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Journal articles on the topic 'Biostatistics'

Author: Grafiati
Published: 4 June 2021
Last updated: 22 February 2025

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1

Lestari, Endang, Rahayu Rahayu, and Dian Indah Setyorini. "UPAYA PENINGKATAN PENGETAHUAN BIOSTATISTIK MELALUI PELATIHAN BIOSTATISTIK BAGI TENAGA KESEHATAN DI RSUD RA KARTINI JEPARA." JMM (Jurnal Masyarakat Mandiri) 8, no. 2 (April 2, 2024): 2262. http://dx.doi.org/10.31764/jmm.v8i2.22061.

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Abstrak: Kompetensi penelitian bagi tenaga kesehatan sangat penting untuk mendorong gerakan Evidence Based Medicine (EBM), yakni dengan menyediakan bukti bukti terbaik dari penelitian dengan desain terbaik. Kegiatan pengabdian Masyarakat ini ditujukan untuk meningkatkan pengetahuan Biostatistik tenaga Kesehatan RSUD RA Kartini Jepara. Subjek pengabdian ini adalah 24 tenaga Kesehatan di RSUD RA Kartini Jepara. Indikator keberhasilan kegiatan ini adalah peningkatan pengetahuan Biostatistik dan sikap tenaga kesehatan semakin positif terhadap Biostatistik. Kegiatan pengabdian dilakukan dalam bentuk penyuluhan dan praktek olah data serta pemdampingan penyusunan proposal dan pemilihan uji statistic. Data pengetahuan Biostatistik pre dan post pengabdian diolah menggunakan uji T-test berpasangan. Data sikap terhadap Biostatistik pre dan post pelatihan ditampilkan secara deskriptif. Terdapat perbedaan yang signifikan antara nilai pengetahuan statistik sebelum dan sesudah pengabdian (p<0.001). Pasca pelatihan, persepsi tenaga kesehatan terhadap Biostatistik semakin positif. Pengabdian masyarakat dalam bentuk pelatihan biostatistik terhadap tenaga kesehatan RSUD RA Kartini Jepara dapat meningkatkan pengetahuan tenaga kesehatan mengenai biostatistik hingga 42,75% dan dapat meningkatkan persepsi positif terhadap biostatistik.Abstract: Research competency for health professionals is very important to encourage the progress of EBM, particularly by providing the best evidence through studies with the best design. This community service was aimed at increasing the knowledge of biostatistics for health professionals at RA Kartini Hospital, Jepara. In total, 24 health professionals took part the in house training. The indicator of the success of this program was the increase of knowledge of Biostatistics and positive attitude towards Biostatistics among health professionals. This community service program was carried out in the form of lecture and practices of analyzing data utilizing SPSS as well as assistance in preparing proposals and selecting appropriate statistical tests. Data of test score on Biostatistics were collected pre and post service and were analyzed using paired sample T-test test. Data of attitude towards biostatistics pre- and post-training were displayed descriptively. There was a significant difference of biostatistical knowledge scores before and after training (p<0.001. After the training, health professionals' perceptions toward Biostatistics became increasingly positive. Community service in the form of biostatistics training for health professionals at RSUD RA Kartini Jepara could increase the knowledge of biostatistics by up to 42.75% and increase positive perceptions toward biostatistics.
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Cen, Xinyi. "Optimization of Biostatistics Beaching Model from the Perspective of Public Health Emergencies." Journal of Education, Humanities and Social Sciences 23 (December 13, 2023): 378–83. http://dx.doi.org/10.54097/ehss.v23i.12922.

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Using biostatistical methods, simulation in the classroom of emergency events can allow students to solve practical problems in the classroom. This paper discusses the application of flipped classroom in promoting the reform of biostatistics teaching mode, transforming the teaching mode of biostatistics, and improving the teaching quality of biostatistics from the perspective of public health events. Practice has proved that this experiment has achieved good teaching effect.
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Trukhacheva, Nina, Nikolay Pupyrev, Ylia Alyabieva, and Svetlana Tschernysheva. "Teaching Biostatistics to Medical Students of the Altai State Medical University." Politehnika 3, no. 1 (December 3, 2019): 7–11. http://dx.doi.org/10.36978/cte.3.1.1.

