Teaching Communication in a Statistical Collaboration Course: A Feasible, Project-Based, Multimodal Curriculum

ABSTRACT

Many schools offer a statistical collaboration curriculum using standard instructional methods such as lectures whereby students are taught to successfully apply their training. The process of building statisticians' collaborative skills and characteristics can be challenging due to logistical issues, time constraints, unstructured research problems, and resources. Instructors vary in their pedagogy and topics taught, and students' experiences vary. There is a dearth of literature describing how to implement a course integrating communication skills, critical thinking, collaboration, and the integration of team members in a learner-centered format. Few courses integrate behavior-based learning using role-playing, video demonstration and feedback, case-based teaching activities, and presentation of basic statistical concepts. We have developed and implemented a two-semester biostatistics collaboration course, of which the purpose is to develop the students' knowledge, skills, attitudes, and behaviors necessary to interact effectively with investigators. Our innovative curriculum uses a multimodal, project-based, experiential process to address real-world problems provided by real and/or simulated collaborators while minimizing usual challenges. Rubrics and peer evaluation forms are offered as online supplementary materials. This article describes how a collaboration curriculum focusing on communication and team practice is feasible, how it enhances skill and professionalism, and how it can be implemented at other institutions.

KEYWORDS:

• Cooperative learning
• Experiential learning
• Peer and group assessment
• Statistical consulting
• Statistical training with clients

Acknowledgments

The authors would like to thank all of the students who provided valuable curriculum design feedback. The authors also want to thank their investigators, Regina Russell, Leora Horn, and Tyler Reimschisel, their advisor Eric Vance, their technical editors Erin Riley and Jill Chafetz, their graduate chair Jeffrey Blume, and last but not least Matthew Shotwell who helped coordinate the course.