|Dalene Stangl (USA)||email@example.com|
In their first, and often only, statistics course, health-care professionals are taught Bayes Theorem in the context of diagnostic testing, if at all. The aim is to teach health-care professionals about sensitivity, specificity, and predictive value positive/negative, and make them more informed about the decision-making involved in diagnostics. This is where decision-making starts and ends in these classes, and the class moves on spending weeks on tests of significance. This paper will argue for reversing this practice, and instead focusing such courses on statistics for decision making.
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