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The current research presents some principles and settings in teaching biostatistics. The purpose of study is to enhance the teaching of biostatistics in Russian medical schools and overcome some problems by applying new approaches and innovation techniques. The research included the questionnaire of students, teachers and postgraduates of the Altai State Medical University. There were applied different approaches and studying by means of learning system MOODLЕ with differentiated courses in biostatistics. Categorical data were analyzed using the chi-square test and a P-value less than 0.05 was considered statistically significant. The findings showed some new approaches and methods in education to improve the biostatistical competence of medical students. The changing in content of biostatistical course would increase students’ motivation if it were maximum approximated to the real medical cases. The analysis of the results proved that some approaches are more effective for teaching biostatistics. They allow students to study according to their personal educational goals and paths.
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Kehinde Josephine Olowe, Ngozi Linda Edoh, Stephane Jean Christophe Zouo, and Jeremiah Olamijuwon. "Theoretical perspectives on biostatistics and its multifaceted applications in global health studies." International Journal of Applied Research in Social Sciences 6, no. 11 (November 20, 2024): 2791–806. http://dx.doi.org/10.51594/ijarss.v6i11.1726.

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Biostatistics plays a crucial role in global health studies by providing the tools necessary for analyzing complex health data and informing evidence-based public health decisions. This theoretical review explores the foundations of biostatistics and its diverse applications in the context of global health. At its core, biostatistics utilizes mathematical and statistical principles to analyze health data, enabling researchers to identify patterns, determine risk factors, assess interventions, and predict health outcomes across populations. Key theoretical concepts, including probability theory, statistical inference, and regression models, form the backbone of biostatistical analysis and are integral to understanding the dynamic relationships between health determinants and outcomes. The review highlights the various applications of biostatistics in global health, focusing on areas such as disease surveillance, epidemiology, and public health intervention evaluation. Biostatistical techniques are essential for analyzing epidemiological data, monitoring disease trends, and evaluating the effectiveness of health policies and interventions on a global scale. Furthermore, advanced statistical methods, including machine learning and Bayesian approaches, are becoming increasingly important in global health research. These methods allow for the analysis of large-scale data, predictive modeling, and more precise risk assessments, particularly in the context of emerging diseases, genetic research, and environmental health studies. Despite its strengths, biostatistics faces challenges in global health, including issues related to data quality, ethical considerations, and cross-cultural variations in health outcomes. Addressing these challenges is critical for ensuring accurate and equitable health assessments. Looking forward, biostatistics continues to evolve with innovations in data science, big data analytics, and real-time health data collection, making it an indispensable tool for improving global health outcomes and supporting health policies. This review emphasizes the theoretical underpinnings of biostatistics while highlighting its transformative potential in global health research and practice. Keywords: Theoretical Perspectives, Biostatistics, Multifaceted Applications, Global Health Studies.
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5

Shi, Chongwei. "Research on the Application of Computer Technology in Biostatistics." Journal of Computing and Electronic Information Management 14, no. 3 (October 22, 2024): 12–15. http://dx.doi.org/10.54097/73xk3226.

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This paper explores the application of computer technology in biostatistics, focusing on the technological advancements and their impact on data management, data processing and analysis, and data visualization. With the development of computer technology, data storage and management methods have significantly improved, particularly with the introduction of database systems and big data technologies, which have greatly enhanced the efficiency and accuracy of handling biostatistical data. Additionally, the application of machine learning and artificial intelligence has made biostatistical data analysis more intelligent and automated, providing new tools for identifying and predicting complex data patterns. Furthermore, advanced data visualization techniques have enhanced the interpretability of statistical results through clear graphical presentations, promoting the application of biostatistics. Through the analysis of specific case studies, this paper demonstrates the practical effects and challenges of computer technology in improving biostatistical research capabilities. Finally, the paper anticipates the future impact of emerging computing technologies, such as quantum computing, on biostatistics and suggests future research directions and recommendations.
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Collins, Andrew P., Max McCall, Joshua Cassinat, Alison Grise, Jonathan Schwartzman, John Kelly, and Benjamin C. Service. "Performance of Orthopaedic Shoulder and Elbow Surgeons on a Biostatistical Knowledge Examination." Advances in Orthopedics 2023 (September 11, 2023): 1–8. http://dx.doi.org/10.1155/2023/8840263.

