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. 2017 Jun;1(3):146-152.
doi: 10.1017/cts.2016.31. Epub 2017 May 9.

Statistical competencies for medical research learners: What is fundamental?

Felicity T Enders  1 , Christopher J Lindsell  2 , Leah J Welty  3 , Emma K T Benn  4 , Susan M Perkins  5 , Matthew S Mayo  6 , Mohammad H Rahbar  7 , Kelley M Kidwell  8 , Sally W Thurston  9 , Heidi Spratt  10 , Steven C Grambow  11 , Joseph Larson  1 , Rickey E Carter  1 , Brad H Pollock  12 , Robert A Oster  13
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Statistical competencies for medical research learners: What is fundamental?

Felicity T Enders et al. J Clin Transl Sci. 2017 Jun.

Abstract

Introduction: It is increasingly essential for medical researchers to be literate in statistics, but the requisite degree of literacy is not the same for every statistical competency in translational research. Statistical competency can range from 'fundamental' (necessary for all) to 'specialized' (necessary for only some). In this study, we determine the degree to which each competency is fundamental or specialized.

Methods: We surveyed members of 4 professional organizations, targeting doctorally trained biostatisticians and epidemiologists who taught statistics to medical research learners in the past 5 years. Respondents rated 24 educational competencies on a 5-point Likert scale anchored by 'fundamental' and 'specialized.'

Results: There were 112 responses. Nineteen of 24 competencies were fundamental. The competencies considered most fundamental were assessing sources of bias and variation (95%), recognizing one's own limits with regard to statistics (93%), identifying the strengths, and limitations of study designs (93%). The least endorsed items were meta-analysis (34%) and stopping rules (18%).

Conclusion: We have identified the statistical competencies needed by all medical researchers. These competencies should be considered when designing statistical curricula for medical researchers and should inform which topics are taught in graduate programs and evidence-based medicine courses where learners need to read and understand the medical research literature.

Keywords: Clinical and Translational Science; Evidence-Based Medicine; Public Health; Statistical competency; team science.

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Figures

Fig. 1
Fig. 1
Bar chart, difference in competency wording, and change in percentage from Oster et al. [1] for the 4 competencies with the highest positive change. *Differences rounded to the nearest whole percentage.
Fig. 2
Fig. 2
Bar chart, difference (bolded) in competency wording, and change in percentage from Oster et al. [1] for the 4 competencies with the highest negative change. *Differences rounded to the nearest whole percentage.
See this image and copyright information in PMC

References

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