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Simply relying on the introduction of online teaching resources on the platforms such as Chinese University Massive Open Online Course (MOOC) to carry out online teaching, it is easy to encounter problems that the teaching resources are inconsistent with the learning situation and teaching syllabus of the students majoring in medical statistics of Binzhou Medical University, the lack of interaction among students, and the untimely teaching feedback. Therefore, on the basis of integrating the MOOC resources, we established asynchronous small private online course (SPOC) online curriculum resources for medical statistics that were suitable for the students of our school. The blended teaching mode of "SPOC+QQ living broadcast" was carried out. Before and after the implementation, two rounds of questionnaires were conducted to understand students' teaching and learning needs and teaching effect evaluation of online teaching, and then the teaching mode was optimized. The results show that the blended teaching mode of "SPOC + QQ living broadcast" designed in this study has the advantages of rich teaching resources, high enthusiasm of students, flexible teaching interaction, timely teaching feedback, and diversified teaching evaluation, which provides a reference for the better development of online and offline blended teaching reform in the future.
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ObjectiveTo explore the effects and satisfaction of reference-induced blended teaching method in medical statistics teaching for undergraduate students in clinical medicine. MethodA total of 83 clinical medical undergraduate students from the class of 2018 at the Tongji University School of Medicine were enrolled into the study. The effect evaluation of blended teaching based on reference-induced self education （RISE） in the course of medical statistics was conducted. A self-designed questionnaire was used to assess student satisfaction. ResultsCompared with the traditional teaching method group， students’ distinguished achievement rate and pass rate in total score from RISE blended teaching group were 53.7% and 96.3%， respectively， and 83.3% students were satisfied with the overall effect. The RISE blended teaching method had higher satisfaction in stimulating learning interest （90.7% satisfaction rate， P=0.034） and cultivating scientific research ability （96.3% satisfaction rate， P=0.048）. ConclusionThe RISE blended teaching method， which integrates literature guidance with online and offline approaches， organically combines statistical knowledge with clinical research problems. It yields positive results in medical statistics education， stimulating learning interest， and fostering innovative scientific research abilities.
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Objective:To investigate the feedback of students towards the application of knowledge-points based preview guidance mode and knowledge-outline based preview guidance mode in medical statistics teaching.Methods:Totally 126 undergraduate students from Batch 2018 five-year clinical medicine were randomly assigned to two groups according to their dormitory number. Before class, knowledge-points focused and knowledge-outline focused preview guidance materials were given to the students in the two groups respectively to assist them in pre-class preview through "Rain Classroom" teaching assistant software. The utilization of preview guidance materials was evaluated and collected. The students' attitudes towards the preview guidance modes they received were collected through questionnaire. In this study, Wilcoxon rank sum test and chi-square test were carried out by SAS9.4 statistical software.Results:The reading completion rate of preview guidance materials in the knowledge-points based preview guidance group was lower than that of the knowledge-outline based preview guidance group (62.78% vs. 80.30%, P<0.001). The median of students' satisfaction score in knowledge-points group and knowledge-outline group were 89.50 and 90.00 respectively, and there was no statistical significance between the two groups ( P=0.252). Of all the students, 61.90%(78/126) of the students strongly liked or liked to receive preview guidance, 75.40%(95/126) of the students thought that preview guidance was very helpful or helpful to classroom learning, 62.70%(79/126) of the students thought that the preview guidance could strongly improve or improve the efficiency of pre-class preview process. The rating results of the above three aspects were similar between the two groups. Conclusion:Both the two preview guidance modes are feasible and effective. The completion rate and evaluation results of the students in the knowledge-points focused preview guidance group are better than those of the knowledge-outline focused preview guidance group. We suggest that knowledge-outline based preview guidance mode might be prioritized in medical statistics teaching.
