一个结构化的方法来开发一个入门统计课程的研究生:使用数据来教数据的数据
Lisa Eunyoung Lee1, Sobiga Vyravanathan1, Tony Panzarella1,2
1Institute of Medical Science, University of Toronto, Toronto, ON, Canada.
Journal of clinical and translational science
|February 6, 2025
概括
一个新的入门统计学和研究设计课程显著改善了研究生学习体验,并减少了统计学焦虑. 这种数据驱动的方法为生物医学科学教育计划开发提供了有价值的模型.
科学领域:
- 生物医学教育 生物医学教育
- 医学统计 医学统计
- 课程开发 课程开发
背景情况:
- 在一个大规模的医学院研究生单位中,确定了对入门统计和研究设计培训的关键需求.
- 利用外部研究所审查的定量和定性数据来为课程创建提供信息.
研究的目的:
- 设计,开发,实施,评估和完善一个入门统计和研究设计课程.
- 为了应对各种生物医学研究生课程课程开发的挑战.
主要方法:
- 采用了分析,设计,开发,实施和评估 (ADDIE) 教学设计模型.
- 在课程开发和持续监测中使用数据驱动的方法.
主要成果:
- 学生的学习体验从2021年秋季的平均3.18/5提高到2023年冬季的平均3.87/5.
- 统计 课程结束后焦虑水平显著下降,加权平均值从2.41/4下降到1.65/4.4.
结论:
- 代的,数据驱动的课程开发过程增强了学生的学习和满意度.
- 这些发现为教育工作者提供了一个有价值的框架,以改善类似的教育计划和教学策略.
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