Robinson H, Burke R, Stahl S M
J Community Health. 1976 Summer;1(4):249-55. doi: 10.1007/BF01324584.
A growing body of literature deals with the use of self-instructional methods for teaching biostatistics to medical students. The University of Tennessee Department of Community Medicine tested the hypothesis that, in controlled, randomized situations, learning of statistical material by self-instruction is equivalent to learning identical material by the lecture method. An analysis of student performance, in terms of the grades obtained on two separate examinations, showed that students learning by self-instruction did as well or better than their colleagues taking lectures. On the basis of these results, self-instructional biostatistics for medical students at the University of Tennessee has been selected as the major teaching method of that subject.
越来越多的文献涉及使用自我指导方法向医学生教授生物统计学。田纳西大学社区医学系检验了这样一个假设：在可控的随机情况下，通过自我指导学习统计材料等同于通过讲座法学习相同的材料。根据两次单独考试的成绩对学生表现进行分析，结果表明通过自我指导学习的学生与参加讲座的同学表现相当或更好。基于这些结果，田纳西大学为医学生开设的自我指导式生物统计学课程已被选为该学科的主要教学方法。
