Criteria for rapidly incorporating online instruction into traditionally in-person programs: a case study
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<jats:p>Given the continuing uncertainty about the COCID-19 pandemic, we are planning for the possibility that, in the upcoming semester, some or all of the content of a Master of Biostatistics program will be delivered online. In order to help make this rollout as systematic as possible, we propose criteria which an effective online-enabled educational program should meet. We will incorporate online instruction into our program when: (1) it is necessary and/or educationally beneficial; (2) it can be delivered with sufficient technical quality; (3) instructors have been trained to deliver it sufficiently well; (4) both content and delivery undergo regular review; and (5) policies are in place to support online instruction. These criteria are not unique to graduate programs in biostatistics and, thus, we are presenting this short report and case study in the hope that it will be beneficial to others as they consider and/or prepare for transition to online instruction. </jats:p>
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Samsa, Greg, and Steven Grambow (n.d.). Criteria for rapidly incorporating online instruction into traditionally in-person programs: a case study. Advances in Social Sciences Research Journal, 7(4). pp. 359–364. 10.14738/assrj.74.8143 Retrieved from https://hdl.handle.net/10161/31433.
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Steven C. Grambow
I am an academic statistician with a focus on educational leadership and administration, teaching, mentoring, and collaborative clinical research. I serve as the director of multiple education programs, both formal degree programs and certificate-based training programs. I also provide administrative oversight of multiple graduate degree programs and educational initiatives focusing on clinical and translational science workforce development at the student, staff, and faculty levels.
I have many years of experience with in-person and online teaching across a variety of teaching venues (formal degree programs, domestic and international certificate-based training programs, faculty development seminars, residency/fellowship training programs) and health sciences audiences (medical students, residents, fellows, faculty, and other health professionals), including more than 21 years as a statistics course director in the Duke Clinical Research Training Program.
As a collaborative scientist I have experience with a broad range of clinical research areas and clinical research designs, including observational studies, epidemiology investigations, and randomized clinical trials, including those utilizing web, mobile, and telemedicine-based health behavior interventions. I have collaborated on projects spanning a broad range of clinical research areas, including amyotrophic lateral sclerosis (ALS), post-traumatic stress disorder (PTSD), Prader-Willi syndrome (PWS), prostate cancer, quality of colorectal cancer care, osteoarthritis, lifestyle modification through weight loss, CVD risk reduction through hypertension control, smoking cessation, and substance abuse recovery.
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