Rossi A. Hassad
Teaching introductory statistics for evidence-based practice: integration of context
ability critically evaluate quantitative research outcomes essential skill effective decisionmaking particularly health behavioral sciences focus evidencebased practice clinical judgment introductory collegelevel statistics courses serve vehicle engendering competencies regard first course statistics targeted reform aimed building meaningful foundation statistical thinking consensus among educators goal introductory statistics course foster statistical literacy emphasizing concepts applications rather mathematical procedures computations instructional method embodies active learning underpinning pedagogical approach constructivist philosophy regards context knowledge central meaningful appropriate analysis interpretation use data paper presents model conceptualizing introductory statistics course foster evidencebased practice ebp depicts unifying holistic view statistics posits meaningful evidence results interaction statistical methods data context refers research design underlying theory practice domain