Medical contexts in the teaching of Statistics to future medical graduates

  1. González-Ruiz, I. 1
  2. González-López, M.J. 1
  3. González-Astudillo, M.T. 2
  1. 1 Universidad de Cantabria
    info

    Universidad de Cantabria

    Santander, España

    ROR https://ror.org/046ffzj20

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
BEIO, Boletín de Estadística e Investigación Operativa

ISSN: 1889-3805

Año de publicación: 2020

Volumen: 36

Número: 1

Páginas: 55-75

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: BEIO, Boletín de Estadística e Investigación Operativa

Resumen

In this paper we define the notion of medical-data context as the clinical situation that generates statistical data that, once analyzed by statistical techniques, provide useful information from a medical point of view. We particularize this definition to clinical situations associated with four specific processes of medical practice: diagnosis, treatment, prevention and prognosis of diseases. Thus, we identify and describe eleven medical-data contexts that are exemplified by tasks taken from Biostatistics manuals used in the Degree in Medicine studies in Spain. These contexts allow us to approach the teaching of statistics from a useful perspective for future doctors. © 2020 SEIO.

Referencias bibliográficas

  • [1] Ainley, J., Pratt, D., y Hansen, A. (2006). Connecting engagement and focus in pedagogic task design. British Educational Research Journal, 32(1), 23- 38. https://doi.org/10.1080/01411920500401971
  • [2] Anderson, C. W., y Loynes, R. M. (1987). The Teaching of Practical Statistics, Wiley, Nueva York (Estados Unidos).
  • [3] ANECA. (2007). Libro Blanco del T´ıtulo de Grado en Medicina. En: http://www.aneca.es/var/media/150312/libroblanco medicina def.pdf
  • [4] Barrows, H. S. (1996). Bringing problem-based learning to higher education: Theory and practice. En L. Wilkerson, y W. Gijselaers (Eds.), New Directions For Teaching and Learning Series, 3-11, Jossey-Bass, San Francisco (Estados Unidos).
  • [5] Batanero, C., Arteaga, P., y Gea, M. M. (2012). El curr´ıculo de estad´ıstica. Uno: Revista de Did´actica de las Matem´aticas, 59, 9-17.
  • [6] Beckman, M. D., y delMas, R. (2018). Statistics students’ identification of inferential model elements within contexts of their own invention. ZDM Mathematics Education, 1-15. https://doi.org/10.1007/s11858-018-0986-5
  • [7] Ben-Zvi, D., y Gil, E. (2010). The role of context in the development of students’ informal inferential reasoning. En C. Reading (Ed.), Data and Context in Statistics Education: Towards an Evidence-based Society. Proceedings of the Eighth International Conference on Teaching Statistics, International Statistical Institute, Voorburg (Pa´ıses Bajos).
  • [8] Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More “Real”? For the Learning of Mathematics, 13(2), 12-17.
  • [9] Carles, M. y, Huerta, M. P. (2007). Conditional probability problems and contexts. The diagnostic test context. En D. Pitta-Pantazi, y G. Philippou (Eds.), Proceedings of the Fifth Congress of the European Society for Research in Mathematics Education, 702-710, ERME, Larnaca (Chipre).
  • [10] Cobb, G. (1999). Discussion of “let’s use CQI in our statistics programs”. The American Statistician, 52(1), 16-21.
  • [11] Cort´es, F. (Ed.) (2011). Diccionario m´edico-biol´ogico, hist´orico y etimol´ogico. En: https://dicciomed.usal.es/
  • [12] De Lange, J. (1996). Using and Applying Mathematics in Education. En A. Bishop, K. Clements, C. Keitel, J. Kilpatrick, y C. Laborde (Eds.), International Handbook of Mathematics Education, 49-98, Kluwer Academic Publishers, Dordrecht (Pa´ıses Bajos).
  • [13] De Souza, A. C., Lopes, C. E., y de Oliveira, D. (2014). Stochastic Education in Childhood: Examining the Learning of Teachers and Students. Statistics Education Research Journal, 13(2), 58-71.
  • [14] D´ıaz, J. (2011). El tratamiento m´edico: experiencia, base te´orica y m´etodo. Revista Habanera de Ciencias M´edicas, 7(4). En: http://www.ucmh.sld.cu/rhab/rhcm vol 7num 4/rhcm10408.htm
  • [15] Edo, P. (2014). Estudios sobre los problemas ternarios de probabilidad condicional de nivel N0. Tesis doctoral. Universidad de Valencia, Valencia (Espa˜na).
  • [16] Fardales, V. E. (2014). Din´amica de la formaci´on estad´ıstica del profesional de Medicina. Tesis doctoral. Universidad de Ciencias M´edicas de Sancti Sp´ıritus, Sancti Sp´ıritus (Cuba).
  • [17] Gal, I. (2002). Adults’ statistical literacy: Meanings, components, responsibilities. International Statistical Review, 70(1), 1-25.
