Establishing a Certificate in the Analysis of Medical Data: A Cross-Sectional Evaluation of a Continuing Professional Development Course in Biostatistics in for healthcare professionals in Qatar

Establishing a Certificate in the Analysis of Medical Data: A Cross-Sectional Evaluation of a Continuing Professional Development Course in Biostatistics in for healthcare professionals in Qatar | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Establishing a Certificate in the Analysis of Medical Data: A Cross-Sectional Evaluation of a Continuing Professional Development Course in Biostatistics in for healthcare professionals in Qatar Saima Ali, Deema Al-Sheikhly, Laudy Mattar, Phyllis Navti, Soha Dargham, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-4563658/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 17 Oct, 2025 Read the published version in BMC Medical Education → Version 1 posted 4 You are reading this latest preprint version Abstract Background : Healthcare professionals often face challenges in conducting and publishing research, citing a lack of biostatistical knowledge and skills as a significant barrier. In response, a Continuing Professional Development (CPD) course was developed to enhance local research capacity. Objective : This paper aims to delineate the establishment and delivery of the biostatistics course for healthcare professionals, while presenting evaluation findings focused on self-reported enhancements in knowledge, competence, and performance. Additionally, potential areas for course refinement are explored. Method: A cross-sectional descriptive analysis was conducted, utilizing routine data from evaluations aligned with accreditation standards. Data included attendance records, certificate completions, and findings from two self-report surveys administered post-course. The surveys gauged changes in knowledge and competence, achievement of course objectives, barriers to certificate completion, and long-term outcomes such as research publication. Results: Findings indicated widespread consensus on meeting course objectives, albeit with challenges noted in certain intermediate and advanced topics. Participants reported notable improvements in knowledge, competence, and performance, underscoring the course's efficacy. Long-term assessment revealed sustained biostatistical skills, with a majority crediting the course for manuscript drafting (over 50%) and publication support (42%). Conclusion: The CPD course in biostatistics yields positive outcomes in knowledge, competence, and performance among healthcare professionals. Identified challenges in advanced topics and certificate completion warrant improvements such as extending course duration, integrating cost-effective online platforms, and offering enduring material for comprehensive review. Rigorous research methodology is crucial for exploring causal relationships and enhancing the effectiveness of research capacity-building initiatives in the region. Biostatistics education Continuing Professional Development (CPD) Research capacity-building Healthcare professionals Figures Figure 1 Figure 2 Introduction Empirical research plays a pivotal role in healthcare and the advancement of scientific and medical knowledge. To practice evidence-based medicine effectively, healthcare professionals (HCPs) need skills to comprehensive assess original research, staying informed of the latest findings. This entails critically evaluating the study's design, data analysis, and interpretation of findings to make informed clinical decisions ( 1 ). Furthermore, healthcare professionals are encouraged to engage in research, with evidence suggesting benefits to patient care outcomes, healthcare performance, and workforce satisfaction ( 2 – 4 ). Priorities for research can vary between countries due to differences in disease epidemiology and healthcare systems. Consequently, localized data plays a crucial role in the development of novel treatments or alternative approaches to ensure relevant and optimal service provision ( 5 – 7 ). Qatar, a rapidly developing Middle Eastern country, has made significant progress in economic, demographic, and social spheres in recent decades. Aligned with the National Vision for 2030 (QNV2030), Qatar has heavily invested in healthcare and research development to promote increased research output among HCPs, including physicians, nurses, and pharmacists ( 8 – 10 ). However, research conducted among HCPs in various countries worldwide consistently highlights deficiencies in understanding research methodology, particularly in statistical methods as prominent impediments to research progress ( 9 , 11 – 13 ). These findings are echoed in the Middle East with several studies revealing poor levels of knowledge in biostatistics among different HCP groups, particularly regarding statistical software and advanced statistical methods ( 6 , 9 , 14 – 17 ). Within the Qatari context, research endeavors have primarily centered on pharmacists, with studies indicating a positive inclination among them to actively participate in all facets of the research process including the analysis and interpretation of data ( 5 , 18 ). Despite their confidence in the research process, many acknowledge difficulties in statistical analyses using software like IBM-SPSS and STATA, as well as in applying inferential statistical tests ( 5 ). A lack of proficiency in biostatistics therefore limits the ability of HCPs to conduct and disseminate high quality research ( 5 , 7 ). Moreover, these findings bear implications beyond academic concerns, affecting the reliability of research outcomes and undermining evidence-based decision-making in healthcare ( 19 ). Thus, a foundational understanding of biostatistics is critical for the effective implementation of evidence-based practice in healthcare ( 20 ). The limited availability of postgraduate statistics courses designed for busy healthcare professionals presents a challenge for those aiming to enhance their statistical proficiency amidst demanding work schedules ( 9 ). In response a Continuing Professional Development (CPD) course in biostatistics tailored to the needs of HCPs was established. The course was strategically designed as an accredited continuing education (CE)/CPD activity to address the inherent challenges faced by healthcare professionals who face barriers to participation due to time constraints. Acknowledging the mandatory nature of professional development for HCPs, the course would allow a structured and accredited avenue for professionals to enhance their proficiency in biostatistics. The accreditation requirements underscored the need to collect data and information to evaluate whether the course aims and objectives have been met through a CPD activity. Following the data collection, CPD providers are tasked with reviewing the information, compare it to anticipated changes, and making necessary adjustments for future courses to enhance effectiveness. This systematic approach facilitates a process of quality improvement for accredited CPD providers. This paper aims to describe the development of a biostatistics course for HCPs and present participant feedback derived from the evaluation process following two cohorts of HCPs completing the training. The evaluation data focuses on participants' self-reported achievement of course objectives post-CPD activity and perceived impacts on three criteria: knowledge, competence, and performance. The analysis also identifies potential barriers and challenges in completing the certificate of analysis and meeting course objectives. Method Process for the development of the certificate The establishment and delivery of the program was a multistage process designed to conform to the Division of Healthcare Professionals and Accreditation Council for Continuing Medical Education’s (ACCME) standards ( 21 , 22 ). The process began with a gap analysis informed by a review of the literature and the personal experiences of the course director-an experienced senior statistician actively engaged in advising HCPs on statistical analysis and study design. The next phase of the process advanced with the collaboration of the CPD division at Weill Cornell Medicine-Qatar. This engagement was essential to ensure that the course development adhered to accreditation requirements and that measurable learning outcomes were identified. To align with accreditation standards, a scientifically diverse advisory committee was convened to deliberate on key aspects such as course content, software selection, and the practical applicability of the curriculum within their respective fields. Through this collaboration a three-day CPD course in biostatistics was designed, comprising of introductory-, advanced- and intermediate-level workshops. Conducted over three consecutive weekends, the workshops were designed to promote research output by providing HCPs with foundational skills for organizing and managing data using IBM-SPSS software, along with comprehensive knowledge and practical expertise in the analysis and interpretation of biostatistical data. Optional written assignments were designed to be completed following each workshop with the aim of fostering active learning and reinforcing the skills acquired during the sessions. A Certificate in the Analysis of Medical Data was awarded to participants successfully completing all three assignments—an accolade highly valued in the region and thus hoped to further enhance the incentive for participation and dedication to the program. The three sets of workshops were delivered face-to-face during two cohorts, the first in 2019 and the second in 2020 and were open to all HCP groups. The approach to training involved small group hands-on-training with real-life case-study examples complemented with didactic lectures. Participants actively applied their learning during the workshops, benefiting from facilitator support. Approximately one week post completion of each workshop, participants received the optional assignment. Assignments were completed using IBM-SPSS software in addition to written questions evaluating interpretation and understanding. Coursework underwent assessment by the course director and participants who successfully completed all three assignments were awarded with