ArticleJournal of clinical and translational science2020
Learning gaps among statistical competencies for clinical and translational science learners.
Article in Journal of clinical and translational science, 2020. 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.
- 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
- 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
- A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data.Journal of clinical and translational science · 2025Article
- Competencies for bioinformatics core facility scientists: extension of the ISCB competency framework for bioinformatics.Bioinformatics advances · 2025Article
- Advancing workforce development and scientific collaboration: A novel resource for biostatistical education.Journal of clinical and translational science · 2025Article
- Accelerating Resident Research within Quantitative Collaboration Units in Academic Healthcare.Stat (International Statistical Institute) · 2024Article
- Teaching students to R3eason, not merely to solve problem sets: The role of philosophy and visual data communication in accessible data science education.PLoS computational biology · 2023Article
- How to write statistical analysis section in medical research.Journal of investigative medicine : the official publication of the American Federation for Clinical Research · 2022Article
- Data science in clinical and translational research: Improving the health of the data to knowledge pipeline.Journal of clinical and translational science · 2021Article
- A comparative cross-sectional assessment of statistical knowledge of faculty across five health science disciplines.Journal of clinical and translational science · 2021Article
- Translating the learning sciences into practice: A primer for clinical and translational educators.Journal of clinical and translational science · 2021Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
11 authors.
Funding
Abstract
introductionStatistical literacy is essential in clinical and translational science (CTS). Statistical competencies have been published to guide coursework design and selection for graduate students in CTS. Here, we describe common elements of graduate curricula for CTS and identify gaps in the statistical competencies.
methodsWe surveyed statistics educators using e-mail solicitation sent through four professional organizations. Respondents rated the degree to which 24 educational statistical competencies were included in required and elective coursework in doctoral-level and master's-level programs for CTS learners. We report competency results from institutions with Clinical and Translational Science Awards (CTSAs), reflecting institutions that have invested in CTS training.
resultsThere were 24 CTSA-funded respondents representing 13 doctoral-level programs and 23 master's-level programs. For doctoral-level programs, competencies covered extensively in required coursework for all doctoral-level programs were basic principles of probability and hypothesis testing, understanding the implications of selecting appropriate statistical methods, and computing appropriate descriptive statistics. The only competency extensively covered in required coursework for all master's-level programs was understanding the implications of selecting appropriate statistical methods. The least covered competencies included understanding the purpose of meta-analysis and the uses of early stopping rules in clinical trials. Competencies considered to be less fundamental and more specialized tended to be covered less frequently in graduate courses.
conclusionWhile graduate courses in CTS tend to cover many statistical fundamentals, learning gaps exist, particularly for more specialized competencies. Educational material to fill these gaps is necessary for learners pursuing these activities.
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.