研究生入学医学学生对统计学的态度：先前学习经验的作用。
Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences.
机构信息
Graduate Entry Medical School, University of Limerick, Limerick, Ireland.
出版信息
BMC Med Educ. 2014 Apr 4;14:70. doi: 10.1186/1472-6920-14-70.
BACKGROUND
While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences.
METHODS
121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences.
RESULTS
Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes.
CONCLUSION
The teaching of statistics to medical students should start with addressing the association between students' past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students' anxiety and perception of difficulty at the start of their learning experience and encourage students to engage with statistics in their future careers.
背景
尽管统计学越来越多地作为医学课程的一部分进行教学，但它可能是一门不受欢迎的学科，学生的反馈表明，有些人觉得它比其他学科更难。考虑到许多学生在以前的学位中可能已经接触过定量课程，因此对研究生入学医学课程的统计学态度的理解尤为重要，因为他们可能对自己的能力和兴趣有先入为主的观念。因此，这项研究的目的是首次探讨来自不同背景的研究生入学医学生对统计学的态度，并重点了解先前学习经验的作用。
方法
121 名一年级研究生入学医学生完成了《统计学态度调查》工具，同时还提供了人口统计学和先前学习经验的信息。
结果
学生们倾向于认为统计学在他们的职业生涯中具有相关性，并愿意努力学习统计学。他们对统计学的兴趣以及将统计学知识和技能应用于统计学的态度持中立到积极的态度。他们对统计学的感觉稍微不那么积极，例如感到不安全、有压力、恐惧和沮丧，并且他们倾向于认为统计学很难。尽管 85%的学生过去曾学习过定量课程，但只有 24%的学生表示，如果可以选择，他们很可能会选择统计学课程。学生过去在数学方面的表现如何，是他们对统计学态度的许多组成部分的强烈预测因素。
结论
向医学生教授统计学应首先解决学生过去在数学方面的经验与他们对统计学的态度之间的联系，并鼓励学生认识到这两个学科之间的区别。解决这些问题可能会减少学生在学习初期的焦虑和对难度的感知，并鼓励学生在未来的职业生涯中参与统计学。
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