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Objective:To explore the application of new teaching techniques and establish a new model for experimental teaching of Medical Statistics for undergraduate students of clinical medicine. Methods:We enrolled 2 classes of students from Xi'an Medical University as research objects, and they were randomized into study group ( n=62) and control group ( n=54). The study group received "traditional demonstration+ blended" learning, while the control group only received traditional teaching. On the premise of balanced comparability, the effects of the two teaching patterns were evaluated from such three aspects as satisfaction questionnaire, teacher's self-evaluation and achievement. SPSS 22.0 was performed for chi-square test, t test and rank sum test. Results:At the end of the semester, the value cognition of statistics in both groups was higher than before class, and the study group [93.5% (58/62)] was higher than that in the control group [68.5% (37/54)] ( χ2=12.20, P<0.001). The overall satisfaction ( Z=-7.05, P<0.001) and the satisfaction with teaching methods ( Z=-3.95, P<0.001) of the study group were significantly higher than those of the control group, with no statistical difference in satisfaction with teaching contents between the two groups ( Z=-0.27, P=0.784). More students in the study group thought that the experimental class deepened their understanding of statistical theory ( χ2=26.87, P<0.001). In the last four experimental classes, the post-test scores of both groups were higher than those of the pre-test, but the pre-test scores and post-test scores of the study group were higher than those of the control group. The performance of software operation in study group was higher than that in control group ( t=8.27 P<0.001). There was no statistical difference in the final test scores between the two groups ( t=0.29, P=0.773). Conclusion:The "traditional demonstration+ blended" learning is more in line with the students' learning pattern, and can better improve students' cognition and satisfaction of the statistics, especially can better cultivate students' team cooperation, expression and the SPSS analysis ability.
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ObjectiveTo design and evaluate the ideological and political teaching in the Medical Statistics as a public basic course for postgraduates in a medical school. MethodsThrough expert consultation， literature review， investigation， we designed the main points in the ideological and political teaching for the Medical Statistics. Students' satisfaction and demand of ideological and political teaching were investigated by a questionnaire. Furthermore， effect of ideological and political teaching was evaluated. ResultsA total of 178 out of 201 graduate students in Grade 2020 in a medical university completed the survey， accounting for 88.56%， with a response rate of 100%. Among them， 84.27% of the students believed it was necessary to implement ideological and political teaching for the Medical Statistics， and 90.45% expected that ideological and political teaching could be combined with case studies. The comparison before and after class showed that the students’ correct understanding of data acquisition has been greatly improved from 78.65% to 100%. In addition， the proportion of those who were dedicated to studying increased from 89.88% to 97.75%. ConclusionThe ideological and political teaching for Medical Statistics can be implemented in combination with case studies. Ideological and political teaching may improve the courses with practical operation of knowledge and skills.
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Objective:To explore teaching methods to improve the teaching effect in view of many difficulties in learning medical statistics for clinical medical students.Methods:Taking the clinical medical students of the same grade as the research objects, the students were randomly divided into two groups by cluster sampling in class, i.e. control group and experimental group. The traditional teaching methods and the scenario-based interactive learning software teaching methods were used respectively. The scores of medical statistics courses examinations and the statistical errors in responding to projects of extracurricular research activities were compared between the two groups. SPSS 19.0 was performed for statistical analysis.Results:The results of subject achievements of the students in the experimental group (74.08±11.19) were higher than those in the control group (63.82±10.10) ( t=3.926, P<0.001), especially the comprehensive capabilities of the innovative analysis questions and the multiple-choice questions. The statistical errors of the students in the experimental group was less than those in the control group. There were significant differences between the two groups in the estimation of sample size ( χ2=4.189, P=0.041), statistical design ( χ2=5.558, P=0.018) and data analysis ( χ2=3.971, P=0.046). Conclusion:The results suggest that scenario-based interactive learning software is helpful to improve teaching efficiency, and enhance students' ability to analyze and solve practical problems by using medical statistics knowledge.
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Objective To evaluate the effect of case-PBL method and case-PBL method combined with SPSS software on the teaching of medical statistics for medical undergraduates. Methods Students from two classes major in experimental medicine from Nantong University Xingling College were selected as Experimental Class 1 ( using case-PBL teaching ) and Experimental Class 2 ( using case-PBL teaching combined with SPSS software). Each class attended lessons for five times. The teachers would send cases for each lesson one week in advance, and students would form into groups to access information, learn and discuss independently. Representatives from groups spoke in class, members would complement and discuss, while teachers offered guidance, review, analysis and summary. We shortened the discussion time in the class, and added instructions on the operation steps of SPSS software for case analysis and how to interpret the analysis result correctly in Experiment Class 2 . The Control Class received traditional teaching . Questionnaires, process assessment and final assessment were used to evaluate teaching effectiveness. SPSS 21.0 software was used to implement variance analysis and chi-square test for comparison between groups. Results The scores of the two experimental classes were higher than those of the control class in the five process assessments ( P<0 . 05 ) . Experimental Class 2 was the best in three section process assessments including those of t-test, the rank sum test and the straight-line correlation (P<0.05). However, there was no difference in the theoretical test scores among the three classes (P=0.670). 94％-100％of the students in the two experimental classes believed that the teaching effects of the case-PBL method and case-PBL method combined with SPSS software were better than the traditional teaching method (P<0.05) in such areas as stimulating interest in learning, improving learning efficiency, etc. Students in Experimental Class 2 were more prone to think these methods improved teaching effect. Conclusion The case-PBL teaching combined with the application of SPSS software will further help students to systematically grasp the statistical knowledge and cultivate statistical practice ability . However , neither methods will improve students' theoretical test scores.
