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Statistics for Medical Professionals (CME)

Stanford Medicine
Date: 
Tuesday, September 23, 2014 to Thursday, September 22, 2016
Platform: 
Course topic: 

COURSE DESCRIPTION:

This course seeks to fulfill the need in the clinical community to better understand medical statistics as it pertains to practicing evidence based medicine, communicating treatment outcome probability to patients and interpreting the results of studies and scientific papers, and in turn improving quality of patient care. This applies to all specialties in various settings of practice.

INTENDED AUDIENCE:

This course is designed to meet the educational needs of an international audience of physicians, residents and medical researchers in all specialties.

INTERNET ENDURING MATERIAL SPONSORED BY:

Stanford University School of Medicine

PRESENTED BY:

The Stanford University School of Medicine Medical Education and Health Research and Policy Departments

DATES & CONTENT INFO:

  • This material was repurposed from the original MOOC that was given over several weeks. This course is self-paced and provides all material at the same time.
  • Release Date: Sept 23, 2014
  • Expiration Date: Sept 22, 2016
  • Estimated Time to Complete: 23.5 Hours
  • CME Processing Fee: $25

LEARNING OBJECTIVES:

At the conclusion of this activity, participants should be able to:

  • Develop strategies to enable translation of medical research into practicing evidence-based medicine through the following statistical methods: understanding bias, random variation, correctly interpret P values, basic probability and conditional probability, spot statistical errors, understand correlated data.
  • Develop strategies to use specific statistical tests, understand basic regression modeling, and Bayesian inference.
  • Develop strategies to effectively communicate prognosis and treatment probabilities to patients.
  • Develop strategies to enable consistent interpretation of research data and provide correct information on study results.

DISCLOSURES:

The following planners, speakers, authors and reviewers have indicated that they have no relationships with industry to disclose relative to the content of this activity:

Charles Prober, MD
Senior Associate Dean, Medical Education
Stanford School of Medicine
Course Director

Kristin Sainani, PhD
Clinical Assistant Professor, 
Health Research and Policy
Stanford School of Medicine
Co-Course Director and Presenter

Reviewers:

Irina Tokareva, RN, BSN, MAS
Curriculum and Outcomes Manager
Stanford Center for Continuing Medical Education

Linda G. Baer, MSPH, CCMEP
Director, CME
Stanford Center for Continuing Medical Education

TECHNICAL DESIGN AND DEVELOPMENT

Mike McAuliffe
Stanford EdTech

Greg Bruhns
Stanford Online

SYSTEM REQUIREMENTS

This course requires the use of the current version of either Chrome or Firefox. You must have javascript enabled.

CONTACT INFORMATION:

For further information regarding the content, CME credit or if you experience any technical difficulties with this enduring material please send an email to stanfordcme@stanford.edu.

ACCREDITATION AND DESIGNATION OF CREDITS:

The Stanford University School of Medicine is accredited by the Accreditation Council for Continuing Medical Education (ACCME) to provide continuing medical education for physicians.

The Stanford University School of Medicine designates this enduring material for a maximum of 23.5 AMA PRA Category 1 Credit(s)™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.

COMMERCIAL SUPPORT ACKNOWLEDGEMENT:

The Stanford University School of Medicine has received and has used undesignated program funding from Pfizer, Inc. to facilitate the development of innovative CME activities designed to enhance physician competence and performance and to implement advanced technology. A portion of this funding supports this activity.

CULTURAL AND LINGUISTIC COMPETENCY

California Assembly Bill 1195 – Cultural and Linguistic Competency
California Assembly Bill 1195 requires continuing medical education activities with patient care components to include curriculum in the subjects of cultural and linguistic competency. It is the intent of the bill, which went into effect July 1, 2006, to encourage physicians and surgeons, CME providers in the State of California and the Accreditation Council for Continuing Medical Education to meet the cultural and linguistic concerns of a diverse patient population through appropriate professional development. The planners and speakers of this CME activity have been encouraged to address cultural issues relevant to their topic area. The Stanford University School of Medicine Multicultural Health Portal also contains many useful cultural and linguistic competency tools including culture guides, language access information and pertinent state and federal laws. You are encouraged to visit the portal:
http://lane.stanford.edu/portals/cultural.html

SCCME PRIVACY POLICY AND CONFIDENTIALITY

http://cme.stanford.edu/policies/privacy.html

TERMS OF USE

http://www.stanford.edu/site/terms.html

BIBLIOGRAPHY

  1. Physician Numeracy: Essential Skills for Practicing Evidence-based Medicine. Goutham Rao, MD, Fam Med 2008;40(5):354-8
  2. How can good randomized controlled trials in leading journals be so misinterpreted? Frank J. Veith, MD, J Vasc Surg 2013;57:3S-7S.
  3. Numeracy and Medicine: Key Family Physician Attitudes about Communicating Probability with Patients. Robert Gramling, MD, Jennifer E. Irvin, PhD, Justin Nash, PhD, Christopher Sciamanna, MD, MPH and Larry Culpepper, MD, MPH. J Am Board Fam Med November 1, 2004 vol. 17 no 6.
  4. Practical and statistical issues in missing data for longitudinal patient reported outcomes. Melanie L Bell and Diane L Fairclough. Stat Methods Med Res published online 19 February 2013
  5. Evaluating Mastery of Biostatistics for Medical Researchers: Need for a New Assessment Tool. Felicity Enders. Clin Trans Sci 2011; Volume 4: 448–454