Interpreting and Reporting Descriptive Statistics, Estimates and Hypothesis Tests
This 3-hour presentation begins by defining a variable and progresses step-by-step through levels of measurement, how each level is reported with descriptive statistics, and how these statistics are applied and misapplied in biomedical research. Building on these concepts, the reasoning behind confidence intervals and hypothesis testing is presented. Participants learn the strengths and weaknesses of P values, estimates, and measures of precision when reporting research results.
The presentation is based on Chapters 1, 3, and 4 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006). All my statistics presentations assume that participants have no background in the topic, and all focus on interpreting and reporting statistics, not on calculating them.
Interpreting and Reporting Association, Correlation, and Regression Analyses
In this 3-hour presentation, participants will learn how to interpret and report association, correlation, and regression analyses. The majority of time will be devoted to correlation and simple linear regression analysis because the same concepts also apply to multiple linear and logistic regression analysis. Participants should be able to understand most reports of regression analyses by the end of the presentation.
The presentation is based on Chapters 6 and 7 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006). All my statistics presentations assume that participants have no background in the topic, and all focus on interpreting and reporting statistics, not on calculating them.
Interpreting and Reporting Economic EvaluationsParticipants will learn about seven types of economic evaluations, from cost identification analysis to cost-effectiveness analysis. The assumptions, principles, problems, and interpretations of these analyses are explained, as well as how to report this information in scientific articles.
Reporting Randomized Controlled Trials
In this 3-hour presentation, participants will learn how to report clinical research studies in scientific journals to a high degree of sophistication. The form and function of each component of the research article will be reviewed, but the presentation will emphasize how to report randomized controlled clinical trials. Participants will become familiar with the CONSORT Statement for reporting clinical trials and will learn about specific aspects of study design, research activities, and statistical analyses.
The presentation is based on Chapter 13 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006).
Twenty Statistical Errors Even YOU Can Find
In this 90-minute presentation, participants will learn to recognize the 20 most common statistical errors found in biomedical research articles.
Critically Appraising the Biomedical Literature
This 3-hour presentation and discussions evolve around 13 questions and related concerns about the justification, design, execution, analysis, and interpretation of biomedical research studies. Topics include sources of error, confounding, and bias and how they can be controlled.
The PQRST Approach to Understanding and Planning Communication
In this 3-hour presentation, participants will consider various aspects communication with role-playing and examples designed to change how they relate to the communication process. Topics include the differences between the practice writing taught in school and the applied writing needed in organizations and science. The PQRST approach—purpose, qualities (of the document), readers, setting (of use), and topic—a process for planning written communications, will be presented. Finally, we will consider ways to improve the quality of writing and ways to make the writing process easier.
Mentor-guided Analytical Thinking
Interpreting and Reporting Measures of Risks
In this 90-minute presentation, participants will learn about risk, odds, and hazards ratios; absolute and relative risks and risk reductions; effort-to-yield measures (such as the number needed to treat); and other ways to communicate risk. We also discuss how risk is perceived and how this perception can be manipulated to mislead.
The presentation is based on Chapter 2 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006). All my statistics presentations assume that participants have no background in the topic, and all focus on interpreting and reporting statistics, not on calculating them.
Reporting the Performance Characteristics of Diagnostic Test Characteristics
Participants will learn about the purposes and characteristics of diagnostic testing. Topics include sensitivity and specificity, predictive values, likelihood ratios, and Bayesian statistical approaches to diagnostic testing, as well as issues related to definitions of normal, equivocal test results, and issues in implementing a new test into clinical practice.
This 90-minute presentation is based on Chapter 10 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006). All my statistics presentations assume that participants have no background in the topic, and all focus on interpreting and reporting statistics, not on calculating them.
Reporting Data and Statistics in Tables and Figures
In this 3-hour presentation, I present the most current thinking on how to construct effective tables and graphs for reporting scientific research.
The presentation is based on Chapters 20 and 21 of my book, How to Report Statistics in Medicine: Annotated Guidelines for Authors, Editors, and Reviewers, 2nd edition (American College of Physicians, 2006).
Improving Comprehension: Theories and Research Findings
In this 3-hour presentation, we consider how readers make sense of a text, examine the factors that promote or inhibit this sense-making, and discuss how theories of composition, communication, and cognitive psychology and their associated research findings can improve the quality of written communications. The presentation emphasizes the application of specific techniques for improving the data-to-day writing of technical documents and engages participants in discussions of how these theories and research findings can be applied.
Preparing Slides
In this 90-minute presentation, participants will learn about to prepare and deliver slide-illustrated lectures.
Writing Abstracts and Preparing Scientific Posters
In this 3-hour presentation, participants will learn about the place of abstracts and posters in scientific communication, as well as how to prepare them.
Writing the Technical Report
In this 3-hour presentation, participants will learn how to plan and write technical reports in the workplace. We will discuss the PQRST approach to planning written communication—purpose, qualities (of the document), readers, setting (of use), and topic—and ways of defining each of these elements to promote effective communication will be suggested. A general outline of a report is proposed, as well as several strategies for establishing fact, value, or policy within an organization.
Writing and Publishing the Scientific Article
In this 3-hour presentation, participants will learn how to prepare scientific articles for publication in peer-reviewed journals. We review the development and importance of the scientific article, examine in detail the function, content, and organization of each part of the article, and address common problems in preparing each part. In the process, we consider issues relating to authorship, evidence-based medicine, statistical reporting, the construction of tables and figures, and the appropriate use of references. We also discuss issues that arise in submitting and publishing articles, including guidelines for authors, ethical considerations, electronic submittal, and the editorial process.
Writing Patient Education Materials
In this 3-hour presentation, participants will learn how to develop and evaluate patient education handouts. We will consider the various uses of these handouts, as well as their effectiveness in improving patient care. The qualities of effective handouts will be identified, and several techniques to enhance these qualities will be discussed. A series of tasks for producing handouts efficiently will also be presented
