Stats-Healthcare Professionals is one of the most exciting courses in the university. Although the course aimed at equipping me with statistics and other knowledge necessary for healthcare professionals, I had various experiences that shaped my attitude toward my profession. At first, I was nervous about the course, since I was not a mathematics person. I had difficulties understanding statistical concepts during the lessons of the first week. However, our instructor’s idea of working as a group encouraged me to work hard like any other student. Moreover, my group members were active and always ready to help me understand any concept taught in class. For instance, one of my group mates took me through the SPSS software and explained its functionality. Therefore, my personal experiences during the course were handy for understanding statistical knowledge.
Although the course was interesting, various changes can be made to make it more interesting. In the first two weeks, we were involved in intense research activities. However, the majority of the research work was assigned to groups, and not individual students. The instructor should involve the learners in thorough research through frequent assignments. Additionally, the work should be assigned to individual students to enhance their research skills, since many were dependent to enable on their specific group mates. While the course materials involved the use of statistical software such as Microsoft Excel, I felt that we did not practice enough. Therefore, an emphasis should be made on the practical. Practicing what is learned in class is one of the greatest mechanisms for students to easily grasp knowledge (Farha et al., 2021). Furthermore, the students should be familiarized with the software used in the majority of the healthcare centers to help them do personal research and learn more about the software. Therefore, improving the mode of assessment and intensifying research activities would improve students’ performance.
References
Farha, R. J. A., Zein, M. H., & Al Kawas, S. (2021). Introducing integrated case-based learning to clinical nutrition training and evaluating students’ learning performance. Journal of Taibah University Medical Sciences, 16(4), 558-564. Web.