Camille Lakhlifi|François?Xavier Lejeune|Marion Rouault|Mehdi Khamassi|Benjamin Rohaut
Illusion of knowledge in statistics among clinicians: evaluating the alignment between objective accuracy and subjective confidence, an online survey
Université Paris Cité|French National Centre for Scientific Research|Assistance Publique – Hôpitaux de Paris|Pitié-Salpêtrière Hospital|Sorbonne Université|Institut du Cerveau|Inserm|Institut du Cerveau|Pitié-Salpêtrière Hospital|Sorbonne Université|French National Centre for Scientific Research|Assistance Publique – Hôpitaux de Paris|Inserm|École Normale Supérieure - PSL|Université Paris Sciences et Lettres|French National Centre for Scientific Research|Assistance Publique – Hôpitaux de Paris|Pitié-Salpêtrière Hospital|Sorbonne Université|Institut du Cerveau|Inserm|Institut Systèmes Intelligents et de Robotique|Sorbonne Université|French National Centre for Scientific Research|Pitié-Salpêtrière Hospital|Sorbonne Université|Assistance Publique – Hôpitaux de Paris|French National Centre for Scientific Research|Institut du Cerveau|Inserm
healthcare professionals statistical illiteracy impair medical decision quality compromise patient safety previous studies documented clinicians insufficient proficiency statistics tendency overconfidence however underexplored aspect clinicians awareness lack statistical knowledge precludes corrective intervention attempt investigated physicians residents medical students alignment subjective confidence judgments objective accuracy basic medical statistics also examined gender profile experience practice research activity affect alignment influence problem framing conditional probabilities cp vs natural frequencies nf eight hundred ninetyeight clinicians completed online survey assessing skill confidence three topics vaccine efficacy p value diagnostic test results interpretation results evidenced overall consistent poor proficiency statistics often combined high confidence even incorrect answers also demonstrate despite overconfidence bias clinicians show degree metacognitive sensitivity confidence judgments discriminate correct incorrect answers finally confirm positive impact intuitive nf framing accuracy together results pave way development teaching recommendations pedagogical interventions promoting metacognition basic knowledge statistical reasoning well use nf tackle statistical illiteracy medical context