1 / 26

A (relatively) junior doctor’s perspective on medical statistics

A (relatively) junior doctor’s perspective on medical statistics. Carl Ilyas CT1 Anaesthetics Leeds. Contents. Medical stats teaching: - Undergraduate Postgraduate A small survey What YOU can do to get the message across. 6 weeks later….

quincy
Télécharger la présentation

A (relatively) junior doctor’s perspective on medical statistics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A (relatively) junior doctor’s perspective on medical statistics Carl Ilyas CT1 Anaesthetics Leeds

  2. Contents • Medical stats teaching: - • Undergraduate • Postgraduate • A small survey • What YOU can do to get the message across

  3. 6 weeks later… • You are an F1 doctor providing medical ward cover overnight. • You are fast bleeped to MAU as a 45 year old man has started profusely vomiting blood. He is an IVDU, has hepatitis C , and a previous endoscopy showed varices. • He is tachycardic, is hypotensive, and has a reduced GCS.

  4. What do you do? A) Panic B) Find the nearest enclosed space, throw your bleep away, and begin to emotionally and mentally unravel • Commence immediate resus efforts, contact a senior and the anaesthetist • All three of the above

  5. Undergrad experience • Hull York Medical School (HYMS) • Formal critical appraisal and stats teaching throughout the course • Theme C examination • Further access to a stats consultancy service, mainly for students doing research • Very variable focus throughout med schools in the region

  6. Foundation years • First 2 years • Foundation syllabus – 86 page document • No formal teaching on stats – PDP days • Opportunity for research and stats experience – ‘ CV stacking’

  7. Core training – the next step… • First steps into speciality training • Formal examinations – MRCP, MRCS, FRCA etc • MCQ based knowledge – mandatory • More opportunity/encouragement re. research, especially in certain specialities.

  8. Registrar training • Further examination on stats • Greater involvement/emphasis on research • Access to courses, closer work with statistical departments • Honing of career path….

  9. Research interests Teaching interests Consultant doctor plus… Management …..or ‘just a jobbing’ doctor?

  10. So, what do doctors think of stats teaching? • A survey of 42 doctors experiences and opinions of training in medical statistics.

  11. In your opinion, how could postgraduate teaching in medical statistics be improved? “Any teaching welcome/more teaching” ad nauseum… “Teaching, not necessarily by statistics experts” “Optional formalised teaching – some enjoy, others hate” “ Weekly journal clubs, with critical appraisal by trainees” “ It doesn’t need to be great, as we don’t use stats very often” “ Teaching of stats beyond basic level is probably best reserved for those using them on a regular basis i.e research clinicians”

  12. “ Include stats in regional teaching days” “ Journal club meetings and to explore stats techniques” “ Needs to be more clinical orientated” “ Regular talks from statisticians in departmental meetings with relevant examples from journals” “Make it more understandable, enjoyable and interesting” “Include in matrix/ PDP days” “ Sign up sessions”

  13. Survey outcome • Generally poor view of statistics teaching throughout all levels • Many doctors having minimal, if any, formal teaching on stats until later stages of training • Many not comfortable doing basic appraisal

  14. So what’s to be done?

  15. Suggestions from survey • Not all doctors need to be able to perform stats calculations, but all require appraisal skills • For greater statistical literacy, widespread changes necessary from early stages of training • Greater incorporation of statistics into formal teaching programmes, and in the CME matrix

  16. What can YOU do? • Greater levels of work with doctors from an early stage offering teaching on basic appraisal and statistical methods • Departmental/formal teaching utilising relevant clinical scenarios and journal articles to help make information more accessible • For those junior doctors interested in research, access to courses to improve ability to understand and perform statistical analysis • Using/developing online resources for convenient access

  17. Summary • Stats teaching often neglected, especially in early stages of training • No formal foundation teaching, variable medical school delivery, out of context content at core level • Generally perceived poor standard of delivery/accessibility of stats teaching • Doctors keen to learn about stats if given opportunity

  18. Thanks for your attention. Questions/comments?

More Related