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The Number Needed to Teach: Eliminating the Statistics Fear Factor and Improving Data Literacy Thomas Hahn, MD University of Wisconsin Department of Family.

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Presentation on theme: "The Number Needed to Teach: Eliminating the Statistics Fear Factor and Improving Data Literacy Thomas Hahn, MD University of Wisconsin Department of Family."— Presentation transcript:

1 The Number Needed to Teach: Eliminating the Statistics Fear Factor and Improving Data Literacy Thomas Hahn, MD University of Wisconsin Department of Family Medicine and Community Health STFM 2016 Annual Spring Conference

2 Objectives By the end of this presentation, participants will be able to: Recognize how to eliminate the statistics fear factor by teaching about study data concepts, application, communication, and calculation. Apply the data mastery curriculum to the Systems-Based Practice-3 and Practice-Based Learning and Improvement-1 milestones. Incorporate a similar practical, patient-centered study outcomes curriculum into a larger evidence-based medicine curriculum.

3 Disclosures No disclosures

4 Biostatistics Curriculum Background What is available: Integrated EBM curricula (many forms) YouTube video tutorials Statistics Learning Centre Khan Academy Specific biostats courses for CME and specialties Nursing (Shillam et al., 2014) Orthopedics (Kocher et al., 2004)

5 Biostatistics Curriculum Background Journal club may improve self-perceived practice- based learning and improvement skills (Lee et al., 2006) Didactics + journal club may not improve knowledge in epidemiology and biostatistics (Langkamp et al, 1992) Community medicine courses may not improve knowledge in epidemiology or biostatistics (Rahman et al., 2000).

6 EBM Curriculum at UW- Madison Residency Seminars: PGY 1: Intro to information PGY 2/3: two seminars that cover article analysis, EBM application Journal Club (16 PGY-2 presentations per year) TEACH Cards http://www.fammed.wisc.edu/teachcards Scholarly projects

7 Milestones SBP-3 PBLI-1

8 Statistics Curriculum Survey 55 participants (Madison Residency) 54% residents 46% faculty and fellows

9 I am confident in my knowledge and understanding of statistics (40% neutral, 30% disagree)

10 New curriculum on statistics would be beneficial (56% agree, 27% strongly agree)

11 Why is it important to understand statistical concepts? To interpret research papers (69%) To provide high quality care to populations/communities (56%) To communicate statistical concepts to patients (51%) To provide high quality care to individual patients (45%) To correctly answer stats questions on boards (31%) All of the above (56%)

12 What is the best format for statistics curriculum? Mini lectures about single concepts (67%) YouTube videos/video pod-casts (58%) Board-style practice questions (52%) Stats concepts incorporated into resident lectures (52%) Online modules (47%) Journal club (43%) Full 1 hr stats lectures (9%)

13 What statistical concepts do you want to learn about? Likelihood ratio (37%) Number needed to treat/harm (35%)* Odds ratio (31%) Positive and negative predictive values (31%)* Pre and post-test probability (31%) Adjusted/unadjusted data (20%) Sensitivity/specificity (24%)* Intention to treat (22%) Absolute risk (20%)* Confidence intervals (20%) Sampling variability (18%) Relative risk (16%)* *need to know for ABFM exam

14 Data Mastery Curriculum Monthly statistical themes Data mastery presentations Supplemental cases

15 Data Mastery Presentations Isolated concepts Mini presentation at first morning-report of each month Brief 5-10 minutes Peer-reviewed Departmental statisticians

16 Presentation Format Understand the concept Apply the concept to patient care Communicate the data Calculate a practice problem

17 Evaluation The topic is important for me to know The explanation of the topic was easy to understand This was a useful presentation Other comments/feedback

18 Evaluation Comments Some presentations are too long Varying degrees of baseline knowledge The same topic is useful to some but boring to others Cases involving communication and calculations are useful

19 Future Directions Complete curriculum and video development Consider using other video resources Consider flipped classroom approach Review slides and video electronically before session Practice communication and calculation cases during session Further develop monthly data themes Evaluate EBM skills before and after exposure

20 Acknowledgements Thank you to the following people from the University of Wisconsin Department of Family Medicine and Community Health Larry Hanrahan, PhD John Klocke, PhD David Rabago, MD

21 Questions/Comments

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