the certificate. The course was accredited by the Accreditation Council for Continuing Medical Education (ACCME) Design and data collection A cross-sectional descriptive analysis utilized anonymous routine data collected during course administration and program evaluation. This involved a post-activity survey distributed upon completion of all accredited CPD activities. To address longitudinal objectives, including enhanced research output, an additional survey was administered 12-months following the final workshop. This extended timeframe aimed to ensure a thorough evaluation of the program's impact on research productivity and provided participants with sufficient time for reflection on encountered barriers and challenges. Additionally, operational data from the CPD division included attendee numbers and issued participant certificates. Post-activity Evaluation One week following each workshop, participants received an email a link to the post-activity evaluation for accredited CE/CPD activities. Completion of this survey was incentivized by offering a certificate of completion for each workshop. The survey covered aspects such as registration, marketing, venue, speakers, and disclosure of commercial bias. This paper focuses on responses regarding the course's perceived impact and achievement of objectives, rated on a 5-point Likert scale from strongly disagree to strongly agree. Questions included: 1) New knowledge acquisition, 2) Impact on competence, 3) Impact on performance, and 4) Potential effect on patient outcomes. Additionally, participants rated the workshop format on a 3-point Likert-scale (Yes, somewhat, no), with an open-ended question for further comments. Program Evaluation In February 2021, an anonymous survey was emailed to all attendees of the 2019 and 2020 workshops using the Qualtrics survey distribution tool. The survey aimed to evaluate impact of the workshops in supporting participants to draft and publish a manuscript as well as to understand the interpretation of data and perform statistical analyses (Fig. 2 ). Responses to 7 items (Fig. 2 ) were rated on a 5-point Likert scale. Three open ended questions were also included to gauge potential difficulties participants encountered with completing the ‘Certificate in the Analysis of Medical Data’ as well as barriers towards achieving the long-term outcomes, and an opportunity for further comments. Analysis Data from the surveys were summarized using frequencies and percentages using IBM-SPSS software (version 20, Armonk NY, USA). Due to the anonymous nature of the two surveys, it was not possible to cross-link responses between them. Open ended questions were categorised thematically and presented as frequencies of occurrence. The project was granted ethical exemption following review by the local Institutional Review Board. Results The overall number of attendees at the introductory, intermediate, and advanced workshops for the 2019 and 2020 cohorts was 91, 84 and 60 respectively. In 2019, 27 (77%) participants attended all three workshops and of these 11 (31%) participants chose to complete the certificate of analysis of medical data. Thirty-three (59%) of participants completed all three workshops in 2020 with 15 (26%) electing to complete the certificate. Of the 235 attendees from both cohorts who received the link to the program evaluation survey, 216 (92%) completed the post-activity evaluation and 46 (20%) completed the program evaluation survey. Post-activity Evaluation The number and percentage of attendees completing the post-activity evaluation for the introductory, intermediate, and advanced workshops was 89 (98%), 75 (89%) and 52 (87%). Table 1 summarizes respondents' levels of agreement regarding the attainment of the workshop objectives. Most responses exhibited near-unanimous agreement, ranging between 83% and 100%, encompassing individuals who both agreed and strongly agreed. The level of agreement showed a decline for intermediate and advanced topics, as a notable number of participants expressed neutrality or disagreement regarding the achievement of objectives (Table 1 ). This trend was particularly noted in areas such as non-parametric statistics (10%), fitting a Kaplan Meier curve (17%), computing median survival, and interpreting Hazard ratios and their confidence intervals (17%). Table 1 Number and percent of participants agreement with the extent to which each workshop learning objective was met Learning Objective Strongly agree N (%) Agree N (%) Neutral N (%) Disagree N (%) Strongly disagree N (%) Introductory N = 89 Use IMB statistics to enter code and manage data 55 (62) 34 (38) -- -- -- Summarize variables in both numbers and graphs; and 56 (63) 33 (37) -- -- -- Use IBM-SPSS to apply basic analysis of numeric outcomes and categorical outcomes 54 (61) 33 (38) 2 ( 2 ) -- -- Intermediate N = 75 Fit a linear regression to examine the relationship between a numeric dependent variable and one or more independent variables 44 (59) 25 (33) 6 ( 8 ) -- -- Fit a logistic regression to examine the relationship between a categorical dependent variable and one or more independent variables 46 (61) 25 (33) 4 ( 5 ) -- -- Test for interaction in regression; 43 (57) 26 (35) 6 ( 8 ) -- -- Assess confounding in regression. 41 (55) 28 (38) 6 ( 8 ) -- -- Advanced N = 52 Generate a multiple linear regression 33 (63) 17 (33) 2 ( 4 ) -- -- Generate multiple logistic regression 30 (58) 20 (38) 2 ( 4 ) -- -- Analyze data from a one-way ANOVA 29 (56) 20 (38) 3 ( 6 ) -- -- Analyze data using non-parametric statistics 28 (54) 19 (36) 4 ( 8 ) 1 ( 2 ) -- Fit a Kaplan Meier curve and compute median survival 26 (50) 17 (33) 7 ( 13 ) 2 ( 4 ) -- Interpret Hazard ratios and their confidence intervals 25 (48) 18 (35) 8 ( 15 ) 1 ( 2 ) -- Table 1 . Findings from the post-activity evaluation are summarized in Fig. 1 . The greatest perceived impact of the workshops was observed for obtaining new knowledge (88%) followed by impact on competence (86%) and performance (77%). Fewer participants felt that the skills obtained from the workshops could potentially affect patient outcomes (57%). For all 216 participants completing the surveys, 209 (97%) agreed that the format was appropriate for the workshops, 6 (3%) felt it was somewhat appropriate and 1 (0.5%) did not agree. The open-ended question regarding the workshop format received 13 responses. Of these 5 respondents emphasized the need for a longer duration preferably over an additional day and including more time for questions and answers. Three respondents requested further case-based presentations, and three asked for more hands-on learning activities. One participant emphasized the necessity for greater participant engagement and further proposed the incorporation of breakout sessions for specific subtopics. Figure 1 . Program Evaluation Of the forty-six respondents, 39 (85%) completed all workshop levels and 42 (91%) completed the introductory and intermediate workshops. Participants’ perceived impact from attending the workshops is summarized in Fig. 2 . Most participants felt that attending the workshops allowed them to improve their ability to enter and manage data on IBM-SPSS (74%) and conduct simple survival analysis (74%), as well as improve their understanding of scientific literature (72%). In comparison 54% felt the workshops had provided skills to enable them to draft a new manuscript and 41% credited the training with having provided supported to publish a manuscript. Twelve respondents answered the question “If you did not complete the certificate, could you please explain why you did not do so?”. Of these, three respondents discontinued the course following the introductory workshop and cited either not being able to attend in person; not being able to keep up with the pace of the session or the cost of the workshop as “ barriers” . Two participants who discontinued the course following the intermediate class also cited not being able to attend in person. Six of the participants who provided a reason for not completing the certificate completed all three workshops. Reasons for not having completed the certificate included lack of time (N = 2), not being able to recall the material, having missed some of the course content, not needing the certificate and not having access to IBM-SPSS. Ten participants responded to the open-ended question regarding the barriers faced when considering the impact of the workshops as well as any other comments. In terms of barriers, five participants explained that they required more time to gain practical experience with the material they had covered during the sessions. Two participants requested either a recording of the workshops or them to be repeated online in order to review the material. One participant explained that they had not completed all the workshops to gain the necessary knowledge and skills to write a manuscript. Two participants highlighted the cost of the course as a potential barrier to future attendance. Figure 2 . Discussion Global interest towards enhanced research capacity among HCPs stems from numerous benefits including developing critical thinking skills and a culture of evidence-based practice which ultimately can improve practice and patient outcomes ( 1 ). In line with this, Qatar has given significant priority to and made substantial investments in academic research, as outlined in QNV 2030 ( 8 ). Nonetheless, for these investments to manifest as tangible research outcomes, it is imperative for HCPs to address obstacles that might impede research progress, including deficiencies in biostatistical knowledge. This paper describes the process of design and the findings from an evaluation of a three-day CPD course in biostatistics for HCPs. The decision to develop the course as an accredited CPD activity ensured a structured and evidence-based methodology. Accreditation requirements also emphasized the importance of gathering and evaluating data to assess the aims and objectives, providing a robust framework to ensuring the course's relevance and impact. The evaluation affirmed participants' success in achieving course objectives, with some challenges identified in intermediate and advanced topics. Feedback revealed that while most participants found the workshop format acceptable, there