A Simulation-Based Approach to Teach Interaction Effects in Postgraduate Biostatistics Courses

• Published in: Journal of statistics and data science education Vol. 32; no. 4; pp. 395 - 404
• Main Authors: Orsini, Nicola, Thiesmeier, Robert, Båge, Karin
• Format: Journal Article
• Language: English
• Published: Alexandria Taylor & Francis Ltd 2024; Taylor & Francis Group
• Subjects: Biostatistics; Body Composition; COVID-19; Doctoral Students; Educational Strategies; Epidemiology; Interaction analysis; Interaction Process Analysis; Learning Activities; Linear regression; Monte Carlo Methods; Multiple Regression Analysis; Problem-based learning; Public Health; Sampling distributions; Science Education; Science Instruction; Simulation; Simulation-based teaching; Statistical Data; Statistics Education; Teaching Methods; World Problems
• ISSN: 2693-9169; 2693-9169
• DOI: 10.1080/26939169.2024.2394536

Simulation-based teaching can be a valuable method for learning statistical concepts. Its practical implementation for health-related subjects is seldomly evaluated. We propose a simulation-based approach to teach interaction effects in a postgraduate biostatistics course. We describe the steps involved in organizing and implementing a simulation-based activity and evaluate its execution. Mainly master and doctoral students in medical sciences (public health/epidemiology) participated to a 3-hr long online workshop on interaction effects. We presented one main learning activity, broken down into six progressive steps, from visualizing an interaction effect to investigating samples leading to erroneous inference. A total of 85 people attended of which 53 filled out an evaluation survey. Most (89%) of the respondents reported that the proposed activities helped them better understand interaction effects. A qualitative content analysis of free-text answers indicated that learning activities focusing on interaction effects in this way were useful for developing an understanding of both the meaning of statistical models and their interpretations. We conclude that a simulation-based approach can be a useful and interactive tool to create a valuable learning experience. The materials provided in this article can serve as a starting point for teachers who wish to implement such a method.