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Transforming Introductory Biostatistics Education: A Decision-Theoretic Perspective Using Deliberate Practice and Team-Based Learning

The editorial goes on to state, “In an earlier era, ..., it made sense to require that almost every student entering a top college know something of trigonometry. Today, a basic grounding in probability, statistics, and decision analysis makes far more sense.” For the most part, our wish list is the same, and what we hope to convey in this article is why and how our introductory biostatistics class has transformed along these lines in both content and process over the last few years. Our transformation is partly self-driven and partly following that of others. Throughout the last 20 years, many in our department have argued that the content of our statistics classes should bridge the gap between statistical analysis and decisionmaking. On the process side, we’ve been more followers. transforming introductory biostatistics Education: A decision-theoretic perspective using deliberate practice and team-based learning