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Background. The objective of this study is to evaluate the biostatistical interpretation abilities of fellowship trained orthopaedic surgeons. Methods. A cross-sectional survey was administered to orthopaedic surgeon members of the American Shoulder and Elbow Surgeons (ASES), assessing orthopaedic surgeon attitudes towards biostatistics, confidence in understanding biostatistics, and ability to interpret biostatistical measures on a multiple-choice test. Results. A 4.5% response rate was achieved with 55 complete survey responses. The mean percent correct was 55.2%. Higher knowledge test scores were associated with younger age and fewer years since board exam completion ( p ≤ 0.001 ). Greater average number of publications per year correlated with superior statistical interpretation ( p = 0.009 ). Respondents with higher self-reported confidence were more likely to accurately interpret results ( p ≤ 0.017 ). Of the respondents, 93% reported frequently using statistics to form medical opinions, 98% answered that statistical competency is important in the practice of orthopaedic surgery, and 80% were eager to continue learning biostatistics. Conclusions. It is concerning that fellowship-trained shoulder and elbow surgeons, many of whom frequently publish or are reviewing scientific literature for publication, are scoring 55.2% correctly on average on this biostatistical knowledge examination. Surgeons that are further from formal statistical knowledge training are more likely to have lower biostatistical knowledge test scores. Respondents who published at the highest rate were associated with higher scores. Continuing medical education in biostatistics may be beneficial for maintaining statistical knowledge utilised in the current literature.
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Batra, Manu, Mudit Gupta, Subha Soumya Dany, and Prashant Rajput. "Perception of Dental Professionals towards Biostatistics." International Scholarly Research Notices 2014 (October 29, 2014): 1–6. http://dx.doi.org/10.1155/2014/291807.

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Biostatistics is becoming an integral part of dental sciences. Awareness regarding the subject is not thoroughly assessed in the field of dentistry. So the study was conducted to assess dental professionals’ knowledge, attitude, and perception toward biostatistics at an academic dental institution. An anonymous cross-sectional questionnaire survey was conducted among all the faculty and postgraduate students of two dental colleges in Moradabad, Uttar Pradesh. The responses were assessed on 5-point likert scale. The survey response rate was 73.71%. Two-thirds of respondents believed biostatistics to be a difficult subject and at the same time half of them did not consider it to be more difficult than other subjects in dentistry. Females were less competent than males in applying biostatistical skills which was found to be statistically significant. Results suggested that dentists with research or academics as an adjunct to their clinical practice had better command over the subject. The current study shows that there is lack of command over the subject of biostatistics among dental professionals although they were aware of its importance in dentistry. There is a need of changing the training pattern of biostatistics for dental professionals which would make them confident enough to apply biostatistics in their clinical practice.
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8

Vasudevan, Senthilvel. "Teaching of subject Biostatistics Its Applications and Research Methodology to Undergraduate Pharmacy Students in Central Region of Saudi Arabia." International Journal of Medical Sciences and Nursing Research 3, no. 2 (June 30, 2023): 14–16. http://dx.doi.org/10.55349/ijmsnr.2023321416.

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Background: Biostatistics means statistical tools have been used in the study of medical/biomedical sciences. It is also called Medical Biostatistics/Medical Statistics. It is an important subject in medical, nursing, pharmacy, Bioallied Health Sciences, and other biology related specialties. In this article, I briefly explained my teaching and research experiences related to Biostatistics to the College of Pharmacy (COP) students. Materials and Methods: In this paper I have discussed and explored all the steps related to teaching Biostatistics, its applications, and research methods and its implications to the College of Pharmacy students in Saudi Arabia. Online classes was conducted at the time of Covid-19 pandemic time of the year 2020 – 2021 and 2021 – 2022. Results: I trained COP students in all aspects of Biostatistical tools, their applications, research methods, and other research steps fully. That’s why the Statistical thinking is a crucial part of the studies in pharmacy/medical and biomedical areas. COP students followed my instructions and advice in a good way, and they benefited from my teaching and research methods and its steps throughout their graduation study. Conclusion: I have concluded that teaching of the subject biostatistics and its applications are essential and important to all science and medical specialty students all over the world. Saudi Government must take a necessary step to implement/initiate Biostatistics departments/unit in all colleges separately. It will be very useful to their pharmacist/pharmacy to educate the patients, safe and high-quality care, to control the drugs effect/adherence among patients successfully and to achieve the best high-quality results of patients’ health. Key Words: biostatistics, teaching, research methodology, college of pharmacy, Saudi Arabia
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9

Chirwa, Tobias F., Zvifadzo Matsena Zingoni, Pascalia Munyewende, Samuel O. Manda, Henry Mwambi, Ngianga-Bakwin Kandala, Samson Kinyanjui, et al. "Developing excellence in biostatistics leadership, training and science in Africa: How the Sub-Saharan Africa Consortium for Advanced Biostatistics (SSACAB) training unites expertise to deliver excellence." AAS Open Research 3 (October 5, 2020): 51. http://dx.doi.org/10.12688/aasopenres.13144.1.

