gms | German Medical Science

Teaching biometry often relies on the use of statistical software courses. The aim is to impart hands-on experience for students beside the theoretical contents of medical biometry, enabling them to handle own research projects in the future autonomously to some extent. Our experience from such courses is that the technical realisation of the practical components is time-consuming, thus leaving only a small amount of time for exchange, questions and interpretation of statistical methods. The time until everyone feels sufficiently save in terms of the knowledge imparted is heterogeneous – even under guidance of the lecturer. Moreover, unfortunately it cannot be expected that the particular knowledge how to use the software gained in the last lecture still exists the next date.

We will upend this scenario within the didactic method of a Flipped Classroom [1]. Before the course, students are ought to familiarize themselves with the statistical software and to work on exercises. Thus, they will have the possibility to adjust for both individual learning pace and experience. In the beginning of the course technical problems can be solved and – ideally – there will be more time left to discuss biometrical topics. The advantage is that the lecturers accompany and supervise this phase.

Presumptions for the implementation of such a concept in statistical software courses are that the students have unlimited access to the software (anytime, anywhere) so that

• every student has the opportunity to individually schedule the required time for preparation and
• a bundle of self-explanatory utilities (script, learning-videos, exercises, data, moodle-page) is available for autonomous training [2].

This approach will be implemented within a teaching project in the next winter semester after CORONA in the seminar Q1/Biometry in the study course for human medicine at Ulm University. SAS Studio / SAS on Demand for Academics [3] offers a statistical software platform version that enables students to have unlimited access free of charge. The only presumption is that an internet connection and a browser are available, which may be assumed to be standard nowadays. Therefore, it is reasonable to use this menu-based statistical software as the basis for this course.

A script [4] is already available (for our students for free). We are now working on the required learning material. Altogether, this seems to be a reasonable basis for the execution of a Flipped Classroom. The evaluation of this course as part of the educational research will be done by a cluster randomised study [5].

The authors declare that they have no competing interests.

The authors declare that an ethics committee vote is not required.