Blended learning is an effective strategy for acquiring competence in public health biostatistics

Milić, Nataša; Mašić, Srdjan; Bjegović-Mikanović, Vesna; Trajković, Goran; Marinković, Jelena; Milin-Lazović, Jelena; Bukumirić, Zoran; Savić, Marko; Ćirković, Andja; Gajić, Milan; Stanisavljević, Dejana

doi:10.1007/s00038-017-1039-5

Cited by 7 publications

(7 citation statements)

References 20 publications

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“…The program was evaluated according to final score. Both the final statistics score (89.65 ±6.93 vs. 78.21±13.26; p<0.001) and knowledge test score (35.89±3.66 vs. 22.56±7.12;p<0.001) of the blended learning group were higher than for the on-site group (22). The mean of correct answers given to 10 multiple choice questions in the survey study conducted to evaluate pharmacists' understanding and assessing statistical information in literature was 2.8±2.0 (23).…”

Section: Discussionmentioning

confidence: 86%

“…When the answers given to questions were examined, it was found that variable types were answered correctly with a rate of over 71%, variance analysis was answered correctly with a rate of 54%, Chisquare was answered correctly with a rate of 38%, student t test was answered correctly with a rate of 71%, interpretation of p value was answered correctly with a rate of 75%, power, sample size and statistical significance was answered correctly with a rate of 40% (21). In Belgrade University Public Health postgraduate program, it was evaluated whether blended learning was a more effective method than traditional method in students' gaining biostatistical competence (22). Course program for blended learning included statistical definition, parameter, probability, normal distribution, sample and methods, statistical power, point and range estimation, confidence limit, statistical significance and statistical test, parametric and nonparametric statistics, t test, Chi-square test, correlation, regression and linear regression.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of biostatistics knowledge and skills of medical faculty students

TOMAK¹,

CİVANBAY²

2022

J. Exp. Clin. Med.

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Successful implementation of a scientific study and correct analysis of data obtained is possible with advanced biostatistics knowledge. The aim of this study is to find out efficacy of basic biostatistics program given to medical faculty students and to evaluate students’ biostatistics knowledge, attitude and behaviour levels. Medical Faculty students in a Turkish university participated in this study. 123 of the respondents (52.6%) were male and 111 (47.4%) were female, with an average age of 20.2 ± 1.7 years. The survey used included items questioning demographic information, biostatistics knowledge, attitude and behaviours of students and 10 multiple choice questions including the subjects learned during the program. The students filled in this survey before and after training and data obtained were evaluated. Students’ positive responses to having biostatistics basic knowledge were 68.0% before training and 95.7% after training. The frequency of knowing the purpose of biostatistics was 81.5% before training and 96.6% after training. While the rate of positive response was 60.9% for population and sample, 63.2% for basic principles in summarizing data, 54.7% for central tendency-location measurements, 51.5% for variability measurements before training, they were found as 95% and higher after training. Positive responses of 70.8% for hypothesis and error types, 48.7% for statistical assumptions, 36.5% for parametric hypothesis tests, 33.0% for nonparametric hypothesis tests and 27.4% for statistical package programs before training were 93.6% and higher after training. Total score obtained from responses to multiple choice questions was 2.5±1.4 before training and 7.5±2.1 after training, which was statistically significant (p<0.001). In this study, biostatistics knowledge, attitudes and behaviours of medical faculty students were evaluated. Biostatistics training needs changes due to latest developments in information technology. Many medical faculties currently teach basic biostatistics concepts and carry out biostatistics training studies to allow critical evaluation during the process.

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Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 99%

Evaluation of biostatistics knowledge and skills of medical faculty students

TOMAK¹,

CİVANBAY²

2022

J. Exp. Clin. Med.

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“…Rajati et al have shown that students' perceptions from the educational atmosphere in the TBL method increase in comparison with the lecture method (34). In 2017, Milic et al (35) conducted a study to evaluate the application of the combined learning method as an effective strategy for learning biostatistics in MSc public health students. The results of their research showed that the average score of the combined learning group was higher than the average score of the traditional group (35).…”

Section: Discussionmentioning

confidence: 99%

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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“…The respondents reported that efficiency in the learning process to achieve learning outcomes in this course was considered good. A lot of literature states that blended learning is a learning method that is able to improve learning outcomes, critical thinking skills, attitudes, and student selfconfidence (Milic et al, 2018;Mosalanejad, Alipour, Zare, & Koolaee, 2012). Baragash and Al-Samarraie (2018) states that the combination of online learning and face-toface improves student learning performance.…”

Section: Discussionmentioning

confidence: 99%

The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

Permana

Adiningsih

2019

INJEC

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Introduction: The implementation of blended learning in nursing education is needed to provide quality and efficient learning. There is a need for an investigation of students’ experience in following blended learning especially in the subject of basic science in nursing 2 including anatomy, physiology, biochemistry, pathophysiology and pharmacology in nursing topics. This study aims to provide an ideal picture for students of the Faculty of Medicine in Indonesia. Methods: This study occupied quantitative descriptive research method with simple random sampling technique. The respondents were 93-second years students of the Faculty of Nursing, UniversitasPadjadjaran. The Learning Experience Questionnaire (LEQ) instrument was used to measure students’ experience. The data were analysed using percentage analysis. Results: More than a half of total respondents had good experience in participating in mixed learning of IDK course. Conclusions: Students’good experience may be influenced by the availability of student access to the internet, and the instructional design of the blended learning. The main obstacle in implementing the course were a large learning credit burden and extensive coverage of the learning material. Technology skills training and habituation of blended learning needs to be given by the faculty before students take part in blended learning.

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Blended learning is an effective strategy for acquiring competence in public health biostatistics

Abstract: A blended learning approach is an attractive and effective way of acquiring biostatistics competence for Masters of Public Health (MPH) graduate students.

Cited by 7 publications

References 20 publications

Evaluation of biostatistics knowledge and skills of medical faculty students

Evaluation of biostatistics knowledge and skills of medical faculty students

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

The Experience, Task Value and Self-Efficacy of Nursing Students in Attending Blended Learning in Basics Science in Nursing 2 Course in Faculty of Nursing Universitas Padjadjaran

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