was a preference for extended course duration and enhanced active learning opportunities. Additionally, participants expressed a preference for online and recorded materials to facilitate recall and comprehensive review. These findings align literature indicating extended course duration and ongoing exposure to material can yield improved outcomes and sustained changes ( 23 ). Consequently, these findings underscore the importance of allocating sufficient time for in-depth exploration of advanced topics as well a potential advantage in incorporating enduring material for future courses. It is noteworthy that only an approximate third of participants chose to complete the certificate, with physical attendance emerging as a significant barrier and time constraints and associated costs cited as reasons for not attending all three workshops. The literature consistently highlights time and cost as barriers to CPD attendance, prompting exploration of online modalities as a potential time-saving and cost-effective alternative ( 24 , 25 ). While research in Qatar indicates physicians' openness to diverse CPD formats ( 24 ), additional studies are crucial to assessing participant experiences and comparing the effectiveness and cost-effectiveness of online delivery to traditional face-to-face workshops in teaching skills in biostatistics. Participants also highlighted a lack of necessity for the certificate, suggesting that that the incentive of a certificate may not be as effective as anticipated. This aligns with the findings from a recent study demonstrating HCP’s preferences for courses that enhance knowledge and skills, even without an associated qualification ( 26 ). The findings therefore indicate a need to investigate alternative approaches including an emphasis on intrinsic motivation through activities that consolidate learning, to improve participant engagement with the material. Participants provided particularly high evaluations regarding the course’s impact on knowledge acquisition, competence, and improved performance. Notably, prior studies conducted among HCP in Qatar identified low levels of research self-efficacy, particularly among pharmacists and physicians ( 5 , 27 ). Research self-efficacy pertains to the participants’ confidence in demonstrating research skills including statistical analysis, empowering individuals to critically assess published information and apply evidence-based medicine ( 27 ). low levels of self-efficacy in research have been associated with difficulties in making clinical decisions as well as impeding continuous professional development and hindering research output ( 5 , 27 , 28 ). Our results illustrate that participants perceived a notable enhancement in their ability to apply and integrate newly acquired skills into practice due to their participation in the biostatistics workshops and thus could be a positive step towards increasing research productivity in the healthcare workforce. Fewer HCPs perceived the course could affect patient outcomes compared to knowledge, competence, and performance, contrasting with previous research emphasizing positive attitudes towards research and evidence-based practice ( 6 , 18 , 29 ). Nonetheless, improving patient outcomes remains a primary driver for promoting research-active practitioners ( 30 ). Enhancing knowledge of statistical methods could enhance access to evidence-based medicine, potentially leading to better healthcare ( 16 ). Further research is needed to understand factors influencing perceptions and potential interventions. The longer-term program evaluation demonstrated positive perceptions of the course's impact on participants' ability interpret data and to perform statistical analyses indicating the potential for sustained benefits beyond the immediate post-course period. Furthermore, almost half of the respondents credited the course with the ability to draft and publish a manuscript. While highlighting the beneficial impact of a 3-day biostatistics course on HCPs' statistical analysis skills and research capacity, addressing limitations is essential. The anonymized nature of the data and the inability to correlate survey responses across various evaluation stages pose challenges in establishing causal relationships and exploring nuances between outcomes. It is essential to note that the program evaluation was not designed or powered to explore statistical differences; rather, it provides a descriptive snapshot of participant experiences. Moreover, the limited response rate and the inherent risk of selection and positive response bias should be acknowledged, potentially limiting generalizability and inflating the perceived impact of the course. Future research should employ robust designs with objective measures and longitudinal approaches, complemented by qualitative methods for more comprehensive understanding of the barriers and challenges faced by HCPs in acquiring statistical analysis skills and enhancing their research profile. As Qatar continues its investments in healthcare and research development, strengthening the research capabilities of HCPs becomes crucial for ensuring evidence-based practice. This evaluation shows the biostatistics course positively impacts knowledge, competence, and performance among healthcare professionals in Qatar. Subsequent to this study, course improvements, including extended duration and hybrid delivery options, have led to a rise in certificate completions. These findings offer insights for refining course structure and addressing challenges, contributing to ongoing research capacity development. Conclusion This study presents a tailored CPD course in biostatistics for Qatar's healthcare professionals, demonstrating its positive impact on participants' knowledge, competence, and performance in statistical analysis. Addressing biostatistical knowledge gaps through tailored CPD courses can enhance evidence-based practice and research productivity among healthcare professionals. Insights from the study can inform the design of future CPD courses, potentially leading to improved healthcare outcomes and research productivity in Qatar and beyond. Abbreviations HCP Healthcare professionals CPD Continuing professional development ACCME Accreditation Council for Continuing Medical Education Declarations Ethics approval and consent to participate: The study was reviewed by the Weill Cornell Medicine - Qatar Institutional Review Board (IRB), Board reference number: 24-00022, which determined that the project does not meet the definition of research, and therefore, ethics approval and consent were not required. Consent for publication: Not applicable. Availability of data and materials: The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Competing interests: The authors declare that they have no competing interests. Funding: None Authors' contributions: Authors' contributions: SA contributed to data analysis, interpretation, and manuscript drafting. DAS was responsible for the study's conception and design, interpretation of findings, and manuscript revision. LM assisted with the study design and data acquisition. PSMN participated in the study's conception, design, and manuscript revision. SRD supported data analysis and manuscript drafting. MH assisted with data acquisition and analysis. ZRM was involved in the study's conception, design, data analysis, interpretation, and manuscript revision. All authors read and approved the final manuscript Acknowledgements: Not applicable References Sackett DL, Rosenberg WM, Gray JM, Haynes RB, Richardson WS. Evidence based medicine: what it is and what it isn't. BMJ. 1996;312(7023):71–2. Jonker L, Fisher SJ. The correlation between National Health Service trusts' clinical trial activity and both mortality rates and care quality commission ratings: a retrospective cross-sectional study. Public Health. 2018;157:1–6. Shanafelt TD, West CP, Sloan JA, Novotny PJ, Poland GA, Menaker R, et al. Career fit and burnout among academic faculty. Arch Intern Med. 2009;169(10):990–5. Boaz A, Hanney S, Jones T, Soper B. Does the engagement of clinicians and organisations in research improve healthcare performance: a three-stage review. BMJ Open. 2015;5(12). Awaisu A, Bakdach D, Elajez RH, Ibrahim MIM. Hospital pharmacists’ self-evaluation of their competence and confidence in conducting pharmacy practice research. Saudi Pharm J. 2015;23(3):257–65. Al-Khaldi YM. Research in family medicine: Contribution, priorities, and barriers in Saudi Arabia. J Family Community Med. 2023;30(2):137. Windish DM, Huot SJ, Green ML. Medicine residents' understanding of the biostatistics and results in the medical literature. JAMA. 2007;298(9):1010–22. General Secretariat for Development Planning. Qatar National Vision. 2030. 2008. https://www.gco.gov.qa/en/about-qatar/national-vision2030/?__cf_chl_tk=Fnd_Jwl0E8y9zNCeGzz0eb6mzrbJ.AaNX05xPSvEGjI-1713867429-0.0.1.1-1557 . Accessed 24 Apr 2024. Alomari A, Singh K, Hassan N, Wazqar DY. The improvement in research orientation among clinical nurses in Qatar: a cross-sectional study. Nurse Res. 2023;31(1). Awaisu A, Kheir N, Alrowashdeh HA, Barazi R, El Hajj MS. Impact of a pharmacy practice research capacity-building programme on improving the research abilities of pharmacists at two specialised tertiary care hospitals in Qatar: a preliminary study. J Pharm Health Serv Res. 2015;6(3):155–64. Couture F, Nguyen D-D, Bhojani N, Carrier S. Knowledge and confidence level of Canadian urology residents toward biostatistics: A national survey. Can J Urol. 2020;14(10). Polychronopoulou A, Eliades T, Taoufik K, Lindauer SJ, Nassika M. Knowledge of European orthodontic postgraduate students on biostatistics. Eur J Orthod. 2011;33(4):434–40. Hayat MJ, Kim M, Schwartz TA, Clayton M, Liang X, Margrett J. A study of statistics knowledge among nurse faculty in schools with research doctorate programs. Nurs Outlook. 2021;69(2):228–33. Al-Rossais AA, Sayeed S, Khan MS, Al-Johani M, Al-Ghamdi KS, Al-Mutairi SF. Previous involvement in research and knowledge regarding basic research methods among doctors working at primary care in central region, Saudi Arabia. Mater Sociomed. 2020;32(4):263. Khalaf AJ, Aljowder AI, Buhamaid MJ, Alhammadi SA. Attitudes and barriers towards conducting research amongst primary care physicians in Bahrain: a cross-sectional study. BMC Fam Pract. 