Standardization of the Content of Undergraduate Biostatistics Education in Medical Faculties – Two Panel Delphi Study

Authors : Selcen Yüksel, Pervin Demir, Afra Alkan

Pages : 37-46

Doi:10.25282/ted.1508543

View : 59 | Download : 78

Publication Date : 2024-12-30

Article Type : Research Paper

Abstract :Aim: The first thing that comes to mind when considering standardization in education is curricula development. All graduates will have similar basic clinical skills if medical schools have standardized curricula. In this context, Delphi methodology is a useful way to set standards for biostatistics education in medical schools. Biostatistics education in medical schools should enable students to think analytically about their medical education. This course should be presented to students with different content for each education year. In this regard, universities providing biostatistics education with similar contents will enable students who graduated from medical school to have similar ability to think analytically and do research. This paper focused on expert feedback on course names, course contents, teaching methods, study plans, course duration, and grade level of the courses to standardize the content of undergraduate biostatistics education in medical faculties. Methods: A Delphi technique was used. Conducted through two online panels utilizing the Delphi method across three rounds, the study sought expert feedback on various aspects, including course names, contents, teaching methods, study plans, course duration, and grade levels. In the initial panel, issues lacking consensus were deliberated in subsequent rounds with the second panel, leading to conclusive outcomes. The questionnaire for the online panels was meticulously crafted by aligning with the titles and contents of courses offered by medical faculties. Results: After three rounds, the second panel reached a consensus on 25-course titles. There was a consensus on study plans and grade levels for all courses except for two study plans and one course grade level. Theoretical and applied course durations were defined. It has been determined that Biostatistics course titles should be distributed to 1-3 and 5th grades in the medical faculty from basic to advanced topics. Conclusions: Biostatistics education should be given as introductory subjects in the first year of medical school, basic statistics in the third year, and advanced statistics in the fifth year. Focusing on the content of the Biostatistics course offered, this study provides a comprehensive framework for the biostatistics curriculum. We believe this content will contribute to developing the core curriculum in biostatistics.
Keywords : Biyoistatistik müfredatı, tıp eğitimi, Delphi yöntemi