Course Specification BIOSTATISTICS

National Commission for Academic Accreditation &
Assessment
Course Specification
Institution: Shaqra University
College/Department : Pharmacy/ Pharmaceutical Science
A Course Identification and General Information
1. Course title and code:
Biostatistics & Data Analysis, PHS 225
2. Credit hours: 3(3+0)
3. Program(s) in which the course is offered.
(If general elective available in many programs indicate this rather than list programs)
Doctor of Pharmacy Program (PharmD.)
4. Name of faculty member responsible for the course
Dr. Benson Mathai Kochikuzhyil
5. Level/year at which this course is offered: Level 4
6. Pre-requisites for this course (if any): NA
7.
8. Co-requisites for this course (if any): NA
9. Location if not on main campus: NA
B Objectives
1. Summary of the main learning outcomes for students enrolled in the course.
After successful completion of this course, students will be able to:
To understand the statistics used in research papers in general public health
Able to do simple estimation and to conduct simple hypothesis testing (like simple
t-test)
Communication:
To facilitate student ability to communicate quantitative concepts.

To enhance student familiarity with statistics thinking.
Critical Thinking:
To develop student reasoning skills to include: classifying phenomena or objects
based on comparison; discriminating between observation and inference; and
discriminating between descriptions of phenomena and causes.
To develop student abilities to recognize assumptions in a line of reasoning, and to
keep an open mind and think in terms of possibilities.
To develop student ability to draw inferences and create concepts and models.
To develop student ability to predict consequences, test hypotheses, and evaluate
the relative merit of different hypotheses.
To develop student ability to formulate logical strategies.
Calculation and Problem Solving:
To facilitate student ability to understand mathematical principles, to define things
operationally, to establish functional relationships between variables, and to
recognize the need to control variables.
To assist students to develop skills to recognize patterns in word problems and from
these, to develop equations, tools, and strategies for solving them.
To facilitate student ability to recognize the probabilistic nature of phenomena.
To develop the ability to generalize and apply a concept in a different context other
than that in which it was learned.
To develop student abilities to interpret statistics that appears in health care
literature.
2. Briefly describe any plans for developing and improving the course that are being
implemented. (eg increased use of IT or web based reference material,
changes in content as a result of new research in the field)
Continues benchmarking of the course content with that offered at recognised
pharmacy colleges. Changing the content to reflect new research or knowledge in the
field.
C. Course Description (Note: General description in the form to be used for the
Bulletin or Handbook should be attached)
1 Topics to be Covered
List of Topics
What is statistics: introduction to the basic terms

Frequency distribution: Cumulative and relative frequency
Measures of central Tendency: Mean, Median and Mode
Measures of Spread:Range, Quartiles, IQR, Varaince, Standard Deviation and
Standard Error
Sample mean, variance and Standard Deviation
Population mean, variance and standard deviation
Z score
Outlier calculation
Measures of Shape: Normal Distribution
Skewness: Positive Skew, Negative Skew
Basic probability theory
Central limit theorem and its application
Hypothesis testing problems:
Constructing Hypothesis,
Concepts of Hypothesis Testing: Null and Alternative Hypothesis
Level of Significance, P value, Chances of error, confidence level
Types of errors: Type I and Type II errors
Power of a test
Directional Tests: One tail Test (Left Tail), One tail Test (Right Tail), Two
Tailed Test
Acceptance Region, Rejection Region and Critical Value
Z Test
Parametric Tests: Students t Test Unpaired and Paired t test, Chi
Square Test, ANOVA, Post hoc test
Non Parametric Tests: Kruskal Wallis H test, Wilcoxon;s Signed Rank Test
AND Mann Whitney Test
Contingency tables: odds ratio
Weeks
1
2
Contact
hours
3
3
3,4
6
7
8
3
3
3
3
10
11,12
13
Linear correlation and linear regression
Data Analysis using Prism graph pad version 5 and Revision.
Total
14
14
Weeks
(3
CH /
week)
42
2 Course components (total contact hours per semester):

Lecture: 28
Tutorial: NA
H
ou
rs
Laboratory:
NA
Practical/Field Other: 1 Hour on

w
stud
o
ent
r
Proj
k/
ects
I
nt
er
n
s
hi
p
3. Additional private study/learning hours expected for students per week. (This should
be an average : for the semester not a specific requirement in each week):
36 hours/semester
4. Development of Learning Outcomes in Domains of Learning
For each of the domains of learning shown below indicate:
A brief summary of the knowledge or skill the course is intended to develop;
A description of the teaching strategies to be used in the course to develop that

knowledge or skill;
The methods of student assessment to be used in the course to evaluate learning

outcomes in the domain concerned.
a. Knowledge
(i)
Description of the knowledge to be acquired
To understand the statistics used in research papers in general public health

Able to do simple estimation and to conduct simple hypothesis testing (like simple
4
t-test)
To develop student abilities to interpret statistics that appears in health care
literature.
(ii) Teaching strategies to be used to develop that knowledge

- Lectures
-presentation
-Discussion
-Use of case studies and practical examples through out lectures to illustrate the
concepts.
-Interactive learning (e.g. problem based learning, critical thinking activities, class
room assessment techniques )
-Group based learning (e.g. group assignments and presentations)
- Individual meetings between student and instructor as required.
(iii) Methods of assessment of knowledge acquired- Exams questions designed to measure knowledge.
-Short questions prior to the beginning of each lecture to evaluate the student- lecturer
interaction
- Quiz
- Classroom discussion and direct Questions
-Homework
-Group assignment and presentations
-- Internet research and oral presentation of some researches
- Mid terms and final examination
b. Cognitive Skills
(i) Description of cognitive skills to be developed
- Creative thinking
- To learn how to use statistics on research data
- Data Analysis using computer softwares

