ROYAL STATISTICAL SOCIETY MEDICAL SECTION
Tuesday 28 June 2005 2.00-5.30 (tea at 3.30).
AGM plus half day meeting
To be held at the RSS, 12 Errol Street, London EC1Y 8LX
(directions http://www.rss.org.uk/about/direction.html)
Pre-registration is recommended - please email [log in to unmask] <mailto:[log in to unmask]> or tel. 020 7638 8998 to register.
'TEACHING MEDICAL STATISTICS TO NON-STATISTICIANS'
A half-day meeting of presentations plus small group discussion and feedback
2.00 PHILIP SEDGWICK (ST George's)
2.30 RICHARD MORRIS (UCL)
3.00 JONATHAN STERNE (Bristol)
3.30 Tea
4.00 MARTIN BLAND (York)
4.30 Small group discussion and feedback
5.30 Close
Titles and abstracts
Philip Sedgwick
"Teaching Medical Statistics in Context: Exploring the Communication of Risk in the Doctor-Patient Relationship"
Abstract
Undergraduate medical students are taught the concepts of probability and risk, and how to make inferences about the population. However, these concepts will ultimately have to be translated into the communication of risk that informs the clinical consultation with a single patient. Teaching how to convey risk to patients seems to have received little attention in the medical curriculum. By integrating the teaching of statistical methods and communication of risk, students' learning can be contextualized. Approaches to this teaching will be discussed.
Richard Morris
"Choice of examples in teaching the evaluation of evidence"
Abstract
An example concerning data from well known randomised controlled trial will be described in detail. We will explore reasons why use of this example has been helpful for learning statistical concepts among audiences with differing levels of sophistication. Other examples will be described where less success has been apparent. I will attempt to infer lessons for use of examples in teaching.
Jonathan Sterne
"Developing a course in epidemiology and biostatistics for medical undergraduates"
Martin Bland
"Teaching statistics to medical students using problem-based learning:
the Australian experience "
Abstract
The Australian experience in teaching statistics and research methods in
curricula based on problem-based learning may provide guidance for other
countries, such as the UK, where this method is being introduced. I shall describe a tour of Australian medical schools to find out what they do. Three different models will be described. Some possible ways forward will be suggested.
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Janet Peacock
Deputy Head of School (Undergraduate)
Professor of Health Statistics
School of Health Sciences and Social Care
Brunel University
Borough Road, Isleworth, TW7 5DU.
Tel: 020 8891 0121 x2503
PA Blanca Rybnickova x2655
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