The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Brent A Ponce - One of the best experts on this subject based on the ideXlab platform.
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a national survey of orthopaedic residents identifies deficiencies in the understanding of medical statistics
Journal of Bone and Joint Surgery American Volume, 2020Co-Authors: Ibukunoluwa Araoye, Scott Gilchrist, Trevor Stubbs, Gerald Mcgwin, Brent A PonceAbstract:BACKGROUND Biomedical research is essential for optimizing patient care. Research has suggested inadequacies in nonorthopaedic trainees' understanding of study design and Biostatistics. This study assesses orthopaedic residents' knowledge of common biostatistical and study design concepts, as well as their confidence in utilizing the medical literature. METHODS A validated survey assessing knowledge and the application of study design concepts was administered to residents at 10 U.S. institutions. The survey tested knowledge as well as confidence and attitudes regarding common Biostatistics principles. The association of demographic characteristics, work activities, and confidence and attitude ratings with test performance were examined using t tests and analysis of variance. RESULTS The survey response rate was 64% (178 of 279). The largest group of participants were men (83%, 137 of 165), were between the ages of 26 and 30 years (59%, 105 of 177), and had graduated medical school within the past 4 to 10 years (43%, 76 of 175). Fifty-three percent (93 of 176) had prior Biostatistics training, while 44% (77 of 176) had prior epidemiology training. Less than 5% of Biostatistics or epidemiology training had taken place after medical school. Forty-seven percent (83 of 176) were unable to determine a study's design. Thirty-eight percent (67 of 178) could not apply the concept of specificity and sensitivity. Eighty-three percent (147 of 178) could not assess the strength of a relationship using odds ratios. Sixty-nine percent (123 of 178) understood the implications of p values. Previous Biostatistics training, but not epidemiology or evidence-based medicine training; inclusion of reading research, attending conferences, and data analysis; as well as a self-reported finding of statistics as important for the analysis of one's own research data were significantly associated with better test performance (p < 0.05). CONCLUSIONS Notable deficits exist in orthopaedic residents' biostatistical knowledge. Greater emphasis is needed to improve Biostatistics and research design training. The impact of Biostatistics knowledge and/or aptitude on clinical decision-making is an area of suggested research.
Harold I Feldman - One of the best experts on this subject based on the ideXlab platform.
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the center for clinical epidemiology and Biostatistics of the perelman school of medicine at the university of pennsylvania an organizational model for clinical research in a school of medicine
Academic Medicine, 2012Co-Authors: Brian L Strom, Thomas O Kelly, Richard J Landis, Harold I FeldmanAbstract:A new model for the conduct of clinical research was established at the University of Pennsylvania (Penn) School of Medicine, now the Perelman School of Medicine, through the development of the interdepartmental Center for Clinical Epidemiology and Biostatistics in 1993 and the basic science Department of Biostatistics and Epidemiology in 1994. The authors describe the development and evolution of these novel structures.Five key objectives were achieved with these structures' creation: (1) Clinical faculty have the opportunity to be identified as both clinicians and epidemiologists, (2) nonclinical faculty have an academic "home," (3) clinical trainees are now educated in population medicine, which promotes its incorporation into their clinical practice, (4) population medicine and clinical medicine have become fully integrated, and (5) better epidemiologic research is conducted, informed by clinical insights.Today's center is the primary home for epidemiology and Biostatistics at Penn, linking epidemiology, Biostatistics, clinical medicine, and the health sciences. The center's core faculty manage their own research programs, conduct primary research in epidemiology and Biostatistics, serve as members of collaborative research teams, manage cores and service centers that support research projects, and lead graduate training programs in epidemiology and Biostatistics. The department provides an academic home and structure for faculty, provides primary research in epidemiology and Biostatistics, supports the center's mission, and provides training in Biostatistics. This organizational approach has wide applicability across schools of medicine in the United States and abroad and has been a model for many.
Ibukunoluwa Araoye - One of the best experts on this subject based on the ideXlab platform.
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a national survey of orthopaedic residents identifies deficiencies in the understanding of medical statistics
Journal of Bone and Joint Surgery American Volume, 2020Co-Authors: Ibukunoluwa Araoye, Scott Gilchrist, Trevor Stubbs, Gerald Mcgwin, Brent A PonceAbstract:BACKGROUND Biomedical research is essential for optimizing patient care. Research has suggested inadequacies in nonorthopaedic trainees' understanding of study design and Biostatistics. This study assesses orthopaedic residents' knowledge of common biostatistical and study design concepts, as well as their confidence in utilizing the medical literature. METHODS A validated survey assessing knowledge and the application of study design concepts was administered to residents at 10 U.S. institutions. The survey tested knowledge as well as confidence and attitudes regarding common Biostatistics principles. The association of demographic characteristics, work activities, and confidence and attitude ratings with test performance were examined using t tests and analysis of variance. RESULTS The survey response rate was 64% (178 of 279). The largest group of participants were men (83%, 137 of 165), were between the ages of 26 and 30 years (59%, 105 of 177), and had graduated medical school within the past 4 to 10 years (43%, 76 of 175). Fifty-three percent (93 of 176) had prior Biostatistics training, while 44% (77 of 176) had prior epidemiology training. Less than 5% of Biostatistics or epidemiology training had taken place after medical school. Forty-seven percent (83 of 176) were unable to determine a study's design. Thirty-eight percent (67 of 178) could not apply the concept of specificity and sensitivity. Eighty-three percent (147 of 178) could not assess the strength of a relationship using odds ratios. Sixty-nine percent (123 of 178) understood the implications of p values. Previous Biostatistics training, but not epidemiology or evidence-based medicine training; inclusion of reading research, attending conferences, and data analysis; as well as a self-reported finding of statistics as important for the analysis of one's own research data were significantly associated with better test performance (p < 0.05). CONCLUSIONS Notable deficits exist in orthopaedic residents' biostatistical knowledge. Greater emphasis is needed to improve Biostatistics and research design training. The impact of Biostatistics knowledge and/or aptitude on clinical decision-making is an area of suggested research.
