Biostatistics and Epidemiology by HC12083121543

VIEWS: 26 PAGES: 4

									REQUIRED COURSE:

Course Title: Biostatistics and Epidemiology

Sponsoring Department or Unit: Family Medicine

List other departments with ongoing involvement in the course, and number of faculty
participating from each department:

          Family Medicine                                                 3
          Academic Dean Office Staff                                      2
          No Faculty Appointment or Volunteer                             4

Time apportionment for required activities:

                     Activity:                  Scheduled Contact
                                                     Hours:
                     Lecture                           18
                     Laboratory                         0
                     Small-group                        0
                     discussion
                     Patient contact                       0
                     Examinations                          4
                     Computer-based                        0
                     learning
                     Other                                 0
                     Total                                22

Evaluate the appropriateness of the course’s location in the curriculum with respect to
preceding and following courses, and with respect to other courses taught concurrently.

The course location in the curriculum is totally inappropriate. It belongs in the third
year at the earliest. There has been a significant national debate among those who
teach Biostatistics and Epidemiology in the health sciences. Our position parallels that
of Professor Ted Colton at Boston University. We are firmly convinced that all
physicians should acquire knowledge of Biostatistics. A key question is when is the
optimal time in their medical education for physicians to acquire Biostatistical
knowledge. Colton suggests the following answers: “1) when they are mature and less
arrogant 2) when they can readily see the relevance of Biostatistics to their clinical
activities and 3) when the Biostatistics instructor can illustrate Biostatistics principles
with real-world examples from physicians’ specialty areas.” I agree.




IV. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE:
    REQUIRED CLERKSHIP FORM – Page 1
Educational objectives: Briefly summarize the educational objectives of the course in
terms of knowledge, skills, behaviors and attitudes that students should exhibit upon its
completion. How are these objectives communicated to students? What evidence,
other than examinations given during the course, indicates that the objectives have
been achieved?

The goal of this course is to provide the physician with an introduction to basic
Biostatistics and Epidemiology, critical evaluation of the medical literature, and
evidence based medicine. This goal is translated into between 2 and 26
specific instructional objectives for each class session (e.g., the student will be
able to calculate and interpret sensitivity, specificity, predictive value).
Instructional objectives for each class session are communicated to the
students in writing as a component of a handout made available at the first
lecture.
Two exams are given to provide an indication that the instructional objectives
have been achieved.

Evaluation of student performance: Briefly describe the evaluation system used in the
course. How do you identify students exhibiting academic difficulty during the course,
and what remedial options are provided for students who fail the course?

Two exams are administered; one halfway through and one after all lectures are
completed. Each exam consists of 50 multiple choice questions and each is weighted
equally in determining the final grade. Upon student request, individual exams are
reviewed by the course director and students are informed via email of the concepts
with which he/she had difficulty.
Students who achieve a failing grade as a result of the two exams are given the
opportunity to take a make up exam before final grades are submitted.

Evaluation Methods

1. Indicate percent composition of student’s final grade (should sum to 100%):

Inter                 NBME        Faculty/Prec              Paper/Othe
        Laborat                                   OSCE/                      Other
 nal                 Subject         eptor/                      r
          ory/                                     SP                      (describe
Exam                 (“shelf”)      Resident                  Written
        Practical                                 Exam                      below)
  s                    Exam         Ratings                  Exercise
 100




IV. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE:
    REQUIRED CLERKSHIP FORM – Page 2
Other method(s) noted above:


2. Number of internally prepared exams __2__ For credit        __0__Not for credit

3. Format of internally prepared, for credit exams (check all that apply):

         __X__ Multiple-choice, true/false, matching

         _____ Open-ended, short answer

         _____ Essay

         _____ Oral

         _____ Laboratory/practical

         _____ Computer-based (any format)

         _____ Other (describe)

4. Do internal examinations include problem-solving exercises?

         __X__ Yes                  _____ No

5. If NBME subject (“shelf”) examinations are used, give mean scores for the last three
classes: NA

Year:    _____                      _____              _____

Score: _____                        _____              _____

Course evaluation: Describe the methods used to evaluate course quality. Identify
major successes of the course and challenges not yet surmounted.
The issue of evaluating course quality is far too complex to be addressed in the limited
space here. The simple answer is that students provide opinions and the course
director assesses each lecture. Whether these provide valid and reliable measures is
open to debate. The only external measure we have is the performance of students on
the USMLE exam where our students perform consistently above the national mean.




IV. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE:
    REQUIRED CLERKSHIP FORM – Page 3
List recommended or required learning materials (textbooks, databases, Web sites,
etc.):

Required text Beth Dawson and Robert G. Trapp: Basic and Clinical
Biostatistics. Third Edition. Appleton and Lange, 2001.

Recommended Web sites from the habdout: Links to statistics tutorials and
demonstrations: http://supercourse.tmc.edu.tw/index.htm Click on Internet
Resources and you can access two on line texts "Statistics at Square One" and
"Epidemiology for the Uninitiated"
http://archives.math.utk.edu/topics/statistics.html
Be sure to try Berrie's Statistics page
Visit the following web site for more on evidence based medicine and clinical
decision making. http://www.poems.msu.edu/EBM/




IV. EDUCATIONAL PROGRAM FOR THE M.D. DEGREE:
    REQUIRED CLERKSHIP FORM – Page 4

								
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