Quantitative Research Methods
Pp. 97-108 (12)
Ann Vander Stoep, Jim Gale, Michelle Garrison and Susan Buskin
When public health graduate students enroll in their first epidemiology and
biostatistics courses, they vary widely in their knowledge of and comfort with
quantitative research methods. This chapter highlights the challenges and rewards of
presenting quantitative concepts to students using a problem-based learning (PBL)
approach. We suggest adaptations to usual PBL practice to optimize learning for a
diverse group of learners. We introduce instructors to a variety of teaching tools for
conveying quantitative methods course learning objectives. We provide synopses of six
PBL cases and suggest ways to develop cases that incorporate “shoe leather
epidemiology” and meet community data analytic needs. Finally, we contrast learning
through lecture with learning through experience, arguing that with PBL, students gain
knowledge about quantitative research methods that is more than skin deep, and as
such, has longer and deeper staying power when graduates embark on their careers as
public health practitioners.
Biostatistics, Case writing, Community-based teaching, Didactic
versus experiential instruction, Epidemiology, Learning environment, Learning
objectives, Math anxiety, Preparing public health practitioners, Problem-based
learning, Public health learners, Public health pedagogy, Public health practice,
Quantitative methods, Teaching.
University of Washington, Seattle, WA, United States.