Dataset Information

Learning gaps among statistical competencies for clinical and translational science learners.

ABSTRACT:

Introduction

Statistical literacy is essential in clinical and translational science (CTS). Statistical competencies have been published to guide coursework design and selection for graduate students in CTS. Here, we describe common elements of graduate curricula for CTS and identify gaps in the statistical competencies.

Methods

We surveyed statistics educators using e-mail solicitation sent through four professional organizations. Respondents rated the degree to which 24 educational statistical competencies were included in required and elective coursework in doctoral-level and master's-level programs for CTS learners. We report competency results from institutions with Clinical and Translational Science Awards (CTSAs), reflecting institutions that have invested in CTS training.

Results

There were 24 CTSA-funded respondents representing 13 doctoral-level programs and 23 master's-level programs. For doctoral-level programs, competencies covered extensively in required coursework for all doctoral-level programs were basic principles of probability and hypothesis testing, understanding the implications of selecting appropriate statistical methods, and computing appropriate descriptive statistics. The only competency extensively covered in required coursework for all master's-level programs was understanding the implications of selecting appropriate statistical methods. The least covered competencies included understanding the purpose of meta-analysis and the uses of early stopping rules in clinical trials. Competencies considered to be less fundamental and more specialized tended to be covered less frequently in graduate courses.

Conclusion

While graduate courses in CTS tend to cover many statistical fundamentals, learning gaps exist, particularly for more specialized competencies. Educational material to fill these gaps is necessary for learners pursuing these activities.

SUBMITTER: Oster RA

PROVIDER: S-EPMC8057376 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:Background:In contrast to the extensive research on socioeconomic gaps in reading and math achievement, little attention has been given to socioeconomic disparities in science skills, particularly during the early years of schooling. This emphasis on later years may be problematic because large socioeconomic disparities emerge in the early years, thus it is crucial to document the size of disparities in science achievement and begin unpacking the range of factors that contribute to these disparities. Additionally, it is crucial to know which components of socioeconomic status are more strongly linked to children's science skills so that resources can be more effectively targeted to address disparities. Using nationally representative data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (N?=?9250), this study examines disparities in science achievement across elementary and middle school related to parental income and parental education separating their effects from each other and from a range of confounding factors. Additionally, it considers whether characteristics of children, families, and schools are pathways through which socioeconomic disparities emerge. Results:Results show moderate gaps in science achievement related to both household income and parental education. The primary pathways through which parental education and family income influenced science achievement was through mathematics and reading achievement. For parental education gaps, smaller indirect effects also operated through access to informal science learning opportunities both inside and outside of the home environment. Conclusion:First, this study highlights the importance of considering the contributions of multiple measures of socioeconomic status, instead of a composite. Second, it shows that socioeconomic disparities in science achievement emerge early and that programs and policies aimed at addressing these gaps may need to target children during the early elementary and preschool years. Third, our findings suggest that elementary instructional approaches that simultaneously address science instruction with reading and/or mathematics instruction will likely be especially important for improving overall science outcomes.

Project description:The Canadian Cancer Clinical Trials Network (3CTN, the Network), established in 2014 to address the decline in academic cancer clinical trials' (ACCT) activity, has successfully achieved incremental year-over-year accrual targets as well as implemented recognized performance measures and supports for improving efficiency and quality of trial activities at member sites across Canada. As part of efforts to address ongoing challenges of staff recruitment, retention, and turnover in academic institutions that have been more recently exacerbated by the pandemic, the Network's Performance Strategy Sub-Committee (PSC) oversaw surveys of site clinical research professionals intended to capture workforce development status and identify knowledge gaps using the Joint Task Force Core Competency Framework (JTF CCF) as the standard basis for assessment. Accountable to the 3CTN Management Committee, the PSC consists of clinical research operations experts across Canada responsible for overseeing implementation and monitoring progress of this initiative. Staff at 3CTN's adult sites evaluated and reported trial personnel core competencies and gaps according to each domain/leveled competency statement of the framework. The most frequently noted competency gaps were in the domains of: Investigational Product Development and Regulation (28%); Scientific Concepts and Research Design (16%); and Study and Site Management (14%). Reported data was compiled and represented in the 3CTN Core Competency Report, developed as a web-based, interactive tool enabling members and stakeholders to filter data to enumerate and quantify workforce competency gaps at their site, within their node of affiliated sites, or across the national Network. Concurrently, an environmental scan and review of education resources was conducted and reviewed by the PSC. Embedded links to curated learning and development resources were incorporated into the report and associated with each domain/leveled competency statement to provide ready access to high-quality learning and development resources where needed. In the remaining years of its current strategic plan, 3CTN will continue to monitor, develop collaborative initiatives to target prioritized clinical research competency gaps and create opportunities for ongoing assessment and reporting by sites to capture changes in workforce core competencies over time.