ArticleJournal of clinical and translational science2025
A structured approach to developing an introductory statistics course for graduate students: Using data to teach about data.
Article in Journal of clinical and translational science, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Building a relevant biomedical graduate program: from review to reform.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background/Objective: It was identified in the largest graduate unit of the Faculty of Medicine of a major Canadian University that there was a critical unmet curricular need for an introductory statistics and study design course. Based on the collective findings of an external institute review, both quantitative and qualitative data were used to design, develop, implement, evaluate, and refine such a course. Methods: In response to the identified need and inherent challenges to streamlining curriculum development and instructional design in research-based graduate programs representing many biomedical disciplines, the institute used the analyze, design, develop, implement and evaluate instructional design model to guide the data-driven development and ongoing monitoring of a new study design and statistics course. Results: The results demonstrated that implementing recommendations from the first iteration of the course (Fall 2021) into the second iteration (Winter 2023) led to improved student learning experience (3.18/5 weighted average (Fall 2021) to 3.87/5 (Winter 2023)). In the second iteration of the course, a self-perceived statistics anxiety test was administered, showing a reduction in statistics anxiety levels after completing the course (2.41/4 weighted average before the course to 1.65/4 after the course). Conclusion: Our experiences serve as a valuable resource for educators seeking to implement similar improvement approaches in their educational settings. Furthermore, our findings offer insights into tailoring course development and teaching strategies to optimize student learning.
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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.