Clayden A D
University of Leeds, Department of Public Health Medicine, U.K.
Stat Med. 1990 Sep;9(9):1031-7; discussion 1039-44. doi: 10.1002/sim.4780090906.
As far as we can tell, there is no single answer to any of these questions. This paper describes some of the approaches adopted in the teaching of medical statistics in the U.K. medical schools. It is suggested that collaboration between non-statistically qualified teachers and medical statisticians is beneficial, with an emphasis in the application of statistical principles to interesting and 'relevant' medical topics. A block of 'laboratory based' teaching in the early years may be followed by occasional, clinically focused sessions later in the undergraduate course. Research oriented courses, made available when postgraduates have a real and pressing need for information, are thought likely to be most valuable and rewarding for students and statisticians. It is thought that the use of information technology to improve the communication of concepts and 'facts' during lectures, and for ad hoc enquiries by students, is likely to make the most of the limited teaching resources. The future is thought to be in the greater use of small group or individualized teaching which confirms or tests the knowledge gained from students use of I.T. supported activities. Unless lecturers collaborate in evaluative studies which compare different teaching methods, it will never be possible to provide valid generalizable advice to teachers of medical statistics.
就我们所能判断的而言，这些问题中的任何一个都没有单一的答案。本文描述了英国医学院校医学统计学教学中采用的一些方法。建议非统计学专业教师与医学统计学家之间开展合作，重点是将统计原理应用于有趣且“相关”的医学主题。早年进行的“基于实验室”的教学模块之后，本科课程后期可偶尔开展以临床为重点的课程。面向研究生真正迫切需要信息时开设的研究型课程，对学生和统计学家来说可能最有价值且收获颇丰。有人认为，在讲座期间利用信息技术来改进概念和“事实”的传播，并供学生进行临时查询，可能会充分利用有限的教学资源。未来有望更多地采用小组教学或个性化教学，以巩固或检验学生通过信息技术支持的活动所获得的知识。除非讲师们合作开展比较不同教学方法的评估研究，否则永远无法为医学统计学教师提供有效的通用建议。
