Steven Foti (University of Florida), Michael R. Jiroutek (Campbell University), Laura Le (University of Minnesota), V.N. Vimal Rao (George Washington University)
Abstract
Introductory (bio)statistics are primarily taught to future data consumers and often ask students to use software for data analysis, yet the vast majority of these students will never analyze data. We believe a literacy-focused course in (bio)statistics, anchored in reading and interpreting statistical results in research articles, better serves students who primarily need to evaluate evidence to communicate with data. In this session, we will draw on our experiences with biostatistics students to discuss a definition of biostatistical literacy and ways to train data consumers. We will also share materials from a biostatistical literacy course that we have implemented at four separate institutions, including a collaborative activity designed to develop students’ literacy skills. For this activity, laptops or tablets are encouraged, but not required. To conclude, we will facilitate a discussion on how our literacy course could be adapted to various disciplines, course formats, and student populations. We hope participants will see the need for these literacy skills for students at various levels and disciplines and have a model of a literacy course, and literacy-focused activities, they could adapt at their institution.