1 The Role of Education in Biostatistical Consulting The Role of Education in Biostatistical Consulting Deutsch R, Hurwitz S, Janosky J, Oster R Statistics.

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Presentation transcript:

1 The Role of Education in Biostatistical Consulting The Role of Education in Biostatistical Consulting Deutsch R, Hurwitz S, Janosky J, Oster R Statistics in Medicine in Press / e pub April 2006 Presentation for the Association of GCRC Statisticians Annual Meeting, Seattle, August 6, 2006 by Shelley Hurwitz

2 A Multi-GCRC Collaboration Reena Deutsch University of California, San Diego, School of Medicine Shelley Hurwitz Brigham & Women’s Hospital, Harvard Medical School Janine Janosky University of Pittsburgh School of Medicine Robert Oster University of Alabama School of Medicine, Birmingham

3 History 2003: Reena submitted manuscript to Statistics in Medicine. Reviewer requested data from other sites. 2003: Reena queried AGS for collaborators : Collaborators collected data and got IRB approvals or waivers to use the data. 2005: We assisted Reena in expanding manuscript. 2006: Resubmitted. 2006: Accepted.

4 What was done? We recorded characteristics of our consultations, focusing on the presence of teaching efforts, working with a uniform definition in the article. Where? Four academic research institutions: UCSD BWH Pitt UAB When? Data from 1999 to 2005, overlapping time periods of varying durations. How many? 237 consultations total.

5 Adapted from Finch H, 1999

6 Client Expectations (top part of oval) (1)Knowledge leading to independence: Acquire information about statistical analysis for independent future use. (2) Critical knowledge: Understand why a procedure is used and what problems might be associated with it. (3) Answers to specific questions: Only the answer to a specific statistical problem and not more. (4) Affective and logistical concerns: Fast turn-around to meet a deadline or maintain research momentum. Timing and patience. “Just the facts, ma’am”.

7 Consultant Roles (bottom part of oval) (5) Guide: Help choose a statistical strategy to analyze data and answer research questions. (6) Teacher: Explain why an analytical procedure is appropriate for a given scenario and how it works. (7) Data analyst: Number-crunching and manipulating data. (8) Quality assessor: Checking accuracy and integrity.

8 Results

9 Consultations Overall: 237 By Site: –UCSD 56 –BWH 57 –Pitt 64 –UAB 60 By Position of Investigator: –Faculty 161 –Fellows & Residents 39 –Medical Students 10 – Other 27

10 Consultations With Education Overall: 78% By Site: –UCSD 70% –BWH 100% –Pitt 67% –UAB 78% By Position of Investigator: –Faculty 75% –Fellows & Residents 79% –Medical Students 100% – Other 93%

11 A Wide Range of Topics

12 A Wide Range of Medical Fields AnesthesiologyCardiologyCardiothoracic Surgery Clinical NutritionEmergency MedicineEndocrinology Family MedicineGastroenterologyGenetics GeriatricsHematologyInfectious Disease Internal MedicineNeurologyNeurosurgery OncologyOrthopedicsPathology PediatricsPsychiatryRadiology RenalReproductive MedicineRheumatology Sleep MedicineSurgeryThyroid

13 Conclusions Formal education in research skills is lacking during medical training. Biostatistics education is more fully appreciated in real-life projects. Sensible and convenient for a consulting biostatistician to nourish and expand upon client training. Learning opportunities for researchers during biostatistical consultations add value to this resource. Institutional support should be encouraged to sustain and enhance the educational mission of the institution.