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The increase in health research in sub-Saharan Africa (SSA) has generated large amounts of data and led to a high demand for biostatisticians to analyse these data locally and quickly. Donor-funded initiatives exist to address the dearth in statistical capacity, but few initiatives have been led by African institutions. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) aims to improve biostatistical capacity in Africa according to the needs identified by African institutions, through (collaborative) masters and doctoral training in biostatistics. We describe the SSACAB Consortium, which comprises 11 universities and four research institutions- supported by four European universities. SSACAB builds on existing resources to strengthen biostatistics for health research with a focus on supporting biostatisticians to become research leaders; building a critical mass of biostatisticians, and networking institutions and biostatisticians across SSA. In 2015 only four institutions had established Masters programmes in biostatistics and SSACAB supported the remaining institutions to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics MSc programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of which with 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling the limited biostatistics resources in SSA, and combining with co-funding from external partners is an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.
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Chirwa, Tobias F., Zvifadzo Matsena Zingoni, Pascalia Munyewende, Samuel O. Manda, Henry Mwambi, Ngianga-Bakwin Kandala, Samson Kinyanjui, et al. "Developing excellence in biostatistics leadership, training and science in Africa: How the Sub-Saharan Africa Consortium for Advanced Biostatistics (SSACAB) training unites expertise to deliver excellence." AAS Open Research 3 (December 22, 2020): 51. http://dx.doi.org/10.12688/aasopenres.13144.2.

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The increase in health research in sub-Saharan Africa (SSA) has led to a high demand for biostatisticians to develop study designs, contribute and apply statistical methods in data analyses. Initiatives exist to address the dearth in statistical capacity and lack of local biostatisticians in SSA health projects. The Sub-Saharan African Consortium for Advanced Biostatistics (SSACAB) led by African institutions was initiated to improve biostatistical capacity according to the needs identified by African institutions, through collaborative masters and doctoral training in biostatistics. SACCAB has created a critical mass of biostatisticians and a network of institutions over the last five years and has strengthened biostatistics resources and capacity for health research studies in SSA. SSACAB comprises 11 universities and four research institutions which are supported by four European universities. In 2015, only four universities had established Masters programmes in biostatistics and SSACAB supported the remaining seven to develop Masters programmes. In 2019 the University of the Witwatersrand became the first African institution to gain Royal Statistical Society accreditation for a Biostatistics Masters programme. A total of 150 fellows have been awarded scholarships to date of which 123 are Masters fellowships (41 female) of whom 58 have already graduated. Graduates have been employed in African academic (19) and research (15) institutions and 10 have enrolled for PhD studies. A total of 27 (10 female) PhD fellowships have been awarded; 4 of them are due to graduate by 2020. To date, SSACAB Masters and PhD students have published 17 and 31 peer-reviewed articles, respectively. SSACAB has also facilitated well-attended conferences, face-to-face and online short courses. Pooling of limited biostatistics resources in SSA combined with co-funding from external partners has shown to be an effective strategy for the development and teaching of advanced biostatistics methods, supervision and mentoring of PhD candidates.
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11

Sahai, H. "Some Comments on Teaching Biostatistics in Medical and Health Sciences." Methods of Information in Medicine 29, no. 01 (1990): 41–43. http://dx.doi.org/10.1055/s-0038-1634765.

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AbstractThe role of statistical methods is now well recognized in health sciences since these disciplines are concerned with the study of communities or populations where the principles of sampling and statistical inference are clearly applicable. However, many medical and health sciences teachers and students have been slower to perceive the need for knowledge of biostatistical methods, even though all aspects of medical diagnosis and prognosis are governed by the laws of probability. Some of them are still skeptical about the value and importance of biostatistical principles to their fields and raise questions about the meaning, content, and nature of biostatistics and relevance of its teaching to health sciences disciplines. The purpose of this essay is to address some of these issues with the hope to invoke comments and responses from other biostatistics instructors who have encountered similar predicaments in their teaching and consulting roles to health sciences students and professionals.
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Saxon, David, Alexander T. Pearson, and Peter Wu. "Hyperlink-Embedded Journal Articles Improve Statistical Knowledge and Reader Satisfaction." Journal of Graduate Medical Education 7, no. 4 (December 1, 2015): 654–57. http://dx.doi.org/10.4300/jgme-d-14-00747.1.

