Abstract
Purpose: Understanding the dentistry research literature is essential for maintaining best practices for evidence-based dentistry. Biostatistics knowledge is needed to accomplish this. The purpose of this study was to assess dentistry faculty knowledge of fundamental biostatistics concepts and methods. Method: A random sample of U.S.-based dental schools was selected, and faculty assessed on their statistics knowledge. All faculty in each randomly selected school received an invitation to participate in an online survey that included demographic questions and a statistics knowledge assessment. Precision estimation was used to calculate the target sample size. Results: Sixteen schools of dentistry were randomly selected and 2801 faculty sent email invitations. A total of 109 dentistry faculty responded. Most faculty (89.0%) reported reading the peer-reviewed health science literature. The mean (standard deviation) score on the knowledge assessment was 4.3 (2.3) out of 8 questions, a correct response rate of 52.3%. A multivariable linear regression model explained 33.8% of the variability in the number of correct responses. Discussion: Biostatistics knowledge is important to critically evaluate evidence. These study results may be an indication that biostatistics educators need to re-evaluate the pedagogy of statistics instruction. © 2019 King Saud bin Abdulaziz University for Health Sciences
Recommended Citation
Hayat, Matthew J.; Kim, MyoungJin; Schwartz, Todd A.; and Jiroutek, Michael R.
(2020)
"Assessment of Dental Faculty Members’ Understanding of Statistical Concepts,"
Health Professions Education: Vol. 6:
Iss.
1, Article 10.
DOI: 10.1016/j.hpe.2019.09.002
Available at:
https://hpe.researchcommons.org/journal/vol6/iss1/10