2019;20(1):20. Jahan S, Al-Saigul AM, Suliman AA. Attitudes to statistics in primary health care physicians, Qassim province. Prim Health Care Res Dev. 2016;17(4):405–14. White G. Producing and utilising research: barriers for a nursing faculty in Oman. Middle East J Nurs. 2013;7(2):7–8. Elkassem W, Pallivalapila A, Al Hail M, McElnay JC, Stewart D. Advancing the pharmacy practice research agenda: views and experiences of pharmacists in Qatar. Int J Clin Pharm. 2013;35(5):692–6. Strasak AM, Zaman Q, Pfeiffer KP, Göbel G, Ulmer H. Statistical errors in medical research-a review of common pitfalls. Swiss Med Wkly. 2007;137(3–4):44–9. Morris RW. Does EBM offer the best opportunity yet for teaching medical statistics? Stat Med. 2002;21(7):969–77. Department of Healthcare Professions. DHP-AS CPD Activity-based Accreditation- Submission Policy. 2024. https://dhp.moph.gov.qa/en/Pages/Accreditation.aspx . Accessed 24 Apr 2024. Accreditation Council for Continuing Medical Education. The ACCME Accreditation Requirements. 2024. https://www.accme.org/publications/accme-accreditation-requirements . Accessed 24 Apr 2024. Mansouri M, Lockyer J. A meta-analysis of continuing medical education effectiveness. J Contin Educ Health Prof. 2007;27(1):6–15. Al-Sheikhly D, Ali S, Navti PSM, Elhadi A, Khamis A. Self-reported preferences and barriers to continued professional development in primary care physicians: a cross-sectional web-based survey in Qatar. BMC Prim Care. 2023;24(1):273. O'Brien Pott M, Blanshan AS, Huneke KM, Seibert CS, Dunlay SM, Satele DV, et al. What Influences Choice of Continuing Medical Education Modalities and Providers? A National Survey of U.S. Physicians, Nurse Practitioners, and Physician Assistants. Acad Med. 2021;96(1):93–100. Cassidy D, Edwards G, Bruen C, Gormley GJ. Are We Ever Going Back? Exploring the Views of Health Professionals on Postpandemic Continuing Professional Development Modalities. J Contin Educ Health Prof. 2023;43(3):172–80. Bougmiza I, Naja S, Alchawa M, Bucheit B, Murad A. Assessing research self-efficacy among primary health care physicians: a snapshot from Qatar. BMC Prim Care. 2022;23(1):107. Zia Z, Salehi A, Amini M, Pahlevan AA. Relationship between research self-efficacy and evidence-based practice in the medical students. J Educ Health Promot. 2022;11:221. Jahan F, Maqbali A, Siddiqui M, Abo Talib M, Jabbar J. Attitude and barrier towards research amongst health care professionals working in primary care service of Oman. J Health Educ Res Dev. 2015;3(144):2. Downing A, Morris EJ, Corrigan N, Sebag-Montefiore D, Finan PJ, Thomas JD, et al. High hospital research participation and improved colorectal cancer survival outcomes: a population-based study. Gut. 2017;66(1):89–96. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 17 Oct, 2025 Read the published version in BMC Medical Education → Version 1 posted Editorial decision: Revision requested 26 Jun, 2024 Editor assigned by journal 25 Jun, 2024 Submission checks completed at journal 25 Jun, 2024 First submitted to journal 11 Jun, 2024 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-4563658","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":319113808,"identity":"dd9ad4fb-8e2c-47d6-9e47-8d021fe8a0b2","order_by":0,"name":"Saima Ali","email":"","orcid":"","institution":"Weill-Cornell Medicine- Qatar","correspondingAuthor":false,"prefix":"","firstName":"Saima","middleName":"","lastName":"Ali","suffix":""},{"id":319113809,"identity":"3c646aab-6933-4739-a8aa-b1a1924aa925","order_by":1,"name":"Deema Al-Sheikhly","email":"","orcid":"","institution":"Weill Cornell Medicine – Qatar","correspondingAuthor":false,"prefix":"","firstName":"Deema","middleName":"","lastName":"Al-Sheikhly","suffix":""},{"id":319113810,"identity":"b627af03-b4b8-4cfd-b53e-6fdb96d355be","order_by":2,"name":"Laudy Mattar","email":"","orcid":"","institution":"Weill-Cornell Medicine- Qatar","correspondingAuthor":false,"prefix":"","firstName":"Laudy","middleName":"","lastName":"Mattar","suffix":""},{"id":319113811,"identity":"2a3ffa47-6b19-4e92-9171-7404230e5db3","order_by":3,"name":"Phyllis Navti","email":"","orcid":"","institution":"Weill-Cornell Medicine- Qatar","correspondingAuthor":false,"prefix":"","firstName":"Phyllis","middleName":"","lastName":"Navti","suffix":""},{"id":319113812,"identity":"a035ec66-aa74-435f-9c32-e285cb5c80d6","order_by":4,"name":"Soha Dargham","email":"","orcid":"","institution":"Weill Cornell Medicine – Qatar","correspondingAuthor":false,"prefix":"","firstName":"Soha","middleName":"","lastName":"Dargham","suffix":""},{"id":319113813,"identity":"e5023136-ec33-4857-ad31-7ea104a5c624","order_by":5,"name":"Mark Healy","email":"","orcid":"","institution":"Weill-Cornell Medicine- Qatar","correspondingAuthor":false,"prefix":"","firstName":"Mark","middleName":"","lastName":"Healy","suffix":""},{"id":319113814,"identity":"c59cc055-bbe8-4d6e-ad09-1ed9cc8efb4d","order_by":6,"name":"Ziyad Mahfoud","email":"data:image/png;base64,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","orcid":"","institution":"Weill-Cornell Medicine- Qatar","correspondingAuthor":true,"prefix":"","firstName":"Ziyad","middleName":"","lastName":"Mahfoud","suffix":""}],"badges":[],"createdAt":"2024-06-11 11:23:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-4563658/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-4563658/v1","draftVersion":[],"editorialEvents":[{"content":"https://doi.org/10.1186/s12909-025-07999-7","type":"published","date":"2025-10-17T15:58:30+00:00"}],"editorialNote":"","failedWorkflow":false,"files":[{"id":60629924,"identity":"747c11da-1e52-47e7-8e40-2115871c4053","added_by":"auto","created_at":"2024-07-19 00:39:57","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":318199,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceived impact of training on knowledge, competence, performance and patient care\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4563658/v1/184fb56b54a02a2c4b8bfafa.jpeg"},{"id":60629923,"identity":"4bf0d8b4-adaa-48d4-9980-95f3575f9ef6","added_by":"auto","created_at":"2024-07-19 00:39:57","extension":"jpeg","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":347038,"visible":true,"origin":"","legend":"\u003cp\u003e\u003cstrong\u003ePerceived impact of training in supporting publication and ability to conduct statistical analysis\u003c/strong\u003e\u003c/p\u003e","description":"","filename":"floatimage2.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-4563658/v1/9fcb294a550ea01a2cfc3c61.jpeg"},{"id":93957050,"identity":"9d3fc92d-9c90-4ead-be53-2e7984b45092","added_by":"auto","created_at":"2025-10-20 16:12:52","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1395417,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-4563658/v1/6ac5bb08-7c0d-4a05-939e-6a42be1bc872.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Establishing a Certificate in the Analysis of Medical Data: A Cross-Sectional Evaluation of a Continuing Professional Development Course in Biostatistics in for healthcare professionals in Qatar","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEmpirical research plays a pivotal role in healthcare and the advancement of scientific and medical knowledge. To practice evidence-based medicine effectively, healthcare professionals (HCPs) need skills to comprehensive assess original research, staying informed of the latest findings. This entails critically evaluating the study's design, data analysis, and interpretation of findings to make informed clinical decisions (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). Furthermore, healthcare professionals are encouraged to engage in research, with evidence suggesting benefits to patient care outcomes, healthcare performance, and workforce satisfaction (\u003cspan additionalcitationids=\"CR3\" citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e).\u003c/p\u003e \u003cp\u003ePriorities for research can vary between countries due to differences in disease epidemiology and healthcare systems. Consequently, localized data plays a crucial role in the development of novel treatments or alternative approaches to ensure relevant and optimal service provision (\u003cspan additionalcitationids=\"CR6\" citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eQatar, a rapidly developing Middle Eastern country, has made significant progress in economic, demographic, and social spheres in recent decades. Aligned with the National Vision for 2030 (QNV2030), Qatar has heavily invested in healthcare and research development to promote increased research output among HCPs, including physicians, nurses, and pharmacists (\u003cspan additionalcitationids=\"CR9\" citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, research conducted among HCPs in various countries worldwide consistently highlights deficiencies in understanding research methodology, particularly in statistical methods as prominent impediments to research progress (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan additionalcitationids=\"CR12\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e). These findings are echoed in the Middle East with several studies revealing poor levels of knowledge in biostatistics among different HCP groups, particularly regarding statistical software and advanced statistical methods (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e, \u003cspan additionalcitationids=\"CR15 CR16\" citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWithin the Qatari context, research endeavors have primarily centered on pharmacists, with studies indicating a positive inclination among them to actively participate in all facets of the research process including the analysis and interpretation of data (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e). Despite their confidence in the research process, many acknowledge difficulties in statistical analyses using software like IBM-SPSS and STATA, as well as in applying inferential statistical tests (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eA lack of proficiency in biostatistics therefore limits the ability of HCPs to conduct and disseminate high quality research (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e). Moreover, these findings bear implications