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ABSTRACT Background To practice evidence-based medicine, physicians should have a solid understanding of fundamental epidemiological and biostatistical concepts. Research suggests that only a minority of physicians have such an understanding of biostatistics. Objective To collect pilot data on a novel biostatistical educational tool, a hyperlink-embedded journal article, which is aimed at improving knowledge in biostatistics. Methods Forty-four physicians-in-training participated in this pilot study. Participants completed a pretest consisting of 5 questions about biostatistical terms that would be encountered in the article. They were randomized to either an unmodified journal article or to the same article with hyperlinked biostatistical terms. All participants then completed a posttest that was identical to the pretest. Results Having access to hyperlinked information had a positive association with the number of improved test answers (P = .05). Use of hyperlinks varied, and were seemingly dependent on user comfort with terms; well-understood definitions (“average”) were clicked on a few times (5.5% of participants), whereas more obscure method terms (“Lexis diagram”) were clicked on by 94% of participants. While only 42% of participants stated they would have looked up definitions of the biostatistical terms if they had not been provided in the hyperlinked article, 94% of participants identified the hyperlink tool as something they would use if readily available to them when reading journal articles. Conclusions Results of this pilot study of a novel educational intervention suggest that embedded hyperlinks within journal articles may be a useful tool to teach biostatistical terms to physicians.
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Ziegel, Eric R., L. Fisher, and G. van Belle. "Biostatistics." Technometrics 36, no. 2 (May 1994): 231. http://dx.doi.org/10.2307/1270259.

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Taub, Peter J., and Emily Westheimer. "Biostatistics." Plastic and Reconstructive Surgery 124, no. 2 (August 2009): 200e—208e. http://dx.doi.org/10.1097/prs.0b013e3181addcd9.

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Ziegel, Eric R. "Biostatistics." Technometrics 37, no. 4 (November 1995): 471. http://dx.doi.org/10.1080/00401706.1995.10484405.

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Thomas, Ravi. "Biostatistics." Ophthalmology 111, no. 9 (September 2004): 1791. http://dx.doi.org/10.1016/j.ophtha.2004.06.003.

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Cornell, Richard G., Ian B. MacNeill, and Gary J. Umphrey. "Biostatistics." Journal of the American Statistical Association 83, no. 402 (June 1988): 578. http://dx.doi.org/10.2307/2288904.

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Holzhütter, Hermann-Georg, Graeme Archer, Nadia Dami, David P. Lovell, Andrea Saltelli, and Michael Sjöström. "Recommendations for the Application of Biostatistical Methods during the Development and Validation of Alternative Toxicological Methods." Alternatives to Laboratory Animals 24, no. 4 (August 1996): 511–30. http://dx.doi.org/10.1177/026119299602400410.

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Assessment of the relevance and reliability of alternative toxicological methods requires the application of biostatistical methods. This report contains the recommendations of the ECVAM Task Force on Biostatistics for the appropriate use of biometrical methods, and for closer collaboration between biostatisticians and experimental toxicologists in the development and validation of alternative methods. The main objectives of these recommendations are to improve the compatibility of the results obtained from different studies, and to prevent the misinterpretation of statistical analyses. The following points are discussed: a) the general importance of biostatistics in the development and validation of alternative tests; b) optimisation of study designs; c) statistical characterisation and processing of toxicological data; and d) the analysis of relationships which may exist between data obtained from various tests. In particular, the establishment of appropriate prediction models which are able to predict the toxic effects likely to occur in vivo from the results obtained in an in vitro test system is discussed. The members of the Task Force hope that this report will help to stimulate discussions among biostatisticians and experimental toxicologists about how the proper application of biostatistical methods can improve the design and evaluation of alternative toxicological methods.
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Hazra, Avijit, and Nithya Gogtay. "Biostatistics series module 1: Basics of biostatistics." Indian Journal of Dermatology 61, no. 1 (2016): 10. http://dx.doi.org/10.4103/0019-5154.173988.

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Vasudevan, Senthilvel. "http://ijmsnr.com/a-view-on-conducting-research-and-applications-of-biostatistics-is-essential-to-medical-education/." International Journal of Medical Sciences and Nursing Research 2, no. 1 (March 31, 2022): 17–19. http://dx.doi.org/10.55349/ijmsnr.2022211719.

