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Background <p>Biostatistics and statistical literacy are essential competencies in postgraduate medical education, yet structured, clinically relevant training remains limited in many subspecialty settings. Evidence in postgraduate rheumatology biostatistics education is particularly scarce. This study evaluated the educational impact of a hands-on introductory biostatistics workshop delivered to rheumatology fellows using clinically contextualized examples relevant to rheumatology practice and research.</p> Methods <p>This was a single-group pre-test/post-test quasi-experimental educational study with post-course evaluation and qualitative feedback analysis. The workshop was designed for rheumatology fellows and early-career rheumatologists and focused on clinically contextualized, applied biostatistics. Objective knowledge was assessed using a 15-item dichotomously scored test (score range 0–15), and self-efficacy was assessed using an 8-item Likert-type scale (score range 8–40). Matched pre–post changes in objective knowledge and self-efficacy were analyzed using the Wilcoxon signed-rank test. Course ratings were summarized descriptively, and open-ended responses were analyzed using descriptive content analysis.</p> Results <p>A total of 48 participants attended the workshop; 30 completed the pre-test, 41 completed the post-test, and 23 completed both assessments. Objective knowledge scores were significantly higher after the workshop, with the median increasing from 6.0 to 12.0 and the mean from 6.3 ± 3.5 to 10.0 ± 3.4 (<i>p</i> &lt; 0.001; Z = -3.74; <i>r</i> = 0.82). Total self-efficacy scores were also significantly higher, with the median increasing from 14.0 to 31.0 and the mean from 18.4 ± 10.6 to 30.0 ± 8.0 (<i>p</i> &lt; 0.001; Z = -4.11; <i>r</i> = 0.88). Post-course evaluations were favorable, with the highest ratings for preference for practical training (mean 4.5 ± 0.9) and overall satisfaction (mean 4.3 ± 1.1). Qualitative feedback emphasized hands-on learning, interactive teaching, instructor support, the need for more practice, and interest in advanced follow-up content.</p> Conclusions <p>This hands-on, clinically contextualized introductory biostatistics workshop was well received and associated with significant short-term improvements in objective knowledge and statistical self-efficacy, suggesting that this approach may be feasible and acceptable as an entry point for postgraduate rheumatology biostatistics training. Further controlled and longitudinal studies are needed to determine durability, transfer to practice, and broader generalizability.</p> Graphical Abstract <p></p>

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A clinically contextualized, hands-on biostatistics workshop for rheumatology fellows-in-training: a quasi-experimental pre–post educational intervention study

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  • 发表日期：

    2026年5月26日

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  • Ertugrul Cagri Bolek,
  • Rabia Deniz,
  • Ali Ekin,
  • Fatih Yildirim,
  • Aysenur Yilmaz,
  • Cemal Bes,
  • Nilufer Alpay Kanitez

摘要

Background

Biostatistics and statistical literacy are essential competencies in postgraduate medical education, yet structured, clinically relevant training remains limited in many subspecialty settings. Evidence in postgraduate rheumatology biostatistics education is particularly scarce. This study evaluated the educational impact of a hands-on introductory biostatistics workshop delivered to rheumatology fellows using clinically contextualized examples relevant to rheumatology practice and research.

Methods

This was a single-group pre-test/post-test quasi-experimental educational study with post-course evaluation and qualitative feedback analysis. The workshop was designed for rheumatology fellows and early-career rheumatologists and focused on clinically contextualized, applied biostatistics. Objective knowledge was assessed using a 15-item dichotomously scored test (score range 0–15), and self-efficacy was assessed using an 8-item Likert-type scale (score range 8–40). Matched pre–post changes in objective knowledge and self-efficacy were analyzed using the Wilcoxon signed-rank test. Course ratings were summarized descriptively, and open-ended responses were analyzed using descriptive content analysis.

Results

A total of 48 participants attended the workshop; 30 completed the pre-test, 41 completed the post-test, and 23 completed both assessments. Objective knowledge scores were significantly higher after the workshop, with the median increasing from 6.0 to 12.0 and the mean from 6.3 ± 3.5 to 10.0 ± 3.4 (p < 0.001; Z = -3.74; r = 0.82). Total self-efficacy scores were also significantly higher, with the median increasing from 14.0 to 31.0 and the mean from 18.4 ± 10.6 to 30.0 ± 8.0 (p < 0.001; Z = -4.11; r = 0.88). Post-course evaluations were favorable, with the highest ratings for preference for practical training (mean 4.5 ± 0.9) and overall satisfaction (mean 4.3 ± 1.1). Qualitative feedback emphasized hands-on learning, interactive teaching, instructor support, the need for more practice, and interest in advanced follow-up content.

Conclusions

This hands-on, clinically contextualized introductory biostatistics workshop was well received and associated with significant short-term improvements in objective knowledge and statistical self-efficacy, suggesting that this approach may be feasible and acceptable as an entry point for postgraduate rheumatology biostatistics training. Further controlled and longitudinal studies are needed to determine durability, transfer to practice, and broader generalizability.

Graphical Abstract