Felicity Enders|Christopher J. Lindsell|Leah J. Welty|Emma K. T. Benn|Susan M. Perkins|Matthew S. Mayo|Mohammad H. Rahbar|Kelley M. Kidwell|Sally W. Thurston|Heidi Spratt|Steven C. Grambow|Joseph J. Larson|Rickey E. Carter|Brad H. Pollock|Robert A. Oster
Statistical competencies for medical research learners: What is fundamental?
Mayo Clinic in Florida|University of Cincinnati|Northwestern University|Icahn School of Medicine at Mount Sinai|Indiana University – Purdue University Indianapolis|University of Kansas Medical Center|The University of Texas Health Science Center at Houston|University of Michigan–Ann Arbor|University of Rochester|The University of Texas Medical Branch at Galveston|Duke University|Mayo Clinic in Florida|Mayo Clinic in Florida|University of California, Davis|University of Alabama at Birmingham
introduction increasingly essential medical researchers literate statistics requisite degree literacy every statistical competency translational research statistical competency range fundamental necessary specialized necessary study determine degree competency fundamental specialized methods surveyed members 4 professional organizations targeting doctorally trained biostatisticians epidemiologists taught statistics medical research learners past 5 years respondents rated 24 educational competencies 5point likert scale anchored fundamental specialized results 112 responses nineteen 24 competencies fundamental competencies considered fundamental assessing sources bias variation 95 recognizing ones limits regard statistics 93 identifying strengths limitations study designs 93 least endorsed items metaanalysis 34 stopping rules 18 conclusion identified statistical competencies needed medical researchers competencies considered designing statistical curricula medical researchers inform topics taught graduate programs evidencebased medicine courses learners need read understand medical research literature