ArticleClinical and translational science2015
Assessing statistical competencies in clinical and translational science education: one size does not fit all.
Article in Clinical and translational science, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 18 citations in OpenAlex.
- Enhancing Team Science by Training Collaborative Biostatisticians to have a Strong Statistical Voice.Journal of statistical theory and practice · 2026Article
- Mentoring across differences: Introducing hidden curriculum competencies for scientific mentors.Journal of clinical and translational science · 2025Article
- Advancing workforce development and scientific collaboration: A novel resource for biostatistical education.Journal of clinical and translational science · 2025Article
- Diagnosing Statistical Education Needs of Health Science Learners.Journal of statistics and data science education : an official journal of the of the American Statistical Association · 2025Article
- Accelerating Resident Research within Quantitative Collaboration Units in Academic Healthcare.Stat (International Statistical Institute) · 2024Article
- A practical guide to adopting Bayesian analyses in clinical research.Journal of clinical and translational science · 2024Article
- Learning gaps among statistical competencies for clinical and translational science learners.Journal of clinical and translational science · 2020Article
- Biostatistical resources in an academic medical center.Journal of thoracic disease · 2018Article
- Implementation of a competency-based medical education approach in public health and epidemiology training of medical students.Israel journal of health policy research · 2018Article
- The Importance of Statistical Competencies for Medical Research Learners.Journal of statistics education : an international journal on the teaching and learning of statistics · 2018Article
- Statistical competencies for medical research learners: What is fundamental?Journal of clinical and translational science · 2017Article
- Reinventing Biostatistics Education for Basic Scientists.PLoS biology · 2016Article
- Beyond bar and line graphs: time for a new data presentation paradigm.PLoS biology · 2015Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
12 authors at 9 institutions in 1 country.
Funding
Abstract
introductionStatistics is an essential training component for a career in clinical and translational science (CTS). Given the increasing complexity of statistics, learners may have difficulty selecting appropriate courses. Our question was: what depth of statistical knowledge do different CTS learners require?
methodsFor three types of CTS learners (principal investigator, co-investigator, informed reader of the literature), each with different backgrounds in research (no previous research experience, reader of the research literature, previous research experience), 18 experts in biostatistics, epidemiology, and research design proposed levels for 21 statistical competencies.
resultsStatistical competencies were categorized as fundamental, intermediate, or specialized. CTS learners who intend to become independent principal investigators require more specialized training, while those intending to become informed consumers of the medical literature require more fundamental education. For most competencies, less training was proposed for those with more research background. DISCUSSION: When selecting statistical coursework, the learner's research background and career goal should guide the decision. Some statistical competencies are considered to be more important than others. Baseline knowledge assessments may help learners identify appropriate coursework.
conclusionRather than one size fits all, tailoring education to baseline knowledge, learner background, and future goals increases learning potential while minimizing classroom time.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.