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VIEWPOINT A Numbers Game Why an article about statistics shouldn’t make you want to turn the page By Allison Rosen What do Chi-squared tests, t-tests and ANOVAs all have in common? Some might contend that they are all statistical tests, but others will attest that they are all things that give graduate students a headache. But why do so many students harbor negative attitudes towards statistics? These tests are there to help us—to validate our results and help our interpretations. Right? The IMS Magazine conducted a series of interviews to provide a snapshot of what graduate students face when approaching statistics. “I’m not comfortable with statistics.” IMS MSc Student Jack* professed this view, and he certainly does not stand alone. Many graduate students interviewed for this article confessed that they do not feel they have enough knowledge of statistics to perform the tests necessary to properly interpret their experiments. Poor knowledge of statistics can have a big impact in graduate school. Jack explains, “It has made my ability to analyze and interpret my own research data more challenging. I have had to teach myself things along the way, or seek significant help from labmates and outside sources; it’s been … a definite source of frustration.” Another IMS student agreed with this sentiment: “I am only confident using very basic statistical tests that apply to my data,” claims Lauren*, a PhD student. “Statistical analysis is a huge part of my research. My limited knowledge on the subject often limits my interpretation of my data and ability to clearly understand research articles,” Lauren elaborates. Jack confessed that although he has not yet been affected by his lack of adequate statistical knowledge, this problem will become more prominent as he prepares to defend his thesis. “We use a statistician, so really I just need to know how to make data look pretty in Excel.” But not all students share these negative views. Corinne Daly, who recently defended her MSc, and Richard Foty, currently working on his PhD, share their thoughts. “As an epidemiologist, I spend a good portion of my day analyzing data or reviewing articles, so over time I’ve gotten comfortable with the math. It’s the interpretation of those results, however, that I am most interested in. Statistical analysis is just the tool I use to get me there,” explains Richard. Corinne expands by explaining that her familiarity with statistics has been helpful in understanding rounds presentations, publications, and explaining her research. “An understanding and appreciation of statistics has been indispensable in my research career,” states MSc student Benjamin Mora. Contrasting feelings towards statistics aside, all of these students agree that knowing statistics is important. Amy*, an IMS student completing her MSc, explains that despite her discomfort with statistics, she understands its importance. “Better knowledge of statistics can help tremendously in understanding papers beyond simple P-values; it allows for critical analysis, which is a skill all graduates need to learn.” Amy further elaborates on the level of statistical knowledge she believes to be necessary for graduate students. “Whether or not they complete their own analysis or send results off to a statistician, I absolutely believe graduate students should be familiar with statistics—and I’m speaking as someone who currently has very limited statistical knowledge. It’s difficult to gauge the exact level of knowledge needed, but I think it would be universally helpful to understand the various types of analyses available, and Photo courtesy of www.istockphoto.com; ID # 9015523 33 | IMS MAGAZINE SUMMER 2012 GENOMIC MEDICINE
VIEWPOINT more importantly, why they are appropriate under different circumstances.” “You can collect all the high quality data you want, but…you need to have the statistics to back it up,” Corinne emphasizes. However, she also concedes that the issue is more complex than that. “There is never [one] right answer in statistical methods. Most times there are a few ways of looking at the same problem. Problem solving and discussing which method is best for a specific question is necessary sometimes.” Given that most students understand how important statistics are to their research, why do some students still feel negatively about statistics? “I personally think in the IMS, not enough people know much of anything about statistics,” Corinne shares. “[This] makes me question how individuals read and understand other publications out there. However, I definitely think it is the responsibility of a supervisor and surrounding research group to discuss common methods in their field so that graduate students can independently analyze their data and then consult the proper resources when necessary.” While the supervisor holds some responsibility in ensuring a student has adequate statistical knowledge to successfully design and interpret experiments, students also have an onus to take courses to improve their skills. Corinne has taken two statistics courses within the IMS: Biostatistics for Health Scientists and Introduction to Clinical Biostatistics, and recommends that other graduate students follow suit in order to understand the statistics necessary for their research projects. “These courses definitely provided a foundation for understanding methods and theory behind basic and more advanced statistical methods. However, applying