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Objective To investigate a suitable model for the teaching of medical statistics in postgraduates in general medicine. Methods A total of 225 postgraduates who majored in general medicine in the class of 2017 in Xi'an Medical College were enrolled and randomly divided into study group with 130 postgraduates and control group with 95 postgraduates. The postgraduates in the study group received blending learning (with the application of Wenjuanxing and Duifenyi), and those in the control group received traditional teaching. The two groups were compared in terms of teaching efficiency and degree of satisfaction. Results Compared with the control group, the study group had significantly higher score of objective questions (t=11.2, P<0.01), score of SPSS analysis (t=5.44, P<0.01), total score of exams (t=26.3, P<0.01), and degree of satisfaction (Z=-3.853, P<0.01). Conclusion Blending learning may have a better overall effect than traditional teaching and can help students to achieve stronger abilities of data analysis and SPSS operation. This is an important attempt to change the teaching mode of medical statistics in postgraduates and provides a feasible method for the training of general medical talents with innovative and scientific thinking.
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Objective To investigate the application of statistical methods in clinical research articles of oncology in China. Methods The core journals in Chinese oncology journals were retrieved in "Wanfang Data", and the application of statistical methods in the clinical research articles published in the first issue of 2017 were analyzed,including the selection of statistical indicators,the selection of statistical methods and the interpretation of statistical results. Results A total of 176 clinical research articles from 24 journals were taken into the study.In the selection of statistical indicators, 12.6 %(16 articles) used the description method of normal distribution data for the skewness distribution measurement data; 37.9 % (47 articles) described the count data with samples<20 as a percentage; 14.5 % (9 articles) replaced the constituent percentages with composition ratios. In the selection of statistical methods, 10.3 % (12 articles) did not perform analysis of variance when comparing among multiple groups, and the t test was used to compare each other directly. 15.1 % (8 articles) disregarded the preconditions of the use of the χ 2test. In the interpretation of statistical results, 18.4 % (27 articles) confused the statistical significance with biological significance. Conclusions The statistical problems are widespread in Chinese oncology clinical research articles,involving the entire process from study design to interpretation of results. Scientific research management departments, clinical researchers, and journal editorial board need to work together to improve the scientificity of clinical scientific research results of oncology in China.
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Length of time is a variable often encountered during data analysis. Survival analysis provides simple, intuitive results concerning time-to-event for events of interest, which are not confined to death. This review introduces methods of analyzing time-to-event. The Kaplan-Meier survival analysis, log-rank test, and Cox proportional hazards regression modeling method are described with examples of hypothetical data.
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Methods , Sample Size , Statistics as Topic , Survival AnalysisABSTRACT
Objective To construct the teaching model of medical statistics in universities of TCM through the questionnaire of knowledge,attitude and practice structure.Methods Medical statistics KAP questionnaire survey was conducted among postgraduates using proportional stratified sampling according to the grade.It describes the present situation and calculates the knowledge loss coefficient,knowledge demand index and behavioral application intensity of medical statistics.The Chi-square test was used to analyze the differences among different grades.Results 109 questionnaires were withdrawn.The recovery was 83.84％.45 cases (41.3％) were first year postgraduate,33 cases (30.3％) were 2nd year postgraduate,and 31 cases (28.4％) were 3rd year postgraduate.At the knowledge level,the knowledge loss coefficient of the second year postgraduates was 0.635,and there was no statistical difference (P=-0.651) vs the first year postgraduate (0.638).At the attitude level,Knowledge demand index had no statistical significance difference (P=0.213)between postgraduates in grade two (96.87％) and grade three (75.00％).Most medical postgraduates held positive attitudes toward medical statistics,hoping to strengthen the training of their application ability such as medical statistics in design and research thinking (29.18％),the statistical methods selection and the interpretation of the results (31.53％) and the statistical software operation (36.07％).At the practice level,the percentage of application intensity with statistical methods of third-year postgraduates (100.00％) was higher than the second-year postgraduates (37.50％),and the second-year postgraduates higher than the first-year postgraduates (20.45％).And with the growth of year,the percentage of application intensity was gradually increasing (P=O.O03).Among them,published scientific papers accounted for 16.5％,and 58.6％ paper grade concentrated in the core journals.Conclusion Application development should be enhanced by modularization teaching with practical issues.
