Reflection on Teaching Statistical Research Methods

Reflection on T from each oneing Statistical Research MethodsI began teaching al close to fifteen years ago, while in health check school. It was then that I discovered my love for teaching and its potential to read the lives of two students and teachers. These two aspects fix become the driving forces of my teaching. My teaching philosophy rests on four elements. First, I set challenging goals for both students and myself. Second, I believe in the effectiveness of action-oriented and participatory learning. Third, I value form in and outside of the branchroom. Finally, I view teaching as complementary color to research. My preferred teaching areas (biostatistics, epidemiology and social determinant of health) are closely associate to choice of my research area. This will allows me to bring examples from my have got research and gain into the classroom, as well as to further my own thinking finished classrooms discussions.Teaching research methods and methods of statistic al analysis ofttimes provides a ludicrous opportunity to motivate and empower students, as many are often skeptical about their abilities in these areas. Because students learn in a var. of different ways, I use a variety of methods in my classes to wait on ensure that one method will clarify concepts when others do not. By being flexible in my approach to teaching quantitative methods, I am able to help build the self-confidence of those who occupy it, and to give-up the ghost the principles of sound research methodology and statistical analysis to all students. flexibility alone, however, is not sufficient. I as well believe that it is important to demonstrate my own passion for the subjects I am teaching, not only to build my believability as a teacher and mentor, but withal to inspire students to bump skills and aspirations of their own in quantitative areas in which they may not have been interested previously.My overarching concern when teaching eats on research meth odology and methods of statistical analysis is that students expose an ability to think critically and logically when evaluating statistical information that is presented in research, as well as in their popular lives. Although not every student can be expected to develop an interest in quantitative methods per se, I believe that they all need to be able to evaluate whether stated conclusions are supported by the available data and analytic results. This helps to create informed consumers of research and provides students with a skill set the can declare to their future careers.My teaching plans overwhelm developing interactive and audiovisual teaching materials. I will too use various tools, both technological and pedagogical, that will effectively pay back the teaching materials. I make use of a variety of instructional methods, including traditional lecture, technological tools, group work, and individual practice. I also take off my methods according to course content and student preferences. I will also like to take advantage of the internet, especially in terms of utilise some great applets that are available on the web for class demonstrations. I believe that one should employ whatever tools that will most effectively accomplish the job of teaching students so that they retain the master(prenominal) ideas long after they have forgotten who taught them. I believe that epidemiology and health check statistics courses should be tailored to the needs of the students, with a balance of theory and diligence that is appropriate to the audience. Graduate students need a good understanding of both the theory and application of statistical methods. It is important for all students to see the connections the connections betwixt theory and practice, the connections between lancinate data and inferences, and the connections between different types of statistical methodologies. I also think that students need to practice with the connections between raw data and inferences. By this I mean that students need hands-on have not only with data analysis, but also with explaining the results of their analyses clearly and briefly in writing. It is important that they are not just able to do a regression analysis, for example, but to also understand the usefulness and limitations of their analysis.On a practical note, I will like to supplement my lectures with legion(predicate) example data analyses, using real data whenever possible, and base my prep assignments on realistic problems. I also like to give readying assignments that involve writing a brief report to summarize a statistical analysis, or a critique of a published analysis, as well as individual or group projects and presentations. I also think students should be exposed to the practice of statistics through critical judgement of journal articles using standard and validated tools.In and out of the classroom, I strive to present material to students in a clear, logical an d interest manner. I work hard to provide examples from empirical research, and to connect the course materials to the areas in which they are interested. To create a dynamic classroom discover for everyone, I encourage students to express themselves through class discussion and to apply course concepts to their own experiences. And, to ensure students know they make a difference of opinion in my courses, I always try to have them complete an cozy mid-semester evaluation of the course and my teaching. This allows me to make positive changes during the semester and to make sure each course is successful. I would like my students to see me as an accessible, supportive somebody who respects them as individuals and is interested in their intellectual and personal development. I will strive to communicate to them the excitement that is gaining new knowledge from twenty-four hours to day. Often it is the interaction between teacher and students that nurtures the motivation and enthusias m for science.