beyond academic concerns, affecting the reliability of research outcomes and undermining evidence-based decision-making in healthcare (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e). Thus, a foundational understanding of biostatistics is critical for the effective implementation of evidence-based practice in healthcare (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe limited availability of postgraduate statistics courses designed for busy healthcare professionals presents a challenge for those aiming to enhance their statistical proficiency amidst demanding work schedules (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e). In response a Continuing Professional Development (CPD) course in biostatistics tailored to the needs of HCPs was established. The course was strategically designed as an accredited continuing education (CE)/CPD activity to address the inherent challenges faced by healthcare professionals who face barriers to participation due to time constraints. Acknowledging the mandatory nature of professional development for HCPs, the course would allow a structured and accredited avenue for professionals to enhance their proficiency in biostatistics. The accreditation requirements underscored the need to collect data and information to evaluate whether the course aims and objectives have been met through a CPD activity. Following the data collection, CPD providers are tasked with reviewing the information, compare it to anticipated changes, and making necessary adjustments for future courses to enhance effectiveness. This systematic approach facilitates a process of quality improvement for accredited CPD providers.\u003c/p\u003e \u003cp\u003eThis paper aims to describe the development of a biostatistics course for HCPs and present participant feedback derived from the evaluation process following two cohorts of HCPs completing the training. The evaluation data focuses on participants' self-reported achievement of course objectives post-CPD activity and perceived impacts on three criteria: knowledge, competence, and performance. The analysis also identifies potential barriers and challenges in completing the certificate of analysis and meeting course objectives.\u003c/p\u003e"},{"header":"Method","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eProcess for the development of the certificate\u003c/h2\u003e \u003cp\u003eThe establishment and delivery of the program was a multistage process designed to conform to the Division of Healthcare Professionals and Accreditation Council for Continuing Medical Education\u0026rsquo;s (ACCME) standards (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e). The process began with a gap analysis informed by a review of the literature and the personal experiences of the course director-an experienced senior statistician actively engaged in advising HCPs on statistical analysis and study design. The next phase of the process advanced with the collaboration of the CPD division at Weill Cornell Medicine-Qatar. This engagement was essential to ensure that the course development adhered to accreditation requirements and that measurable learning outcomes were identified.\u003c/p\u003e \u003cp\u003eTo align with accreditation standards, a scientifically diverse advisory committee was convened to deliberate on key aspects such as course content, software selection, and the practical applicability of the curriculum within their respective fields. Through this collaboration a three-day CPD course in biostatistics was designed, comprising of introductory-, advanced- and intermediate-level workshops. Conducted over three consecutive weekends, the workshops were designed to promote research output by providing HCPs with foundational skills for organizing and managing data using IBM-SPSS software, along with comprehensive knowledge and practical expertise in the analysis and interpretation of biostatistical data. Optional written assignments were designed to be completed following each workshop with the aim of fostering active learning and reinforcing the skills acquired during the sessions. A Certificate in the Analysis of Medical Data was awarded to participants successfully completing all three assignments\u0026mdash;an accolade highly valued in the region and thus hoped to further enhance the incentive for participation and dedication to the program.\u003c/p\u003e \u003cp\u003eThe three sets of workshops were delivered face-to-face during two cohorts, the first in 2019 and the second in 2020 and were open to all HCP groups. The approach to training involved small group hands-on-training with real-life case-study examples complemented with didactic lectures. Participants actively applied their learning during the workshops, benefiting from facilitator support. Approximately one week post completion of each workshop, participants received the optional assignment. Assignments were completed using IBM-SPSS software in addition to written questions evaluating interpretation and understanding. Coursework underwent assessment by the course director and participants who successfully completed all three assignments were awarded with the certificate. The course was accredited by the Accreditation Council for Continuing Medical Education (ACCME)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003eDesign and data collection\u003c/h2\u003e \u003cp\u003eA cross-sectional descriptive analysis utilized anonymous routine data collected during course administration and program evaluation. This involved a post-activity survey distributed upon completion of all accredited CPD activities. To address longitudinal objectives, including enhanced research output, an additional survey was administered 12-months following the final workshop. This extended timeframe aimed to ensure a thorough evaluation of the program's impact on research productivity and provided participants with sufficient time for reflection on encountered barriers and challenges. Additionally, operational data from the CPD division included attendee numbers and issued participant certificates.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003ePost-activity Evaluation\u003c/h2\u003e \u003cp\u003eOne week following each workshop, participants received an email a link to the post-activity evaluation for accredited CE/CPD activities. Completion of this survey was incentivized by offering a certificate of completion for each workshop. The survey covered aspects such as registration, marketing, venue, speakers, and disclosure of commercial bias. This paper focuses on responses regarding the course's perceived impact and achievement of objectives, rated on a 5-point Likert scale from strongly disagree to strongly agree. Questions included: 1) New knowledge acquisition, 2) Impact on competence, 3) Impact on performance, and 4) Potential effect on patient outcomes. Additionally, participants rated the workshop format on a 3-point Likert-scale (Yes, somewhat, no), with an open-ended question for further comments.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003eProgram Evaluation\u003c/h2\u003e \u003cp\u003eIn February 2021, an anonymous survey was emailed to all attendees of the 2019 and 2020 workshops using the Qualtrics survey distribution tool. The survey aimed to evaluate impact of the workshops in supporting participants to draft and publish a manuscript as well as to understand the interpretation of data and perform statistical analyses (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e). Responses to 7 items (Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e) were rated on a 5-point Likert scale. Three open ended questions were also included to gauge potential difficulties participants encountered with completing the \u0026lsquo;Certificate in the Analysis of Medical Data\u0026rsquo; as well as barriers towards achieving the long-term outcomes, and an opportunity for further comments.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003eAnalysis\u003c/h2\u003e \u003cp\u003eData from the surveys were summarized using frequencies and percentages using IBM-SPSS software (version 20, Armonk NY, USA). Due to the anonymous nature of the two surveys, it was not possible to cross-link responses between them. Open ended questions were categorised thematically and presented as frequencies of occurrence.\u003c/p\u003e \u003cp\u003e The project was granted ethical exemption following review by the local Institutional Review Board.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003eThe overall number of attendees at the introductory, intermediate, and advanced workshops for the 2019 and 2020 cohorts was 91, 84 and 60 respectively. In 2019, 27 (77%) participants attended all three workshops and of these 11 (31%) participants chose to complete the certificate of analysis of medical data. Thirty-three (59%) of participants completed all three workshops in 2020 with 15 (26%) electing to complete the certificate. Of the 235 attendees from both cohorts who received the link to the program evaluation survey, 216 (92%) completed the post-activity evaluation and 46 (20%) completed the program evaluation survey.\u003c/p\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003ePost-activity Evaluation\u003c/h2\u003e \u003cp\u003eThe number and percentage of attendees completing the post-activity evaluation for the introductory, intermediate, and advanced workshops was 89 (98%), 75 (89%) and 52 (87%). Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e summarizes respondents' levels of agreement regarding the attainment of the workshop objectives. Most responses exhibited near-unanimous agreement, ranging between 83% and 100%, encompassing individuals who both agreed and strongly agreed.\u003c/p\u003e \u003cp\u003eThe level of agreement showed a decline for intermediate and advanced topics, as a notable number of participants expressed neutrality or disagreement regarding the achievement of objectives (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e). This trend was particularly noted in areas such as non-parametric statistics (10%), fitting a Kaplan Meier curve (17%), computing median survival, and interpreting Hazard ratios and their confidence intervals (17%).