-23.
  • Referans8: Elenbaas JK, Cuddy PG, Elenbaas RM. Evaluating the medical literature, Part III: Results and discussion. Annals of emergency medicine. 1983;12(11):679-86.
  • Referans9: Ercan I, Ocakoglu G, Özkaya G, Sigirli D, Cangür S, Karadeniz PG. An International Survey of Physicians' Knowledge of Biostatistics/Hekimlerin Biyoistatistik Bilgisini Belirlemeye Yönelik Uluslararasi Anket Çalismasi. Türkiye Klinikleri Tip Bilimleri Dergisi. 2013;33(2):401.
  • Referans10: Estellat C, Faisy C, Colombet I, Chatellier G, Burnand B, Durieux P. French academic physicians had a poor knowledge of terms used in clinical epidemiology. Journal of clinical epidemiology. 2006;59(9):1009-14. e4
  • Referans11: Ferrill MJ, Norton LL, Blalock SJ. Determining the statistical knowledge of pharmacy practitioners: a survey and review of the literature. American journal of pharmaceutical education. 1999;63(4):371-6.
  • Referans12: Ganasegeran K, Ch’ng ASH, Jamil MFA, Looi I. Clinicians’ Perceived Understanding of Biostatistical Results in the Medical Literature: A Cross-Sectional Study. Medicina. 2019;55(6):227.
  • Referans13: Gehlbach SH. Interpreting the medical literature: McGraw-Hill, Medical Pub. Division; 2006.
  • Referans14: Godwin M, Seguin R. Critical appraisal skills of family physicians in Ontario, Canada. BMC Medical Education. 2003;3(1):1-7.
  • Referans15: Hack JB, Bakhtiari P, O'Brien K. Emergency medicine residents and statistics: what is the confidence? The Journal of emergency medicine. 2009;37(3):313-8.
  • Referans16: Milic N, Masic S, Bjegovic-Mikanovic V, Trajkovic G, Marinkovic J, Milin-Lazovic J, et al. Blended learning is an effective strategy for acquiring competence in public health biostatistics. International journal of public health. 2018;63(3):421-8.
  • Referans17: Milic NM, Trajkovic GZ, Bukumiric ZM, Cirkovic A, Nikolic IM, Milin JS, et al. Improving education in medical statistics: implementing a blended learning model in the existing curriculum. PloS one. 2016;11(2):e0148882.
  • Referans18: O'Donnell CA. Attitudes and knowledge of primary care professionals towards evidence‐based practice: a postal survey. Journal of evaluation in clinical practice. 2004;10(2):197-205.
  • Referans19: IBM Corp. Released 2012. IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
  • Referans20: Polychronopoulou A, Eliades T, Taoufik K, Papadopoulos MA, Athanasiou AE. Knowledge of European orthodontic postgraduate students on biostatistics. The European Journal of Orthodontics. 2011;33(4):434-40.
  • Referans21: Slawson DC, Shaughnessy AF. Teaching evidence-based medicine: should we be teaching information management instead? Academic medicine. 2005;80(7):685-9.
  • Referans22: Sullivan LM, Hooper L, Begg MD. On Academics Effective Practices for Teaching the Biostatistics Core Course for the MPH Using a Competency-Based Approach. Public Health Reports. 2014;129(4):381-92.
  • Referans23: Weissgerber TL, Garovic VD, Milin-Lazovic JS, Winham SJ, Obradovic Z, Trzeciakowski JP, et al. Reinventing biostatistics education for basic scientists. PLoS Biology. 2016;14(4):e1002430.
  • Referans24: West CP, Ficalora RD, editors. Clinician attitudes toward biostatistics. Mayo clinic proceedings; 2007: Elsevier.
  • Referans25: Windish DM. Brief curriculum to teach residents study design and biostatistics. BMJ Evidence-Based Medicine. 2011;16(4):100-4.
  • Referans26: Windish DM, Huot SJ, Green ML. Medicine residents' understanding of the biostatistics and results in the medical literature. Jama. 2007;298(9):1010-22.
  • Referans27: Wulff HR, Andersen B, Brandenhoff P, Guttler F. What do doctors know about statistics? Statistics in medicine. 1987;6(1):3-10.
There are 27 citations in total.

Details

Primary Language English
Subjects Health Care Administration
Journal Section Clinical Research
Authors

Leman Tomak 0000-0002-8561-6706

Hasan Civanbay 0000-0003-3240-3288

Project Number -
Early Pub Date August 30, 2022
Publication Date August 30, 2022
Submission Date October 19, 2021
Acceptance Date April 18, 2022
Published in Issue Year 2022 Volume: 39 Issue: 3

Cite

APA Tomak, L., & Civanbay, H. (2022). Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students. Journal of Experimental and Clinical Medicine, 39(3), 620-627.
AMA Tomak L, Civanbay H. Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students. J. Exp. Clin. Med. August 2022;39(3):620-627.
Chicago Tomak, Leman, and Hasan Civanbay. “Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students”. Journal of Experimental and Clinical Medicine 39, no. 3 (August 2022): 620-27.
EndNote Tomak L, Civanbay H (August 1, 2022) Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students. Journal of Experimental and Clinical Medicine 39 3 620–627.
IEEE L. Tomak and H. Civanbay, “Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students”, J. Exp. Clin. Med., vol. 39, no. 3, pp. 620–627, 2022.
ISNAD Tomak, Leman - Civanbay, Hasan. “Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students”. Journal of Experimental and Clinical Medicine 39/3 (August 2022), 620-627.
JAMA Tomak L, Civanbay H. Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students. J. Exp. Clin. Med. 2022;39:620–627.
MLA Tomak, Leman and Hasan Civanbay. “Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students”. Journal of Experimental and Clinical Medicine, vol. 39, no. 3, 2022, pp. 620-7.
Vancouver Tomak L, Civanbay H. Evaluation of Biostatistics Knowledge and Skills of Medical Faculty Students. J. Exp. Clin. Med. 2022;39(3):620-7.