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Objective To learn the overall results of the final test paper in nursing undergraduates of Peking Union Medical College, and to provide the theoretical support for teaching quality assessment of nursing undergraduates.Methods The difficulty coefficient, the discrimination index, the reliability (Cronbach α coefficient) and the degree of coverage were analyzed based on education measurement and education statistical methods.Results The mean total score was 67.8±12.5, ranged from 38 to 95.The difficulty coefficient, the discrimination index and the Cronbach α coefficient were 0.68, 0.30 and 0.71 respectively.The rates of loss score were 33.8% for choice questions, 37.2% for completion questions, 22.5%for true or false questions and 24.8% for calculation questions respectively.Among the total 30 examination questions, the proportions of the most difficult ones, the difficult ones, the moderate ones, the easy ones and the easiest ones were 30.0%,13.3%,20.0%,20.0% and 16.7% respectively.28 examination questions (93.3%) had the best or better discrimination.Conclusions The test paper held the moderate difficulty and the good discrimination, reliability and the degree of coverage.The results of the examination accurately reflect the knowledge and ability of the students.In addition, more attention should be paidto improve the knowledge of nursing undergraduates on the importance of the medical statistics in medical scientific research.
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Objective The aim of this study was to assess the current situation and master degree on medical statistics among the medical correlation personnel, in order to provide useful information for transformation of education towards the medical correlation personnel . Methods Using cluster random sampling method to select 358 the medical correlation personnel who were recruited from health institutions in Chongqing to respond to the questionnaires. Questionnaire including respondent basic information, statis-tical knowledge and statistical knowledge needs. The data of the survey were analyzed by chi-square test, descriptive statistics analysis. Results 94.7% of the surveyed used statistical knowledge in the process of work or study. The main concentration of medical statistical knowledge utilization rate, the proportion of receive professional education or training courses of medical statistics and the willingness to participate in specialized training of medical statistics is 20-30 age group, No Title group, Master and over group andStudents group. As for ten categories of common statistical methods, thirty percent of people can use them skillfully, but the majority of the more advanced statistical analysis methods cannot be used or have never heard of. The greatest demand for learning ten kinds of common statistical methods is calculating cor-rectly through statistical software. Conclusion The vast majority of medical personnel need to use medical statistics in the actual work and study, but they have a lower mastery of statistical methods. Therefore, we should strengthen the medical statistics teaching and training for medical personnel.
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Improving medical students' calculation ability in statistics has become the focus and difficulty of medical statistics course teaching, and its application relies heavily on statistical calculation software. In order to explore a new teaching approach which combined the advantages of traditional method and web-based calculation, we intended to build a web computing platform applying the Browser/Server (B/S) mode based on the campus network, and to revise the current syllabus of medical statistics, as well as to create a virtual web-lab containing a typical case library. Practice has proved that the new mode effec-tively improved the practice capability of students and changed the traditional teacher-centered teaching approach.
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Objective Medical statistics is an important tool in scientific research and practice.The article was to evaluate the current knowledge, learning needs and related influencing factors of medical statistics among medical doctoral students to provide references for the optimization in the teaching mode of medical statistics. Methods A questionnaire was used to investigate Grade 2014 doctoral students who took medical statistics course before and after the teaching in a medical university. Results The knowl-edge of doctoral students were at different levels and they had different learning requirements.More than 81.4% of the respondents have difficulty in the choice of scientific and reasonable design and the scientific design.Over 50%students had insufficient knowledge of advanced statistics and poor software application ability.They had the demands for more practical cases explanation in theory course, more software teaching hours and some short term specialized courses. Conclusion The university and teachers should carry out teaching reform according to the particularity of doctoral students and teach in small sections according to their knowledge levels of sta-tistics and learning requirements.It is suggested that the teaching should be combined with the students'own research projects in order to improve the teaching effect and improve the students'ability in sta-tistical design and solving the practical problem in scientific research statistics.
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Objective To explore the factors that affect the teaching effect of medical statistics study for clinical postgraduates and to provide a reference for further improving teaching Quality. Methods Four hundred and eighty-nine students who had attended Medical statistics in 2013 Fall semester were surveyed by the self-designed questionnaire. The Logistic regression model was used to analyze the factors affecting the learning effect. Results A total of 489 questionnaires were distributed and 488 valid questionnaires were returned (the return rate was 99.80%). 71.11% (347/488) were entirely in favor of giving medical statistics course while 23.98% were relatively supportive. Statistics recognition, learning motivation, finishing homework and the satisfaction of learning were the factors that affect the grades. The OR values are 1.547, 1.723, 1.374, 1.433 for the above four factors respectively. The difference was statistically significant (P<0.05). Conclusion In medical statistics teaching, it can improve students' performance by introducing case study, simplifying the mathematical formula, combi-ning the theory and computer statistical software practice, and improving teaching methods, which helps improve the quality of teaching.