Bradley H Pollock - One of the best experts on this subject based on the ideXlab platform.
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strategies for developing Biostatistics resources in an academic health center
Academic Medicine, 2013Co-Authors: Leah J Welty, Madhu Mazumdar, Robert A Oster, Paul J. Nietert, Rickey E Carter, Maurizio Macaluso, Dianne M. Finkelstein, Frank E Harrell, Christopher John Lindsell, Bradley H PollockAbstract:Biostatistics—the application of statistics to understanding health and biology—provides powerful tools for developing research questions, designing studies, refining measurements, analyzing data, and interpreting findings. Biostatistics plays an important role in health-related research, yet Biostatistics resources are often fragmented, ad hoc, or oversubscribed within academic health centers (AHCs). Given the increasing complexity and quantity of health-related data, the emphasis on accelerating clinical and translational science, and the importance of conducting reproducible research, the need for the thoughtful development of Biostatistics resources within AHCs is growing. In this article, the authors identify strategies for developing Biostatistics resources in three areas: (1) recruiting and retaining biostatisticians; (2) efficiently using Biostatistics resources; and (3) improving biostatistical contributions to science. AHCs should consider these three domains in building strong Biostatistics resources, which they can leverage to support a broad spectrum of research. For each of the three domains, the authors describe the advantages and disadvantages of AHCs creating centralized Biostatistics units rather than dispersing such resources across clinical departments or other research units. They also address the challenges biostatisticians face in contributing to research without sacrificing their individual professional growth or the trajectory of their research team. The authors ultimately recommend that AHCs create centralized Biostatistics units, as this approach offers distinct advantages both to investigators who collaborate with biostatisticians as well as to the biostatisticians themselves, and it is better suited to accomplish the research and education missions of AHCs.
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Strategies for Developing Biostatistics Resources in an Academic Health Center
Academic medicine : journal of the Association of American Medical Colleges, 2013Co-Authors: Leah J Welty, Madhu Mazumdar, Robert A Oster, Paul J. Nietert, Rickey E Carter, Maurizio Macaluso, Dianne M. Finkelstein, Frank E Harrell, Christopher John Lindsell, Bradley H PollockAbstract:Biostatistics--the application of statistics to understanding health and biology-provides powerful tools for developing research questions, designing studies, refining measurements, analyzing data, and interpreting findings. Biostatistics plays an important role in health-related research, yet Biostatistics resources are often fragmented, ad hoc, or oversubscribed within academic health centers (AHCs). Given the increasing complexity and quantity of health-related data, the emphasis on accelerating clinical and translational science, and the importance of conducting reproducible research, the need for the thoughtful development of Biostatistics resources within AHCs is growing.In this article, the authors identify strategies for developing Biostatistics resources in three areas: (1) recruiting and retaining biostatisticians, (2) efficiently using Biostatistics resources, and (3) improving biostatistical contributions to science. AHCs should consider these three domains in building strong Biostatistics resources, which they can leverage to support a broad spectrum of research. For each of the three domains, the authors describe the advantages and disadvantages of AHCs creating centralized Biostatistics units rather than dispersing such resources across clinical departments or other research units. They also address the challenges that biostatisticians face in contributing to research without sacrificing their individual professional growth or the trajectory of their research teams. The authors ultimately recommend that AHCs create centralized Biostatistics units because this approach offers distinct advantages both to investigators who collaborate with biostatisticians as well as to the biostatisticians themselves, and it is better suited to accomplish the research and education missions of AHCs.
Brian L Strom - One of the best experts on this subject based on the ideXlab platform.
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the center for clinical epidemiology and Biostatistics of the perelman school of medicine at the university of pennsylvania an organizational model for clinical research in a school of medicine
Academic Medicine, 2012Co-Authors: Brian L Strom, Thomas O Kelly, Richard J Landis, Harold I FeldmanAbstract:A new model for the conduct of clinical research was established at the University of Pennsylvania (Penn) School of Medicine, now the Perelman School of Medicine, through the development of the interdepartmental Center for Clinical Epidemiology and Biostatistics in 1993 and the basic science Department of Biostatistics and Epidemiology in 1994. The authors describe the development and evolution of these novel structures.Five key objectives were achieved with these structures' creation: (1) Clinical faculty have the opportunity to be identified as both clinicians and epidemiologists, (2) nonclinical faculty have an academic "home," (3) clinical trainees are now educated in population medicine, which promotes its incorporation into their clinical practice, (4) population medicine and clinical medicine have become fully integrated, and (5) better epidemiologic research is conducted, informed by clinical insights.Today's center is the primary home for epidemiology and Biostatistics at Penn, linking epidemiology, Biostatistics, clinical medicine, and the health sciences. The center's core faculty manage their own research programs, conduct primary research in epidemiology and Biostatistics, serve as members of collaborative research teams, manage cores and service centers that support research projects, and lead graduate training programs in epidemiology and Biostatistics. The department provides an academic home and structure for faculty, provides primary research in epidemiology and Biostatistics, supports the center's mission, and provides training in Biostatistics. This organizational approach has wide applicability across schools of medicine in the United States and abroad and has been a model for many.