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Research is the main key method of the advancement of medical field. It is a continuous process and it gives the new and best method/way of new treatment/way of medication in the medical field. It is an important and essential education method in the medical education curriculum in India. Not only in India, doing research and submission it in a proper way or method is a mandatory procedure in the medical education process in worldwide medical education. Anybody wants to prove their finding in medical or any other field then; they will do some research with proper permission and procedure and submit their finding using by biostatistical tools and applications and to prove scientifically in a proper way. Research is very much useful to find the consequences, and other information about Covid-19 pandemic to doctors/scientist/health care providers’/policy makers/State and Central Governments to take necessary precautionary measures. Biostatistics means the application of statistical tools to scientific research in health care related areas like medicine, biology, and public health. From research only, one can prove or develop a new method or tools or procedure to a new area/field by using biostatistical tools or methods. Research and applications of biostatistical tools are interrelated with each other. Without using of biostatistical tools, no one has to prove their findings are scientifically. So, it is the back bone of any kind research/study. These two things are very important in our Indian medical education/curriculum and other foreign countries also. So, in this short communication, I have to discuss about the needs and importance of research and biostatistics concepts and its applications in the under graduate and post graduate medical education. Keywords: medical education, medical curriculum, under and post graduate students, research, biostatistical tools, India
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Ziegel, Eric R., D. Berry, and D. Stangl. "Bayesian Biostatistics." Technometrics 39, no. 1 (February 1997): 111. http://dx.doi.org/10.2307/1270800.

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MTW, Donald A. Berry, and Dalene K. Stangl. "Bayesian Biostatistics." Journal of the American Statistical Association 91, no. 436 (December 1996): 1754. http://dx.doi.org/10.2307/2291615.

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Brown, R. A., and H. Motulsky. "Intuitive Biostatistics." Biometrics 53, no. 4 (December 1997): 1559. http://dx.doi.org/10.2307/2533525.

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Fearn, T., D. A. Berry, and D. K. Stangl. "Bayesian Biostatistics." Biometrics 53, no. 4 (December 1997): 1560. http://dx.doi.org/10.2307/2533526.

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Herson, Jay. "Biostatistics 2089." American Statistician 44, no. 2 (May 1990): 136. http://dx.doi.org/10.2307/2684153.

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Zalkikar, Jyoti. "Medical Biostatistics." Journal of the American Statistical Association 97, no. 458 (June 2002): 650–51. http://dx.doi.org/10.1198/jasa.2002.s469.

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Heller, Gillian Z., Andrew B. Forbes, Keith B. G. Dear, and Erica Jobling. "Biostatistics @ Distance." American Statistician 62, no. 4 (November 2008): 321–28. http://dx.doi.org/10.1198/000313008x368251.

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Penenberg, Darryl Neil. "Medical Biostatistics." Journal of the Royal Statistical Society: Series D (The Statistician) 52, no. 3 (October 2003): 412. http://dx.doi.org/10.1111/1467-9884.00369_15.

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Gelman, Rebecca. "115 Biostatistics." International Journal of Radiation Oncology*Biology*Physics 32 (January 1995): 118. http://dx.doi.org/10.1016/0360-3016(95)97621-7.

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Sexton, Gary J. "Understanding biostatistics." Journal of Vascular Surgery 17, no. 2 (February 1993): 456–57. http://dx.doi.org/10.1016/0741-5214(93)90442-o.

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Gunderson, Brenda. "Biostatistics Decoded." International Statistical Review 83, no. 1 (April 2015): 161–63. http://dx.doi.org/10.1111/insr.12095_2.

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Sapra, R. L. "Medical Biostatistics." Current Medicine Research and Practice 4, no. 2 (March 2014): 93–94. http://dx.doi.org/10.1016/j.cmrp.2014.03.005.

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Troy, Jesse D., Megan L. Neely, Steven C. Grambow, and Gregory P. Samsa. "The Biomedical Research Pyramid: A Model for the Practice of Biostatistics." Journal of Curriculum and Teaching 10, no. 1 (February 9, 2021): 10. http://dx.doi.org/10.5430/jct.v10n1p10.