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Koii(Public Doctor) System introduced into Taiwan in 1896 for the purpose of filling up medical vacuum of rural area and therefore spreading modern medical system all over Taiwan, was transplanted in 1913 into Colonial Korea for the same purpose. In terms of system itself Koii system in both areas were almost the same, but quite different in practices. First, Koiis in Taiwan was forced to write concrete medical report every month on the medical situation in the area under jurisdiction, whereas to those in Korea writing monthly report was not so compulsory. This difference resulted in some gaps in the quality of medical statistics of the two areas. Second, Unlike their counterparts in Korea, Koiis in Taiwan organized their own associations both locally and nationally and it helped to build up their own networks and share informations on medical situation including informations on infectious diseases. Third, Koiis in Taiwan formed more harmonious relationship between Taiwanese Police than their counterparts in Korea, which helped them to execute various medical activities in more comfortable environment. Taiwanese People went to medical institutions a lot more frequently than Korean People, and this difference was basically derived from the quite different density of Koii assignment in both areas. Korean People had to spend more time and money to utilize modern medical institutions than Taiwanese People did. The different density of Koii assignment also affected the results of prevention and eradication of infectious diseases; in Taiwan plague and small-pox has been successfully controled, whereas Chosun Government-general was not so successful in controling infectious diseases including small-pox. Small-pox infectee in Korea was about 6 times to Taiwan, and the number of death by small-pox was 9 times to Taiwan. One of the keys to this difference is the different role of Koiis. In Korea, Koiis could do little thing about infectious diseases mainly because of manpower shortage, thus shifting their duties like vaccination onto police officers who was inevitably inferior to doctors in medical terms, whereas vaccination was led by Koiis in Taiwan, with the help of police officers and traditional doctors. The difference between Korea and Taiwan in terms of Koii system and its effect implies that public health network in colonial Taiwan was better organized and more stable than that in colonial Korea, and therefore we should be careful about applying the concept of disciplinary power or modernization theory to colonial medical history of Korea.
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Colonialism/history , History, 19th Century , History, 20th Century , Korea , Physicians , Public Health/history , TaiwanABSTRACT
Objective To evaluate the effect of problem-based learning (PBL)versus tradi-tional methods in medical statistics. Methods Computer retrieval was conducted to search for con-trolled studies comparing PBL and traditional methods. The quality of included studies was critically evaluated and data were analyzed by using the Cochrane Collaboration's RevMan 5.0 software. Results A total of 21 articles were retrieved,but only 7 were included. The results of Meta analysis showed that there was no significant difference between PBL and traditional methods in both the passing rate of student's score (RR=1.09,95%CI=0.98-1.23,P=0.12>0.05)and the exact score (WMD=0.30, 95%CI=-0.06 -0.67,P=0.10>0.05). Conclusion PBL showed no better learning results in medical statistics compared with traditional methods.
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Objective To investigate the evaluation of medical doctoral students on medical statistics teaching. Methods An investigation was carried out among doctoral students of 2012 using questionnaires in a medical university. A total of 272 doctoral students were investigated and 266 (97.79%)of them had learned medical statistics before enrollment. Statistical description was used to analyze enumeration data by calculating cases and percentages. Results More than 88.00% of them thought that medical statistics was helpful for their future work. More than 60.00% of them thought that the present teaching contents were appropriate and about 93.00% of them thought that examina-tion mode was appropriate. However,65.00% of them thought that the class hours were not enough and some con-tents should be explained more clearly. Conclusions Both basic statistics methods and advanced statistics methods should be given consideration to. Some frontier or hot knowledge of medi-cal statistics should be arranged and the class hours should be increased to expand the content of teaching.
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Teaching reform for medical statistics in postgraduate students was undertaken in order to comply with the longitudinal thought of medical research and to cultivate student's abilities of solving actual problems. The contents of theory courses and practicum courses were re-enacted and some advanced statistical methods commonly used in medical research were added. Meanwhile,the contents of practicum courses were reformed following the guideline of ‘application of statistics in the research’ and the teaching method of task-driven teaching combined with problem-based learning was used in the process. Furthermore, evaluation on the teaching effect was made. The reformed teaching model greatly excited student's learning enthusiasm and developed their abilities of applying statistics in scientific research.