IMS Magazine - Summer 2012 edition in PDF format - Institute of ...

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 under-
standing 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