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Biostatisticians apply statistical methods to solve problems in the biological sciences. Successful practioners of biostatistics have advanced technical knowledge, are skilled communicators, and can seamlesslessly integrate with interdisciplinary scientific teams. Despite the breadth of skills required for success in this field, most biostatistics education programs place heavier emphasis on development of technical skills than skills necessary for collaborative work, including critical thinking, writing, and public speaking. Our master’s degree program in biostatistics aims for stronger integration of education in collaborative work alongside development of technical knowledge in biostatistics. Toward that end, we propose a model that provides students with a mental map for practicing biostatistics, and that can serve as a tool for faculty to create hands-on learning experiences for biostatistics students. The model helps students organize their knowledge of biostatistics, unifying the technical and collaborative aspects of the discipline in a single framework that can be applied across the broad array of activities that biostatisticians engage in. In this article we describe the model in detail and provide an initial assessment of whether the model might meet its intended purpose by applying the model to a common task for practicing biostatisticians and biostatistics students: describing the results of a medical research study.
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TOMAK, Leman, and Hasan CİVANBAY. "Evaluation of biostatistics knowledge and skills of medical faculty students." Journal of Experimental and Clinical Medicine 39, no. 3 (August 30, 2022): 620–27. http://dx.doi.org/10.52142/omujecm.39.3.5.

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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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Mohd Ibrahim, Mohamad Shafiq, Ain Nadzirah Mohamad Zin, Hani Zawani Haslim, Muhd Firdaus Che Musa, and Syarifah Haizan Sayed Kamar. "Perceived knowledge and perceptions toward biostatistics among dental and medical undergraduate students in International Islamic University Malaysia." IIUM Journal of Orofacial and Health Sciences 3, no. 1 (March 4, 2022): 111–23. http://dx.doi.org/10.31436/ijohs.v3i1.97.

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Research into dental and medical student on biostatistics may inform the educational policy changes. Therefore, it was vital to assess the level of knowledge and perception about biostatistics among dental and medical undergraduate students in order to determine their proficiency in this subject. A cross-sectional study was undertaken among dental and medical undergraduate students in International Islamic University Malaysia, Kuantan. The assessment of perceived and perception toward biostatistics was based on a 5-points Likert scale including 50 questions distributed into five domains to assess the knowledge, course value, difficulty, behavioural and expectations. A total of 158 out of 190 students responded to the questionnaire yielding a response rate of 83.2%. It was observed that more than 70% of students acknowledged that knowledge gained from biostatistics courses is useful to their future career, and almost 80% realized the relevance of biostatistics to real health issues. This study concludes that undergraduate dental students have almost similar and moderate level of knowledge in biostatistics as compared to the medical students. However, it is important to have additional practice and training through workshop to improve their level of comprehension in biostatistics.
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36

Baker, Stuart G., and Barnett S. Kramer. "Special Feature — Biostatistics: Why Biotechnologists Should Care about Biostatistics." Asia-Pacific Biotech News 10, no. 22 (November 30, 2006): 1275–78. http://dx.doi.org/10.1142/s0219030306001881.

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Vohra, Rajaat, Siddharth Pramod Dubhashi, Bhoopendra Nath Sharma, GN Saxena, and Anusha Vohra. "Cognition, Comprehension and Application of Biostatistics in Research by Postgraduate Medical Students of a Tertiary Care Teaching Hospital: Pretest and Posttest Study Design." Journal of Mahatma Gandhi University of Medical Sciences and Technology 1, no. 1 (2016): 5–9. http://dx.doi.org/10.5005/jp-journals-10057-0002.

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ABSTRACT Introduction Biostatistics plays a key role in planning, conduct, analysis and reporting of a research. Teaching biostatistics and research methodology is often considered as a difficult task to medical students. The present study was undertaken to evaluate the cognition, comprehension and application of biostatistics in research in the 1st year postgraduate medical students. Materials and methods A predesigned and pretested questionnaire was used to collect data regarding knowledge and application of biostatistics from 65 postgraduate students registered. A series of 10 lectures were taken on various topics of biostatistics and research methodology. All students were subjected to Multiple Choice Questions covering all the topics before the 1st lecture and after the 10th lecture. Mean knowledge score was calculated and data were analyzed. Results Only 16.92% students had publication, 35.38% students have presented a paper/poster in any national or international conference while only 10.76% students have participated in any research methodology workshop. A total of 63.07% students said that they were aware of importance of biostatistics in research, 50.76% students said that they were having some knowledge of biostatistics. A total of 60% students have consulted statistician regarding the study while 23.07% students have attempted statistical analysis on their own. A total of 33.84% students are familiar with the use of MS-EXCEL spreadsheet. There was statistically significant improvement seen in the mean knowledge score of the students after the lectures in comparison to the mean knowledge score before the lectures. Conclusion Considering the fruitful outcome of structured training program in biostatistics, there is a need for provision of formal training in biostatistics to postgraduate students in all medical colleges. Capacity building initiative in this domain is the need of the hour. How to cite this article Vohra R, Dubhashi SP, Sharma BN, Saxena GN, Vohra A. Cognition, Comprehension and Application of Biostatistics in Research by Postgraduate Medical Students of a Tertiary care Teaching Hospital: Pretest and Posttest Study Design. J Mahatma Gandhi Univ Med Sci Tech 2016;1(1):5-9.
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., Bharti, Abhishek Kumar, Abhay Singh, Vinoth Gnana Chellaiyan D., Neetu Singh, and Shivam Dixit. "Knowledge and attitude on biostatistics in medical curriculum among medical students." International Journal Of Community Medicine And Public Health 8, no. 12 (November 24, 2021): 5957. http://dx.doi.org/10.18203/2394-6040.ijcmph20214595.

