Jacqueline E. McLaughlin|Isabell Kang
A FLIPPED CLASSROOM MODEL FOR A BIOSTATISTICS SHORT COURSE
University of North Carolina Health Care|University of North Carolina at Chapel Hill|University of North Carolina Health Care|University of North Carolina at Chapel Hill
effective pedagogical strategies needed improve statistical literacy within health sciences education paper describes design implementation evaluation highly interactive twoweek biostatistics short course using flipped classroom model united states course required students start doctoral degree program goal standardizing student preparation contextualizing biostatistics healthcare identifying students needing additional help focused basic concepts methods application healthcare selection statistical procedures results interpretation data indicate students actively engaged perceived course useful experienced learning gains course students indicated better understood relevance applicability biostatistics motivated learn first published november 2017 statistics education research journal archives