原创力文档assessing the perceptions of a biostatistics and epidemiology module views ofyear 2 medical students from a malaysian university. a cross-sectional survey评估生物统计学和流行病学的感知模块视图ofyear 2马来西亚大学的医学院学生。.pdfVIP
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assessing the perceptions of a biostatistics and epidemiology module views ofyear 2 medical students from a malaysian university. a cross-sectional survey评估生物统计学和流行病学的感知模块视图ofyear 2马来西亚大学的医学院学生。
Daher and Amin BMC Medical Education 2010, 10:34
/1472-6920/10/34
R E S E A R C H A R T I C L E Open Access
Research article
Assessing the perceptions of a biostatistics and
epidemiology module: Views of Year 2 medical
students from a Malaysian university. A
cross-sectional survey
† †
Aqil M Daher* and Farzana Amin
Abstract
Background: In the era of evidence based medicine, biostatistics and epidemiology are considered as the main
elements aiding the health professional to design a research study, understand the literature, and make decisions
about patient care. The aim of the study is to explore students perception about this subject because it plays an
important role in determining educational outcome.
Methods: Data were collected from a self-administered questionnaire distributed among 164 Year 2 medical students.
The 5-point Likert scale anchored by Strongly disagree = 1 and Strongly agree = 5 included 36 questions in four
domains designed to assess the perception of a biostatistics and epidemiology module amongst students.
Results: 138 students with ages ranging from 20 to 24 years (Mean = 20.7; SD = 0.62) returned their responses to the
questionnaire. This was a response rate of 84.14%. Of the 138 students, 80.7% realized the relevance of the subject to
real health issues at the end of the module, while 89.8% believed the module focused on interpretation more than
calculation.
More than three quarters (78.1%) agreed that lack of practicing exercises was the cause for declining interest in the
subject, while only 26.1% believed that lectures were not interesting. Another three quarters (75.4%) believed that
there were too many lectures for one day of teaching activities, while 84.6% recommended practical sessions f
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