Teaching of biostatistics and epidemiology in medical schools: How do we fare compared with developed countries

Vijay Kumar Tiwari, Kuldeep Kumar, Sherin Raj Sherin

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Biostatistics is taught in almost all medical schools at the undergraduate and the postgraduate levels as a core course and is a prerequisite to epidemiology, public health and evidence based medicine. However, it has to be taught in a different way in medical schools as compared with how it is taught to the students studying MSc (Biostatistics) or in the Statistics Department in universities. OBJECTIVES (1) To review the experience of teaching biostatistics in medical schools in India and compares the same with abroad (2) How best the curriculum can be designed as per the need of the medical students and (3) how to make teaching of biostatistics more interesting and effective. MATERIALS AND METHODS Review of existing literature about teaching of Biostatistics and Epidemiology in medical schools in India and other developed countries as available in published journals and website of medical schools. RESULT & CONCLUSION Different instructional strategies and methods can be successfully incorporated into teaching programmes, but an enabling environment, including suitable teaching staff and technology and active learners, is essential.
Original languageEnglish
Pages (from-to)132-137
Number of pages6
JournalJournal of Research in Medical Education & Ethics
Volume4
Issue number2
DOIs
Publication statusPublished - 2014

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abstract = "Biostatistics is taught in almost all medical schools at the undergraduate and the postgraduate levels as a core course and is a prerequisite to epidemiology, public health and evidence based medicine. However, it has to be taught in a different way in medical schools as compared with how it is taught to the students studying MSc (Biostatistics) or in the Statistics Department in universities. OBJECTIVES (1) To review the experience of teaching biostatistics in medical schools in India and compares the same with abroad (2) How best the curriculum can be designed as per the need of the medical students and (3) how to make teaching of biostatistics more interesting and effective. MATERIALS AND METHODS Review of existing literature about teaching of Biostatistics and Epidemiology in medical schools in India and other developed countries as available in published journals and website of medical schools. RESULT & CONCLUSION Different instructional strategies and methods can be successfully incorporated into teaching programmes, but an enabling environment, including suitable teaching staff and technology and active learners, is essential.",
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Teaching of biostatistics and epidemiology in medical schools : How do we fare compared with developed countries. / Tiwari, Vijay Kumar; Kumar, Kuldeep; Sherin, Sherin Raj.

In: Journal of Research in Medical Education & Ethics, Vol. 4, No. 2, 2014, p. 132-137.

Research output: Contribution to journalArticleResearchpeer-review

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AB - Biostatistics is taught in almost all medical schools at the undergraduate and the postgraduate levels as a core course and is a prerequisite to epidemiology, public health and evidence based medicine. However, it has to be taught in a different way in medical schools as compared with how it is taught to the students studying MSc (Biostatistics) or in the Statistics Department in universities. OBJECTIVES (1) To review the experience of teaching biostatistics in medical schools in India and compares the same with abroad (2) How best the curriculum can be designed as per the need of the medical students and (3) how to make teaching of biostatistics more interesting and effective. MATERIALS AND METHODS Review of existing literature about teaching of Biostatistics and Epidemiology in medical schools in India and other developed countries as available in published journals and website of medical schools. RESULT & CONCLUSION Different instructional strategies and methods can be successfully incorporated into teaching programmes, but an enabling environment, including suitable teaching staff and technology and active learners, is essential.

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