Barriers to Effective Biostatistical Learning in Medical Colleges and Strategies for Improvement

Abstract

Background:
Biostatistics is a critical component of medical education, essential for evidence-based practice and clinical decision-making. However, many medical students face significant challenges in learning biostatistics, which impacts their ability to apply statistical reasoning effectively in clinical and research settings. This study aimed to explore the barriers to effective biostatistical learning and identify strategies for improvement among medical students at King Faisal University.

Methods:
A cross-sectional study was conducted among 563 medical students at King Faisal University. Data were collected using a structured, self-administered questionnaire that assessed demographic information, barriers to learning biostatistics, attitudes toward the subject, and preferred teaching strategies. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data from open-ended questions were analyzed thematically.

Results:
The most significant barriers identified were perceived irrelevance of biostatistics to clinical practice (62.5%), inadequate foundational knowledge in mathematics (58.8%), and ineffective teaching methods (54.7%). Anxiety and fear of the subject were reported by 32.1% of students. Preferred teaching strategies included problem-based learning (72.5%) and case-based teaching (68.6%). Despite access to statistical software, only 38.4% of students felt confident using these tools.

Conclusion:
The findings highlight the need for curriculum reforms, practical teaching approaches, and better integration of biostatistics into clinical contexts. Addressing these barriers and adopting student-centered strategies can enhance learning outcomes and equip students with essential analytical skills for evidence-based medicine.