\u003c/p\u003e\u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eNumber and percent of participants agreement with the extent to which each workshop learning objective was met\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLearning Objective\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eNeutral\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003cp\u003eN (%)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eIntroductory\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;89\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUse IMB statistics to enter code and manage data\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e55 (62)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSummarize variables in both numbers and graphs; and\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56 (63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33 (37)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUse IBM-SPSS to apply basic analysis of numeric outcomes and categorical outcomes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54 (61)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003eIntermediate\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFit a linear regression to examine the relationship between a numeric dependent variable and one or more independent variables\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44 (59)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25 (33)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6 (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFit a logistic regression to examine the relationship between a categorical dependent variable and one or more independent variables\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e46 (61)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25 (33)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTest for interaction in regression;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e43 (57)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26 (35)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6 (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAssess confounding in regression.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41 (55)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e6 (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eAdvanced\u003c/p\u003e \u003cp\u003eN\u0026thinsp;=\u0026thinsp;52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGenerate a multiple linear regression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e33 (63)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17 (33)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGenerate multiple logistic regression\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30 (58)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e2 (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnalyze data from a one-way ANOVA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e29 (56)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (38)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e3 (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAnalyze data using non-parametric statistics\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28 (54)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19 (36)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e4 (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1 (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFit a Kaplan Meier curve and compute median survival\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26 (50)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17 (33)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e7 (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e13\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e2 (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInterpret Hazard ratios and their confidence intervals\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25 (48)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18 (35)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e8 (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1 (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e--\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003cp\u003eFindings from the post-activity evaluation are summarized in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e1\u003c/span\u003e. The greatest perceived impact of the workshops was observed for obtaining new knowledge (88%) followed by impact on competence (86%) and performance (77%). Fewer participants felt that the skills obtained from the workshops could potentially affect patient outcomes (57%).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFor all 216 participants completing the surveys, 209 (97%) agreed that the format was appropriate for the workshops, 6 (3%) felt it was somewhat appropriate and 1 (0.5%) did not agree.\u003c/p\u003e \u003cp\u003eThe open-ended question regarding the workshop format received 13 responses. Of these 5 respondents emphasized the need for a longer duration preferably over an additional day and including more time for questions and answers. Three respondents requested further case-based presentations, and three asked for more hands-on learning activities. One participant emphasized the necessity for greater participant engagement and further proposed the incorporation of breakout sessions for specific subtopics.\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003eProgram Evaluation\u003c/h2\u003e \u003cp\u003eOf the forty-six respondents, 39 (85%) completed all workshop levels and 42 (91%) completed the introductory and intermediate workshops.\u003c/p\u003e \u003cp\u003eParticipants\u0026rsquo; perceived impact from attending the workshops is summarized in Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e. Most participants felt that attending the workshops allowed them to improve their ability to enter and manage data on IBM-SPSS (74%) and conduct simple survival analysis (74%), as well as improve their understanding of scientific literature (72%). In comparison 54% felt the workshops had provided skills to enable them to draft a new manuscript and 41% credited the training with having provided supported to publish a manuscript.\u003c/p\u003e \u003cp\u003eTwelve respondents answered the question \u0026ldquo;If you did not complete the certificate, could you please explain why you did not do so?\u0026rdquo;. Of these, three respondents discontinued the course following the introductory workshop and cited either not being able to attend in person; not being able to keep up with the pace of the session or the cost of the workshop as \u0026ldquo;\u003cem\u003ebarriers\u0026rdquo;\u003c/em\u003e. Two participants who discontinued the course following the intermediate class also cited not being able to attend in person. Six of the participants who provided a reason for not completing the certificate completed all three workshops. Reasons for not having completed the certificate included lack of time (N\u0026thinsp;=\u0026thinsp;2), not being able to recall the material, having missed some of the course content, not needing the certificate and not having access to IBM-SPSS.\u003c/p\u003e \u003cp\u003eTen participants responded to the open-ended question regarding the barriers faced when considering the impact of the workshops as well as any other comments. In terms of barriers, five participants explained that they required more time to gain practical experience with the material they had covered during the sessions. Two participants requested either a recording of the workshops or them to be repeated online in order to review the material. One participant explained that they had not completed all the workshops to gain the necessary knowledge and skills to write a manuscript. Two participants highlighted the cost of the course as a potential barrier to future attendance.\u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e2\u003c/span\u003e.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eGlobal interest towards enhanced research capacity among HCPs stems from numerous benefits including developing critical thinking skills and a culture of evidence-based practice which ultimately can improve practice and patient outcomes (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e). In line with this, Qatar has given significant priority to and made substantial investments in academic research, as outlined in QNV 2030 (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e). Nonetheless, for these investments to manifest as tangible research outcomes, it is imperative for HCPs to address obstacles that might impede research progress, including deficiencies in biostatistical knowledge.\u003c/p\u003e \u003cp\u003eThis paper describes the process of design and the findings from an evaluation of a three-day CPD course in biostatistics for HCPs. The decision to develop the course as an accredited CPD activity ensured a structured and evidence-based methodology. Accreditation requirements also emphasized the importance of gathering and evaluating data to assess the aims and objectives, providing a robust framework to ensuring the course's relevance and impact.\u003c/p\u003e \u003cp\u003eThe evaluation affirmed participants' success in achieving course objectives, with some challenges identified in intermediate and advanced topics. Feedback revealed that while most participants found the workshop format acceptable, there was a preference for extended course duration and enhanced active learning opportunities. Additionally, participants expressed a preference for online and recorded materials to facilitate recall and comprehensive review. These findings align literature indicating extended course duration and ongoing exposure to material can yield improved outcomes and sustained changes (\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e). Consequently, these findings underscore the importance of allocating sufficient time for in-depth exploration of advanced topics as well a potential advantage in incorporating enduring material for future courses.