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Background: Medical biostatistics has got an important role in the modern medical science curriculum. The present study was planned to assess the knowledge and attitude among medical graduates regarding the role and utility of biostatistics in medical science.Methods: A cross-sectional study among 120 medical students of MBBS final professional of Saraswati Medical College, Lucknow was conducted by using a pre-designed, pre-tested and semi-structured questionnaire. A Chi-square test was applied to find a statistical association. A p value of <0.05 is considered to be significant.Results: Most of the students considered biostatistics is important and helps them in their UG/PG curriculum and thesis/dissertation. Fifty-seven per cent of the study participants are aware of any software used in the analysis of data. Males used at least anyone statistical software more than females (p=0.017). The majority of males (70.3%) and females (67.4%) expressed that it is difficult to understand the concepts of biostatistics. Almost all males (97.30%) and majority females (84.80%) reported that biostatistics textbooks need to be written in simple language (p value=0.026).Conclusions: The role of biostatistics among medical students is of utmost importance as research purpose and importance is increasing in all domains of medical sciences, moreover, the basics of biostatistics should play a pivotal role in the current medical curriculum.
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Cohn, Jay N. "Biostatistics Versus Pathophysiology." Circulation 143, no. 6 (February 9, 2021): 526–27. http://dx.doi.org/10.1161/circulationaha.120.052585.

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40

Bhasin, SanjivKumar. "Essentials of biostatistics." Indian Journal of Public Health 61, no. 1 (2017): 62. http://dx.doi.org/10.4103/0019-557x.200259.

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41

Willis, A. J., R. R. Sokal, and F. J. Rohlf. "Introduction to Biostatistics." Mathematical Gazette 72, no. 460 (June 1988): 150. http://dx.doi.org/10.2307/3618952.

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Banerjee, Amitav. "Essentials of Biostatistics." Medical Journal of Dr. D.Y. Patil University 9, no. 6 (2016): 776. http://dx.doi.org/10.4103/0975-2870.194237.

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43

Ziegel, Eric R., and A. Ahlbom. "Biostatistics for Epidemiologists." Technometrics 37, no. 3 (August 1995): 357. http://dx.doi.org/10.2307/1269943.

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Ziegel, Eric R., M. Pagano, and K. Gauvreau. "Principles of Biostatistics." Technometrics 36, no. 4 (November 1994): 436. http://dx.doi.org/10.2307/1269984.

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Ziegel, Eric R., R. Forthofer, and E. Lee. "Introduction to Biostatistics." Technometrics 38, no. 2 (May 1996): 195. http://dx.doi.org/10.2307/1270441.

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46

Ziegel, Eric R., P. Armitage, and T. Colton. "Encyclopedia of Biostatistics." Technometrics 42, no. 2 (May 2000): 222. http://dx.doi.org/10.2307/1271488.

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47

Chiang, Chin Long, and Marvin Zelen. "What Is Biostatistics?" Biometrics 41, no. 3 (September 1985): 771. http://dx.doi.org/10.2307/2531297.

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D'Agostino, Ralph B., Robert C. Elston, and William D. Johnson. "Essentials of Biostatistics." Journal of the American Statistical Association 89, no. 428 (December 1994): 1565. http://dx.doi.org/10.2307/2291027.

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Shotter, M. V., R. C. Elston, and W. D. Johnson. "Essentials of Biostatistics." Biometrics 44, no. 1 (March 1988): 314. http://dx.doi.org/10.2307/2531924.

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Barath, E., and B. A. Rosner. "Fundamentals of Biostatistics." Biometrics 48, no. 3 (September 1992): 976. http://dx.doi.org/10.2307/2532371.

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