The Teaching of Statistics in the Health Sciences (TSHS) section of the American Statistical Association has put together a set of resources for teachers including several very interesting datasets. some of the resources are open to anyone, but others require a registration. Continue reading
As a community, we statisticians have known for a long time that we do not teach that introductory level class in Statistics as well as we should. This guideline list the things and ways we SHOULD teach as well as things that we might think about leaving out. Continue reading
This is a very clear, but also very detailed explanation of the for, while, and repeat loops along with the concept of vectorization. A great resource for beginners. Continue reading
I’m so busy these days that it is silly to take on anything new, but I found an opportunity for a small research grant that I might want to submit a proposal for. Continue reading
This article is a synthesis of a panel discussion at the 2014 Joint Statistical Meetings on the flipped classroom. The article discusses it solely from the perspective of Biostatistics classes, though they offer some references for the flipped classroom in a more general setting. A flipped classroom is a course where the traditional didactic lectures are recorded and watched at home and the homework that would normally be done at home is done instead in the classroom. This homework in a Biostatistics class often takes the form of active learning in small groups, such as critiquing published research studies or conducting analyses on real world data sets. The key component, according to the authors, is the in class interactions during these assignments. Students learn from each other as they work in groups.
Now you could do active learning in a traditional course format. What a flipped classroom does is increases the emphasis and the amount of time spent in active learning.
The common theme of the paper is that the flipped classroom has been successfully applied in a variety of settings. It is not a “one size fits all” approach, but rather can be adapted to the needs of the particular class. Some students may not like the flipped classroom format, and you shouldn’t underestimate the amount of time needed to prepare the videotaped lectures (one rule of thumb is ten hours of work for every hour of video). Still the student reactions and the instructors perceptions of the flipped classroom are generally positive. Continue reading
I’m on various email discussion groups and every once in a while someone sends out a request that sounds something like this.
I’m teaching a class (or running a journal club or giving a seminar) on research design (or evidence based medicine or statistics) and I’d like to find an example of a research study that use bad statistical analysis.
And there’s always a flood of responses back. But if I were less busy, I’d jump into the conversation and say “Stop! Don’t do it!” Here’s why. Continue reading
I have not seen this book, but it comes highly recommended by Frank Harrell, which is good enough for me. Continue reading
I got an email asking for a recommendation for an introductory book on Bayesian Statistics from someone who recently graduated from our program. It’s kind of a difficult request because the mathematical demands needed to understand Bayesian statistics are not trivial. Here’s what I recommended. Continue reading
I got tagged in a Facebook post about an article criticizing the emphasis on math in high school and that proposes replacing some of the more theory based courses like Algebra II and Calculus with “a practical course in statistics for citizenship”. It’s an interesting article, and although it had some points, I had to disagree with the overall premise. Here’s what I said. Continue reading
Someone asked how do you find peer-reviewed articles that use simple statistical tests so your students can see the structure of papers that report on statistical analyses. I do this a lot for this blog and for lectures that I give, so I wrote up some suggestions. Continue reading