\u003c/p\u003e \u003cp\u003eIt is noteworthy that only an approximate third of participants chose to complete the certificate, with physical attendance emerging as a significant barrier and time constraints and associated costs cited as reasons for not attending all three workshops. The literature consistently highlights time and cost as barriers to CPD attendance, prompting exploration of online modalities as a potential time-saving and cost-effective alternative (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e). While research in Qatar indicates physicians' openness to diverse CPD formats (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e), additional studies are crucial to assessing participant experiences and comparing the effectiveness and cost-effectiveness of online delivery to traditional face-to-face workshops in teaching skills in biostatistics. Participants also highlighted a lack of necessity for the certificate, suggesting that that the incentive of a certificate may not be as effective as anticipated. This aligns with the findings from a recent study demonstrating HCP\u0026rsquo;s preferences for courses that enhance knowledge and skills, even without an associated qualification (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e26\u003c/span\u003e). The findings therefore indicate a need to investigate alternative approaches including an emphasis on intrinsic motivation through activities that consolidate learning, to improve participant engagement with the material.\u003c/p\u003e \u003cp\u003eParticipants provided particularly high evaluations regarding the course\u0026rsquo;s impact on knowledge acquisition, competence, and improved performance. Notably, prior studies conducted among HCP in Qatar identified low levels of research self-efficacy, particularly among pharmacists and physicians (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). Research self-efficacy pertains to the participants\u0026rsquo; confidence in demonstrating research skills including statistical analysis, empowering individuals to critically assess published information and apply evidence-based medicine (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e). low levels of self-efficacy in research have been associated with difficulties in making clinical decisions as well as impeding continuous professional development and hindering research output (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e5\u003c/span\u003e, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e). Our results illustrate that participants perceived a notable enhancement in their ability to apply and integrate newly acquired skills into practice due to their participation in the biostatistics workshops and thus could be a positive step towards increasing research productivity in the healthcare workforce.\u003c/p\u003e \u003cp\u003eFewer HCPs perceived the course could affect patient outcomes compared to knowledge, competence, and performance, contrasting with previous research emphasizing positive attitudes towards research and evidence-based practice (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eNonetheless, improving patient outcomes remains a primary driver for promoting research-active practitioners (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e). Enhancing knowledge of statistical methods could enhance access to evidence-based medicine, potentially leading to better healthcare (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e). Further research is needed to understand factors influencing perceptions and potential interventions.\u003c/p\u003e \u003cp\u003eThe longer-term program evaluation demonstrated positive perceptions of the course's impact on participants' ability interpret data and to perform statistical analyses indicating the potential for sustained benefits beyond the immediate post-course period. Furthermore, almost half of the respondents credited the course with the ability to draft and publish a manuscript.\u003c/p\u003e \u003cp\u003eWhile highlighting the beneficial impact of a 3-day biostatistics course on HCPs' statistical analysis skills and research capacity, addressing limitations is essential. The anonymized nature of the data and the inability to correlate survey responses across various evaluation stages pose challenges in establishing causal relationships and exploring nuances between outcomes. It is essential to note that the program evaluation was not designed or powered to explore statistical differences; rather, it provides a descriptive snapshot of participant experiences. Moreover, the limited response rate and the inherent risk of selection and positive response bias should be acknowledged, potentially limiting generalizability and inflating the perceived impact of the course.\u003c/p\u003e \u003cp\u003eFuture research should employ robust designs with objective measures and longitudinal approaches, complemented by qualitative methods for more comprehensive understanding of the barriers and challenges faced by HCPs in acquiring statistical analysis skills and enhancing their research profile.\u003c/p\u003e \u003cp\u003eAs Qatar continues its investments in healthcare and research development, strengthening the research capabilities of HCPs becomes crucial for ensuring evidence-based practice. This evaluation shows the biostatistics course positively impacts knowledge, competence, and performance among healthcare professionals in Qatar. Subsequent to this study, course improvements, including extended duration and hybrid delivery options, have led to a rise in certificate completions. These findings offer insights for refining course structure and addressing challenges, contributing to ongoing research capacity development.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThis study presents a tailored CPD course in biostatistics for Qatar's healthcare professionals, demonstrating its positive impact on participants' knowledge, competence, and performance in statistical analysis. Addressing biostatistical knowledge gaps through tailored CPD courses can enhance evidence-based practice and research productivity among healthcare professionals. Insights from the study can inform the design of future CPD courses, potentially leading to improved healthcare outcomes and research productivity in Qatar and beyond.\u003c/p\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eHCP\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eHealthcare professionals\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eCPD\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eContinuing professional development\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv class=\"DefinitionListEntry\"\u003e \u003cdiv class=\"Term\"\u003eACCME\u003c/div\u003e \u003cdiv class=\"Description\"\u003e \u003cp\u003eAccreditation Council for Continuing Medical Education\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate:\u0026nbsp;\u003c/strong\u003eThe study was reviewed by the Weill Cornell Medicine - Qatar Institutional Review Board (IRB), Board reference number: 24-00022, which determined that the project does not meet the definition of research, and therefore, ethics approval and consent were not required.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication:\u0026nbsp;\u003c/strong\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials:\u0026nbsp;\u003c/strong\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests:\u0026nbsp;\u003c/strong\u003eThe authors declare that they have no competing interests.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eNone\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions:\u0026nbsp;\u003c/strong\u003eAuthors\u0026apos; contributions: SA contributed to data analysis, interpretation, and manuscript drafting. DAS was responsible for the study\u0026apos;s conception and design, interpretation of findings, and manuscript revision. LM assisted with the study design and data acquisition. PSMN participated in the study\u0026apos;s conception, design, and manuscript revision. SRD supported data analysis and manuscript drafting. MH assisted with data acquisition and analysis. ZRM was involved in the study\u0026apos;s conception, design, data analysis, interpretation, and manuscript revision. All authors read and approved the final manuscript\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements:\u0026nbsp;\u003c/strong\u003eNot applicable\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eSackett DL, Rosenberg WM, Gray JM, Haynes RB, Richardson WS. Evidence based medicine: what it is and what it isn't. BMJ. 1996;312(7023):71\u0026ndash;2.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJonker L, Fisher SJ. The correlation between National Health Service trusts' clinical trial activity and both mortality rates and care quality commission ratings: a retrospective cross-sectional study. Public Health. 2018;157:1\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eShanafelt TD, West CP, Sloan JA, Novotny PJ, Poland GA, Menaker R, et al. Career fit and burnout among academic faculty. Arch Intern Med. 2009;169(10):990\u0026ndash;5.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBoaz A, Hanney S, Jones T, Soper B. Does the engagement of clinicians and organisations in research improve healthcare performance: a three-stage review. BMJ Open. 2015;5(12).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAwaisu A, Bakdach D, Elajez RH, Ibrahim MIM. Hospital pharmacists\u0026rsquo; self-evaluation of their competence and confidence in conducting pharmacy practice research. Saudi Pharm J. 2015;23(3):257\u0026ndash;65.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl-Khaldi YM. Research in family medicine: Contribution, priorities, and barriers in Saudi Arabia. J Family Community Med. 2023;30(2):137.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWindish DM, Huot SJ, Green ML. Medicine residents' understanding of the biostatistics and results in the medical literature. JAMA. 2007;298(9):1010\u0026ndash;22.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eGeneral Secretariat for Development Planning. Qatar National Vision. 2030. 2008. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.gco.gov.qa/en/about-qatar/national-vision2030/?__cf_chl_tk=Fnd_Jwl0E8y9zNCeGzz0eb6mzrbJ.AaNX05xPSvEGjI-1713867429-0.0.1.1-1557\u003c/span\u003e\u003cspan address=\"https://www.gco.gov.qa/en/about-qatar/national-vision2030/?__cf_chl_tk=Fnd_Jwl0E8y9zNCeGzz0eb6mzrbJ.AaNX05xPSvEGjI-1713867429-0.0.1.1-1557\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Accessed 24 Apr 2024.