Attitudes to statistics in primary health care physicians, Qassim province

Jahan, Saulat; Al-Saigul, Abdullah Mohammed; Suliman, Amel Abdalrhim

doi:10.1017/s1463423615000535

Cited by 9 publications

(9 citation statements)

References 19 publications

(43 reference statements)

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“…Previous studies have shown that medical students have a misconception about the difficulty of learning biostatistics concepts and have reported cases such as concern and anxiety, negative attitudes, lack of motivation, lack of interest, and not understanding the practical importance or value of statistics in students (22)(23)(24)(25)(26)(27)(28). The present study showed that MSc nursing students experienced more effective learning in the intervention group compared to the control group.…”

Section: Discussionsupporting

confidence: 42%

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

et al. 2021

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Background: Biostatistics course is considered essential for nursing education. Thus, conceptual learning in biostatistics is highly critical for postgraduate nursing students. A large proportion of students identify this course as the most anxiety-inducing course. The largest part of students’ anxiety in the semester in which they take biostatistics course is manifested in the form of statistics anxiety in addition to test anxiety. Objectives: To evaluate the effectiveness of the peer learning method in biostatistics course among postgraduate nursing students’ final score and test and statistics anxiety. Methods: This quasi-experimental study was conducted during the first semester of the academic year 2019 - 2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. Students were divided into two separate classes according to their courses. In one class, biostatistics course was taught by peers, and the lecture method as the conventional method was used for teaching in the other class. Test and statistics anxiety questionnaires were completed by the students of both groups before the educational intervention and at the end of the semester. Data was analyzed by SPSS 20 using nonparametric tests. Results: The mean final score in the lecture and peer learning groups were respectively 9.9 ± 4.60 and 11.55 ± 4.76 (P = 0.245). At the end of the course, the mean scores of statistics and test anxiety decreased in the intervention group in comparison to the conventional group. Conclusions: Using the peer learning method in biostatistics course has a positive effect on reducing test and statistics anxiety and increasing final scores in postgraduate nursing students.

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Section: Discussionsupporting

confidence: 42%

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

et al. 2021

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“…The research variables were the attitude towards statistics, statistics achievement, academic achievement, and field of study. The attitude was defined psychologically (Ashaari et al, 2011;Chiesi & Primi, 2009;Gal, Ginsburg, & Schau, 1997;Hannula et al, 2016;Hilton et al, 2004;Jahan et al, 2016). Based on their definitions, operational variable of attitudes toward statistics (ATS) can be written as a tendency of students' respond on statistics topic.…”

Section: Methodsmentioning

confidence: 99%

“…A total of 15 articles showed there was statistically relation between attitudes toward statistics and statistics achievement, but two other articles showed the different things. Jahan, Al-Saigul, & Suliman (2016) examined the association between attitudes toward statistics and statistical ability and they expressed that someone who has positive attitudes toward statistics still indicated a difference in terms of statistical ability or achievement. Based on the major of studies, Ashaari et al (2011) stated that there was no significant difference in attitudes toward statistics.…”

Section: Introductionmentioning

confidence: 99%

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Cahyawati

Wahyudin

Prabawanto

2018

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The purpose of this study was to explore students' attitudes toward statistics (ATS) based on the beginning and the end of learning, based on differences in fields of study, and examine its relationship with statistical acheivement. ATS was measured by an attitude instrument, namely The Survey of Attitudes toward Statistics (SATS) which consists of six dimensions (affective, cognitive competence, difficulty, value, interest, effort). Research respondents were undergraduate students who took lectures on statistical recognition that came from at one of the universities in South Sumatra. The results of the descriptive analysis showed the variation of ATS in each dimension of attitudes classified into positive, neutral, or negative attitudes. Although there are variations in the response of student attitudes in each dimension, but the results of statistical tests have not been able to show differences in attitudes between the beginning and the end of learning in each dimension. The differences in attitudes between the beginning and the end of learning that are statistically significant are in the dimensions of affective, value, and effort. The difference in the field of student science shows the difference in ATS, but only in the dimension of value. This study does not have enough evidence to state that there is a significant relationship between student attitudes to statistics and the results of learning statistics.

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“…The large number of publications should not be used as a surrogate marker for increasing quality of education, as was once suggested [4]. Perhaps the reduced number of publications suggests the need for more research-oriented training programmes [5]; nonetheless, monitoring of productivity should be centralised and reported annually by the Saudi Commission for Health Specialties. Monitoring should include the study design, the sample size and the productivity based on the programme, institution and province.…”

Section: Discussionmentioning

confidence: 99%

Clinical Research in Saudi Arabia: Trainee Knowledge and Attitude

Zekry

Khalifah

Enabi

et al. 2021

JMLPH

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Background Clinical research is an integral part of medical and surgical residency programmes, as well as medical school. Aim This study aimed to investigate attitudes toward, the experience of, and perceived barriers to, conducting clinical research in the medical and surgical fields in Saudi Arabia. We also aimed to explore attitudes toward article processing charges and submission fees. Methods A cross-sectional study conducted in Saudi Arabia during the months of May-June 2021. The inclusion criteria were trainees in various medical and surgical specialities. Results The majority of participants conducted at least one research project, representing 92.5% (n=185); of those, 77.3% (n=143) had already published their research. While 33.5% (n=67) of participants felt comfortable designing, leading and critically appraising articles, only 17.3% (n=34) were comfortable using statistical software. Barriers to clinical research include lack of personal interest, lack of interest on the part of programme directors/mentors, inadequate support from mentors/assistants, being overwhelmed with educational activities and examinations, lack of reward and/or motivation, and difficulties obtaining an appropriate sample. Conclusion This article provides new insight into the knowledge of, and attitude toward, clinical research among Saudi Arabian trainees, and discusses the implications thereof and the future direction of clinical research in Saudi Arabia.

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Attitudes to statistics in primary health care physicians, Qassim province

Cited by 9 publications

References 19 publications

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

Comparison Between Peer Learning and Conventional Methods in Biostatistics Course Among Postgraduate Nursing Students’ Final Score, Statistics and Test Anxiety: A Quasi-experimental Study with a Control Group

Attitudes Toward Statistics and Achievement: Between Students of Science and Social Fields

Clinical Research in Saudi Arabia: Trainee Knowledge and Attitude

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