On Educational Improvement of Medical Statistics in Medical Education〜view point of Technique of Statistical Analysis used in Medical papers.

[目的]我们重点研究了日本和国外医学学术论文中使用的统计分析技术，旨在通过考察医学论文中统计分析所用的统计技术在哪里得到适当的选择，检查是否确实存在错误使用的情况，这种现象是否源于包括医学研究课程在内的教育体系，并澄清分析技术之间的定性和定量差异，从而找到如何改进医学统计学教育的问题。[方法]1.调查国外医学培训机构的医学统计学教育课程，并将其与日本的课程进行比较。2.我们收集的论文使用近十年来日本和国外主要医学期刊中的生物统计，检查是否正确选择了统计技术，并对不正确使用的情况进行了研究。[结论]1.我们对日本Medi…的调查更多的CAL期刊显示，排名前三。以“(1)检验_X2”为首，其次是“(2)t检验和(3)相关分析”，占分析技术总使用量的70%。在欧洲语种期刊中，(1)t检验位居榜首，继续(2)非参数检验，(3)单因素方差分析(4)多组比较(5)Logistic回归模型分析。2.医学统计学在全国20%(2个单位，30小时)的病例中被列为独立教育学科。在第三年，研究对象通常在卫生学或公共卫生专业学习几个小时，或者，在其他一些情况下，与流行病学或医学信息学相结合，后者从流行病学的角度给出分析方法。另一方面，在美国和德国，它以生物统计学或生物测量学的名义成立了一个独立的学术单位，并指派了自己的教育人员团队。3.统计技术的不正确使用和质量低劣在日文期刊上比在欧洲语种期刊上更为突出。由于医学系统计教育体系不健全，希望在临床培训现场加强使用适当软件的实践教育，更不用说基础教育了。较少

【Purpose】We have focused on techniques of statistical analysis used in academic theses in medicine in Japan and abroad aiming at finding how to achieve improved education of Medical Statistics by reviewing wherether appropriate statistical techniques are chosen for statistical analysis in medical theses as well as by examining whether if there are in fact cases of erroneous uses and whether such a phenomenon derives from the educational system including curriculums of medical study together with clarification of qualitative and quantitative differences among analytical techniques.【Method】1.We surveyed actual educational curriculums of Medical Statistics in medical training institutions abroad and compared them with those in Japan.2.We collected theses using Biostatistics among principal medical journals in Japan and abroad for the last ten years, checked if statistical techniques had been properly selected and studied on cases of incorrect uses.【Conclusion】1.Our survey of Japanese medi … More cal journals indicates that the top ranking three. headed by "(1)test _X2" followed by "(2)t test and (3)correlation analysis", have 70% share in the total use of analytical techniques. Among journals in European languages "(1)test t" ranks at the top, continued to (2)non-parametric-test, (3)ANOVA (4)Comparison of multiple Groups (5)Logistic regression model analysis.2.Medical Statistics is given a status as an independent educational subject in 20% (2 units, 30 hours) of the cases nationwide. The subject is often given several unit-hours out of Hygiene or Public Health during the third year or, in some other instances, is combined with Epidemiology or Medical Informatics in which analytical methodology is given from the viewpoint of Epidemiology. On the other hand, in the United States and Germany it constitutes an independent academic unit under the name of Biostatistics or Biometry with its own team of educational staff assigned.3.Incorrect use of statistical techniques and its inferior quality is more conspicuous in journals in Japanese than those in European languages. As the cause is attributed to the inadequate educational system for Statistics in Medical Faculties, it is desired that practical education using proper software at the site of clinical training be strengthened, not to mention of basic education. Less