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAlomari A, Singh K, Hassan N, Wazqar DY. The improvement in research orientation among clinical nurses in Qatar: a cross-sectional study. Nurse Res. 2023;31(1).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAwaisu A, Kheir N, Alrowashdeh HA, Barazi R, El Hajj MS. Impact of a pharmacy practice research capacity-building programme on improving the research abilities of pharmacists at two specialised tertiary care hospitals in Qatar: a preliminary study. J Pharm Health Serv Res. 2015;6(3):155\u0026ndash;64.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCouture F, Nguyen D-D, Bhojani N, Carrier S. Knowledge and confidence level of Canadian urology residents toward biostatistics: A national survey. Can J Urol. 2020;14(10).\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePolychronopoulou A, Eliades T, Taoufik K, Lindauer SJ, Nassika M. Knowledge of European orthodontic postgraduate students on biostatistics. Eur J Orthod. 2011;33(4):434\u0026ndash;40.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHayat MJ, Kim M, Schwartz TA, Clayton M, Liang X, Margrett J. A study of statistics knowledge among nurse faculty in schools with research doctorate programs. Nurs Outlook. 2021;69(2):228\u0026ndash;33.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl-Rossais AA, Sayeed S, Khan MS, Al-Johani M, Al-Ghamdi KS, Al-Mutairi SF. Previous involvement in research and knowledge regarding basic research methods among doctors working at primary care in central region, Saudi Arabia. Mater Sociomed. 2020;32(4):263.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eKhalaf AJ, Aljowder AI, Buhamaid MJ, Alhammadi SA. Attitudes and barriers towards conducting research amongst primary care physicians in Bahrain: a cross-sectional study. BMC Fam Pract. 2019;20(1):20.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJahan S, Al-Saigul AM, Suliman AA. Attitudes to statistics in primary health care physicians, Qassim province. Prim Health Care Res Dev. 2016;17(4):405\u0026ndash;14.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eWhite G. Producing and utilising research: barriers for a nursing faculty in Oman. Middle East J Nurs. 2013;7(2):7\u0026ndash;8.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eElkassem W, Pallivalapila A, Al Hail M, McElnay JC, Stewart D. Advancing the pharmacy practice research agenda: views and experiences of pharmacists in Qatar. Int J Clin Pharm. 2013;35(5):692\u0026ndash;6.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eStrasak AM, Zaman Q, Pfeiffer KP, G\u0026ouml;bel G, Ulmer H. Statistical errors in medical research-a review of common pitfalls. Swiss Med Wkly. 2007;137(3\u0026ndash;4):44\u0026ndash;9.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMorris RW. Does EBM offer the best opportunity yet for teaching medical statistics? Stat Med. 2002;21(7):969\u0026ndash;77.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDepartment of Healthcare Professions. DHP-AS CPD Activity-based Accreditation- Submission Policy. 2024. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://dhp.moph.gov.qa/en/Pages/Accreditation.aspx\u003c/span\u003e\u003cspan address=\"https://dhp.moph.gov.qa/en/Pages/Accreditation.aspx\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Accessed 24 Apr 2024.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAccreditation Council for Continuing Medical Education. The ACCME Accreditation Requirements. 2024. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.accme.org/publications/accme-accreditation-requirements\u003c/span\u003e\u003cspan address=\"https://www.accme.org/publications/accme-accreditation-requirements\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e. Accessed 24 Apr 2024.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMansouri M, Lockyer J. A meta-analysis of continuing medical education effectiveness. J Contin Educ Health Prof. 2007;27(1):6\u0026ndash;15.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAl-Sheikhly D, Ali S, Navti PSM, Elhadi A, Khamis A. Self-reported preferences and barriers to continued professional development in primary care physicians: a cross-sectional web-based survey in Qatar. BMC Prim Care. 2023;24(1):273.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eO'Brien Pott M, Blanshan AS, Huneke KM, Seibert CS, Dunlay SM, Satele DV, et al. What Influences Choice of Continuing Medical Education Modalities and Providers? A National Survey of U.S. Physicians, Nurse Practitioners, and Physician Assistants. Acad Med. 2021;96(1):93\u0026ndash;100.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eCassidy D, Edwards G, Bruen C, Gormley GJ. Are We Ever Going Back? Exploring the Views of Health Professionals on Postpandemic Continuing Professional Development Modalities. J Contin Educ Health Prof. 2023;43(3):172\u0026ndash;80.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eBougmiza I, Naja S, Alchawa M, Bucheit B, Murad A. Assessing research self-efficacy among primary health care physicians: a snapshot from Qatar. BMC Prim Care. 2022;23(1):107.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eZia Z, Salehi A, Amini M, Pahlevan AA. Relationship between research self-efficacy and evidence-based practice in the medical students. J Educ Health Promot. 2022;11:221.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eJahan F, Maqbali A, Siddiqui M, Abo Talib M, Jabbar J. Attitude and barrier towards research amongst health care professionals working in primary care service of Oman. J Health Educ Res Dev. 2015;3(144):2.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eDowning A, Morris EJ, Corrigan N, Sebag-Montefiore D, Finan PJ, Thomas JD, et al. High hospital research participation and improved colorectal cancer survival outcomes: a population-based study. Gut. 2017;66(1):89\u0026ndash;96.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Biostatistics education, Continuing Professional Development (CPD), Research capacity-building, Healthcare professionals","lastPublishedDoi":"10.21203/rs.3.rs-4563658/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-4563658/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eBackground\u003c/strong\u003e: \u0026nbsp;Healthcare professionals often face challenges in conducting and publishing research, citing a lack of biostatistical knowledge and skills as a significant barrier. In response, a Continuing Professional Development (CPD) course was developed to enhance local research capacity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eObjective\u003c/strong\u003e: This paper aims to delineate the establishment and delivery of the biostatistics course for healthcare professionals, while presenting evaluation findings focused on self-reported enhancements in knowledge, competence, and performance. Additionally, potential areas for course refinement are explored.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethod:\u003c/strong\u003e A cross-sectional descriptive analysis was conducted, utilizing routine data from evaluations aligned with accreditation standards. Data included attendance records, certificate completions, and findings from two self-report surveys administered post-course. The surveys gauged changes in knowledge and competence, achievement of course objectives, barriers to certificate completion, and long-term outcomes such as research publication.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults:\u003c/strong\u003e Findings indicated widespread consensus on meeting course objectives, albeit with challenges noted in certain intermediate and advanced topics. Participants reported notable improvements in knowledge, competence, and performance, underscoring the course's efficacy. Long-term assessment revealed sustained biostatistical skills, with a majority crediting the course for manuscript drafting (over 50%) and publication support (42%).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion: \u003c/strong\u003eThe CPD course in biostatistics yields positive outcomes in knowledge, competence, and performance among healthcare professionals. Identified challenges in advanced topics and certificate completion warrant improvements such as extending course duration, integrating cost-effective online platforms, and offering enduring material for comprehensive review. Rigorous research methodology is crucial for exploring causal relationships and enhancing the effectiveness of research capacity-building initiatives in the region.\u003c/p\u003e","manuscriptTitle":"Establishing a Certificate in the Analysis of Medical Data: A Cross-Sectional Evaluation of a Continuing Professional Development Course in Biostatistics in for healthcare professionals in Qatar","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-07-19 00:39:52","doi":"10.21203/rs.3.rs-4563658/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2024-06-26T05:14:08+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2024-06-25T10:16:59+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2024-06-25T10:16:03+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Medical Education","date":"2024-06-11T11:21:19+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-medical-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"meed","sideBox":"Learn more about [BMC Medical Education](http://bmcmededuc.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/meed/default.aspx","title":"BMC Medical Education","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"63107d6f-fd07-4bfa-9782-42181ec3bee7","owner":[],"postedDate":"July 19th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2025-10-20T16:11:35+00:00","versionOfRecord":{"articleIdentity":"rs-4563658","link":"https://doi.org/10.1186/s12909-025-07999-7","journal":{"identity":"bmc-medical-education","isVorOnly":false,"title":"BMC Medical Education"},"publishedOn":"2025-10-17 15:58:30","publishedOnDateReadable":"October 17th, 2025"},"versionCreatedAt":"2024-07-19 00:39:52","video":"","vorDoi":"10.1186/s12909-025-07999-7","vorDoiUrl":"https://doi.org/10.1186/s12909-025-07999-7","workflowStages":[]},"version":"v1","identity":"rs-4563658","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-4563658","identity":"rs-4563658","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}