  • [18] Garc´ıa, A. (2007). Bioestad´ıstica b´asica. Badajoz: Editorial Abecedario.
  • [19] Gispert, C. (Ed.). (2008). Diccionario de Medicina Oc´eano Mosby, Elsevier, Madrid (Espa˜na).
  • [20] Gordis, L. (2005). Epidemiolog´ıa, Elsevier, Madrid (Espa˜na).
  • [21] Gravemeijer, K. (1994). Educational development and developmental research in mathematics education. Journal for Research in Mathematics Education, 25(5), 443-471.
  • [22] Langrall, C., Nisbet, S., Mooney, E., y Jansem, S. (2011). The role of context expertise when comparing data. Mathematical Thinking and Learning, 13(1), 47-67. https://doi.org/10.1080/10986065.2011.538620
  • [23] Lonjedo, M. A, Huerta, M. P., y Carles, M. (2012). Conditional probability problems in textbooks an example from Spain. Revista Latinoamericana de Investigaci´on en Matem´atica Educativa, 15(3), 319-337.
  • [24] Lwanga, S. K., y Tye, C. Y. (1987). La ense˜nanza de la Estad´ıstica Sanitaria. Veinte Esbozos para Lecciones y Seminarios, Organizaci´on Mundial de la Salud, Ginebra (Suiza).
  • [25] Mart´ın, A. y Luna, J. D. (1995). 50±10 horas de Bioestad´ıstica. Madrid: Ediciones Norma.
  • [26] Mart´ın, A. y Luna, J. D. (2004). Bioestad´ıstica para las Ciencias de la Salud. Madrid: Ediciones Norma.
  • [27] Mart´ınez-Gonz´alez M. A., S´anchez-Villegas, A. y Faulin, F. J. (2008). Bioestad´ıstica amigable. Madrid: D´ıaz de Santos.
  • [28] Mbekwa, M. y Julie, C. (2009). The nature of contexts in school mathematical literacy textbooks. En M. Shafer (Ed.). Proceedings of the Seventeenth Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Grahamstown: Rhodes University.
  • [29] Meinert, C. L. (1986). Clinical Trials: Design, Conduct, and Analysis. Nueva York: Oxford University Press.
  • [30] Milton, S. (2007). Estad´ıstica para Biolog´ıa y Ciencias de la Salud. Madrid: McGraw-Hill.
  • [31] Monteiro, C., y Ainley, J. (2007). Investigating the interpretation of media graphs among student teachers. International Electronic Journal of Mathematics Education, 2(3), 187-207.
  • [32] Moore, D. S. (1991). Teaching statistics as a respectable subject. En Gordon F. y Gordon S. (Eds.), Statistics for the twenty-first century, 14-25. New York: Mathematical Association of America.
  • [33] Neumann, D., Hood, M., y Neumann, M. (2013). Using real-life data when teaching statistics: Student perceptions of this strategy in an introductory statistics course, Statistics Education Research Journal, 12(2), 59-70.
  • [34] Nordness, R. (2006). Epidemiolog´ıa y Bioestad´ıstica. Madrid: Elsevier.
  • [35] Noss, R., Pozzi, S., y Hoyles, C. (1999). Touching epistemologies: Meanings of average and variation in nursing practice. Educational Studies in Mathematics, 40(1), 25-51. https://doi.org/10.1023/A:1003763812875
  • [36] Pagano, M. y Gauvreau, K. (2001). Principios de bioestad´ıstica. M´exico: Thomson Learning.
  • [37] Pfannkuch, M. (2011). The role of context in developing informal statistical inferential reasoning: A classroom study. Mathematical Thinking and Learning, 13(1-2), 27-46. https://doi.org/10.1080/01411920500401971
  • [38] Pfannkuch, M., Ben-Zvi, D., y Budgett, S. (2018). Innovations in statistical modeling to connect data, chance and context. ZDM Mathematics Education, 1-11. https://doi.org/10.1007/s11858-018-0989-2
  • [39] Real Academia Espa˜nola. (2014). Diccionario de la Lengua Espa˜nola, Espasa Libros, Madrid (Espa˜na).
  • [40] Real Academia Nacional de Medicina. (2011). Diccionario de T´erminos M´edicos, Editorial Panam´erica, Madrid (Espa˜na).
  • [41] Rius, F. y Bar´on, F. J. (2008). Bioestad´ıstica. Madrid: Thomson-Paraninfo.
  • [42] Schield, M. (2006). Statistical literacy survey analysis: reading graphs and tables of rates percentages. En B. Phillips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics, International Association for Statistical Education, Ciudad del Cabo (Sud´africa).
  • [43] Sullivan, P., Zevenbergen, R., y Mousley, J. (2003). The Contexts of mathematics tasks and the context of the classroom: Are we including all students? Mathematics Education Research Journal, 15(2), 107-121. https://doi.org/10.1007/BF03217373
  • [44] Van den Heuvel-Panhuizen, M. (1994). Improvement of (didactical) assessment by improvement of the problems: An attempt with respect to percentage. Educational Studies in Mathematics, 27(4), 341-372.
  • [45] Wild, C., y Pfannkuch, M. (1999). Statistical thinking in empirical enquiry. International Statistical Review, 67(3), 223-248.
Fuente de los datos: Dialnet