what you know…is a whole new ball game. Only through repeated practice and discussion with my research group have I learned the meaning of statistical tests that I learned about in those courses.” While Corinne has already taken many courses to become familiar with statistics, most students have not. “My only formal introduction to statistics was through a very brief component of an undergraduate biol- ogy course that touched upon biostatistics. I have never taken an entire course dedicated to statistics at either the high school or undergraduate level,” confides Amy. Enter Dr. Paul Corey. Corey has a number of positions teaching statistics within the University of Toronto. He teaches both Biostatistics for Health Scientists and Introduction to Clinical Biostatistics in the IMS. “Every good researcher asks whether [an] observed difference is likely to be due entirely to chance,” Corey explains. However, he also recognizes that a problem does exist and shares a story of a former student who, after completed a class assignment on a paper she had published, realized “the published analysis was wrong.” Smaller, more focused courses circumvent current dilemmas involving bloated statistics courses that overwhelm students. “Many students do not have a statistician on their thesis committee and some unfortunate analyses get published,” Corey explains. “There is enormous variation in the statistical literacy of my scientific colleagues.” Surely we do not want to lower the quality of published science. But how extensive should a graduate student’s knowledge of statistics be? Corey discussed his future vision of statistics education in graduate departments. “I think that we are in a stage where there will be more modular courses that will enable students to choose to study only those topics of use for the type of analyses they will need to do in their thesis research. This will increase the interest and dedication of some students. In the future, I predict that there will be more short statistics courses with fewer students in each.” Smaller, more focused courses circumvent current dilemmas involving bloated statistics courses that overwhelm students. Such an approach changes not only research quality, but also opinions and attitudes towards statistics among graduate students. As Corey describes, “Many students begin to truly appreciate the power of statistics when they have to perform the analyses on their own thesis data. A proper teaching and understanding of statistics rests on a few important and basic concepts. These concepts can only be understood by frequent repetition using language and logic.” Corey warns that not all students may be pleased by the changes. “Sometimes students are impatient and just want the facts. That is, they want a cookbook course. This is where the danger lies.” “Students should be able to analyze their own data with a little help from their friends,” Corey goes on to suggest, mirroring the thoughts of many IMS students. “I generally seek help from someone in the lab when I can’t figure out how to analyze my data,” shares Lauren. Even Benjamin, who feels comfortable with statistics, agrees that “in cases where the analysis becomes more convoluted, it is helpful to receive assistance from more experienced researchers or from statisticians.” Corinne also stresses the importance of getting help: “I definitely think that labs and research groups should have access to biostatistical assistance.” “Start by reviewing the literature and see what kinds of tests other scientists have used to answer similar questions,” Richard suggests. “Once you’ve come up with a few possibilities, research them thoroughly and consult a statistician if you can. Finally, present the different methods to your supervisor and committee members and get their recommendations.” Planning ahead and consulting others early on can be a big time saver. Richard advises students to “not be intimidated by statistics; they’re a useful tool. Remember that we all have to look things up. If we knew exactly what we were doing, they wouldn’t call it research.” * Names have been changed to protect the anonymity of the students interviewed Disclaimer: The opinions expressed by the author(s) are in no way affiliated with the Institute of Medical Science or the University of Toronto. Comments are welcome at theimsmagazine@ gmail.com. IMS MAGAZINE SUMMER 2012 GENOMIC MEDICINE | 34
Page 1: IMSMAGAZINE SUMMER THINK, LEARN, DI
Page 4 and 5: COMMENTARY Commentary On ‘A Recon
Page 6 and 7: NEWS AT A GLANCE 05 | IMS MAGAZINE
Page 8 and 9: NEWS AT A GLANCE NEWS&VIEWS JULY 28
Page 10 and 11: SPOTLIGHT Translational research an
Page 12 and 13: IMS SCIENTIFIC DAY HIGHLIGHT IMS SC
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Page 16 and 17: FEATURE Ethics and Challenges of De
Page 18 and 19: FEATURE Psychiatric Pharmacogenetic
Page 20 and 21: FEATURE Spit for Science: A Populat
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Page 26 and 27: SPOTLIGHT Wenjun Xu The best of bot
Page 28 and 29: BOOK REVIEWS Book Reviews Excellent
Page 30 and 31: CLOSE UP Interview with Dr. Gary Re
Page 32 and 33: VIEWPOINT Publish and Perish Why sc
Page 36 and 37: EXPERT OPINION Interactive proteomi
Page 38 and 39: FUTURE DIRECTIONS Dr. Gabriella Far
Page 40 and 41: RESEARCH HIGHLIGHT Genomic medicine
Page 42 and 43: PAST EVENTS PAST EVENTS This year
Page 44: READ IT ONLINE IMSMAGAZINE http://i

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