ArticleJournal of clinical and translational science2017
Statistical competencies for medical research learners: What is fundamental?
Article in Journal of clinical and translational science, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 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
12 citing papers in PubMed.
- Bridging the methodological gap in multitrauma literature: a competency-based educational framework and clinical appraisal filter.Turkish journal of medical sciences · 2026Article
- Enhancing Team Science by Training Collaborative Biostatisticians to have a Strong Statistical Voice.Journal of statistical theory and practice · 2026Article
- Misalignment of Biostatistics Content Between Licensing Exam Study Aids and Contemporary Medical Research.Family medicine · 2025Article
- Mentoring across differences: Introducing hidden curriculum competencies for scientific mentors.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
- Advancing workforce development and scientific collaboration: A novel resource for biostatistical education.Journal of clinical and translational science · 2025Article
- What is it that you say you do here? Advocating for the critical role of data scientists in research infrastructure.Stat (International Statistical Institute) · 2024Article
- Accelerating Resident Research within Quantitative Collaboration Units in Academic Healthcare.Stat (International Statistical Institute) · 2024Article
- The Global Andrology Forum (GAF): Structure, Roles, Functioning and Outcomes: An Online Model for Collaborative Research.The world journal of men's health · 2024Article
- A comparative cross-sectional assessment of statistical knowledge of faculty across five health science disciplines.Journal of clinical and translational science · 2021Article
- Learning gaps among statistical competencies for clinical and translational science learners.Journal of clinical and translational science · 2020Article
- The Importance of Statistical Competencies for Medical Research Learners.Journal of statistics education : an international journal on the teaching and learning of statistics · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
15 authors.
Funding
Abstract
introductionIt is increasingly essential for medical researchers to be literate in statistics, but the requisite degree of literacy is not the same for every statistical competency in translational research. Statistical competency can range from 'fundamental' (necessary for all) to 'specialized' (necessary for only some). In this study, we determine the degree to which each competency is fundamental or specialized.
methodsWe surveyed members of 4 professional organizations, targeting doctorally trained biostatisticians and epidemiologists who taught statistics to medical research learners in the past 5 years. Respondents rated 24 educational competencies on a 5-point Likert scale anchored by 'fundamental' and 'specialized.'
resultsThere were 112 responses. Nineteen of 24 competencies were fundamental. The competencies considered most fundamental were assessing sources of bias and variation (95%), recognizing one's own limits with regard to statistics (93%), identifying the strengths, and limitations of study designs (93%). The least endorsed items were meta-analysis (34%) and stopping rules (18%).
conclusionWe have identified the statistical competencies needed by all medical researchers. These competencies should be considered when designing statistical curricula for medical researchers and should inform which topics are taught in graduate programs and evidence-based medicine courses where learners need to read and understand the medical research literature.
Indexed as
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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.