Who should teach medical statistics, when, how and where should it be taught?
As far as we can tell, there is no single answer to any of these questions. This paper describes some of the approaches adopted in the teaching of medical statistics in the U.K. medical schools. It is suggested that collaboration between non-statistically qualified teachers and medical statisticians is beneficial, with an emphasis in the application of statistical principles to interesting and 'relevant' medical topics. A block of 'laboratory based' teaching in the early years may be followed by occasional, clinically focused sessions later in the undergraduate course. Research oriented courses, made available when postgraduates have a real and pressing need for information, are thought likely to be most valuable and rewarding for students and statisticians. It is thought that the use of information technology to improve the communication of concepts and 'facts' during lectures, and for ad hoc enquiries by students, is likely to make the most of the limited teaching resources. The future is thought to be in the greater use of small group or individualized teaching which confirms or tests the knowledge gained from students use of I.T. supported activities. Unless lecturers collaborate in evaluative studies which compare different teaching methods, it will never be possible to provide valid generalizable advice to teachers of medical statistics.
Clayden
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AD
University of Leeds, Department of Public Health Medicine, U.K.
D004501:Education, Medical; D013223:Statistics as Topic / Q000193:education*; D013663:Teaching / Q000379:methods*; D006113:United Kingdom