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Teaching statistics to medical students using problem-based learning: the Australian experience.

J Martin Bland1

  • 1Department of Health Sciences, University of York, Heslington, York YO10 5DD, United Kingdom. mb55@york.ac.uk

BMC Medical Education
|December 14, 2004
PubMed
Summary

Integrating statistics and research methods into problem-based learning (PBL) medical curricula presents challenges. However, omitting these essential skills is detrimental, especially in evidence-based medicine.

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Area of Science:

  • Medical Education
  • Statistics in Medicine
  • Research Methodology

Background:

  • Problem-based learning (PBL) is increasingly adopted in UK medical schools.
  • Statistics and research methods are often excluded from PBL curricula.
  • Australian medical schools have experience integrating these subjects into PBL.

Purpose of the Study:

  • To examine the integration of statistics and research methods within PBL curricula in Australian medical schools.
  • To provide insights for UK medical schools introducing PBL.

Main Methods:

  • Interviews with statistics teachers and medical education specialists.
  • Site visits to Australian medical schools utilizing PBL (with two exceptions).
  • Information gathered via email for non-visited institutions.

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Main Results:

  • No Australian medical school fully integrated statistics and research methods into general PBL.
  • Some schools integrated statistical material separately or used PBL only for specific subjects.
  • Parallel traditional courses alongside PBL were less successful.

Conclusions:

  • Integrating statistics and research methods into PBL faces implementation difficulties.
  • Excluding these subjects from medical education is detrimental, particularly for evidence-based medicine.
  • Potential strategies for improved integration require further exploration.