(ii) Teaching strategies to be used to develop these cognitive skills
Models of body systems (video slides, etc.)
-Researches using internet (oral presentation)
Lectures.
Use of case studies and practical examples throughout lectures to illustrate the
concepts.
Interactive learning (e.g. problem based learning, critical thinking activates,

class room assessment techniques )
Group based learning (e.g. group assignments and presentations)
Individual meetings between student and instructor as required.

seminars
(iii) Methods of assessment of students cognitive skills

- Home work
- Planning of electronic book with related subjects
- Exams questions designed to measure cognition level such as comprehension,
analysis, synthesis, and evaluation.
- Classroom discussion
- Group assignment and presentations
c. Interpersonal Skills and Responsibility
(i) Description of the interpersonal skills and capacity to carry responsibility to be
developed
-
Writing, speaking and use of data, media and computer technology accurately
and clearly during communications with peers, teachers, and other health care
practitioners. Use writing, speaking, data and media creatively to convey
6
convincing messages.
(ii) Teaching strategies to be used to develop these skills and abilities

- Interactive learning (e.g. problem based learning, critical thinking act ivies, class
(iii) Methods of assessment of students interpersonal skills and capacity to carry
responsibility
-
Evaluation of home projects
Oral presentation
Discussion of reports
Group written assignments
d. Communication, Information Technology and Numerical Skills

(i) Description of the skills to be developed in this domain.
- -Use of computer to produce reports and assignment
(ii) Teaching strategies to be used to develop these skills
Training on different softwares like Microsoft office (word, power point, etc).
-To learn how to use statistics softwares
- Interactive learning (e.g. problem based learning, critical thinking act ivies, class
(iii) Methods of assessment of students numerical and communication skills
- Exams questions designed to measure computation skills.
- Classroom discussion
- Use writing, speaking, data and media creatively for assignment and presentations.
e. Psychomotor Skills (if applicable)

(i) Description of the psychomotor skills to be developed and the level of performance
required
NA
(ii) Teaching strategies to be used to develop these skills
-
Audio/video demonstration of different situations which may meet the students

in their field of work
Oral presentation in the front of her colleagues.
Students should be trained on most common abbreviations used by medical

staff to deal properly with them
(iii) Methods of assessment of students psychomotor skills

-
Oral exam
Oral presentation and discussion with lecturer and colleagues
5. Schedule of Assessment Tasks for Students During the Semester

Assess
ment
Assessment task (eg. essay, test, group project,

examination etc.)
Week due
First midterm
6th
Proportion
of Final
Assessme
nt
15%
Second midterm
12th
15%
3.
4.
Participation/Quiz
Attendance and Data Analysis
10%
10%
5.
Final exam
17th
50%
D. Student Support
1. Arrangements for availability of teaching staff for individual student consultations and
academic advice. (include amount of time teaching staff are expected to be available each
week)
Each group of students is supervised by academic concelling during academic

hours
Each faculty is required to be available in his office to devote at least 4 hrs per
week for students consultation and academic advice.
E Learning Resources
1. Required Text(s)
Elementary Statistics>> 11th Ed, Johnson and Kuby
2. Essential References
Elementary Statistics>> 11th Ed, Johnson and Kuby
3- Recommended Books and Reference Material (Journals, Reports, etc) (Attach List)
Remingtons Pharmaceutical Science, latest edition
4-.Electronic Materials, Web Sites etc

Many useful informations have been collected form internet sources.
5- Other learning material such as computer-based programs/CD, professional
standards/regulations
NA
F. Facilities Required
Indicate requirements for the course including size of classrooms and laboratories (ie
number of seats in classrooms and laboratories, extent of computer access
etc.)
1. Accommodation (Lecture rooms, laboratories, etc.)
Lecture rooms should be large enough to accommodate all the students
2. Computing resources
Multimedia podium (with laptop interface and internal line group, microphone,
speaker, and handwriting display).
Internet access
Whiteboard
3. Other resources (specify --eg. If specific laboratory equipment is required, list
requirements or attach list)
NA
G Course Evaluation and Improvement Processes

1 Strategies for Obtaining Student Feedback on Effectiveness of Teaching
Discussion during lecture
Short questions in the end of the lecture
Quizzes
Filling of in an evaluation form by students
Distribution of an evaluation form to students asking for their feedback and

suggestions by the course Coordinator.
Encouragement of the Student to discuss their concerns about teaching directly
with course coordinator.

2 Other Strategies for Evaluation of Teaching by the Instructor or by the Department
Head of department evaluation
Student' s evaluation
Department council discussion on the quality of teaching
Benchmarking of the course syllabi with that of courses with similar scope in
top USA and UK based universities.
Revision of the Students views about the course.

3 Processes for Improvement of Teaching
Visits in hospitals and practical training in pharmacies
Results of all evaluations will guide the teacher with weak points which must be
overcome to improve the teaching procedure.
Department council discussion on methods to improve teaching

10
Peer consultation on methods to improve teaching
Faculty are encouraged to attend workshops and seminars on teaching methods
4. Processes for Verifying Standards of Student Achievement (eg. check marking by an

independent member teaching staff of a sample of student work, periodic exchange
and remarking of tests or a sample of assignments with staff at another institution)
Course coordinator check marking of sample of student work
Revision of students grades distribution by head of department.

5. Describe the planning arrangements for periodically reviewing course effectiveness
and planning for improvement.
11

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National Commission for Academic Accreditation &

To facilitate student ability to communicate quantitative concepts.

What is statistics: introduction to the basic terms

Contingency tables: odds ratio

Linear correlation and linear regression

Data Analysis using Prism graph pad version 5 and Revision.

2 Course components (total contact hours per semester):

Practical/Field Other: 1 Hour on

A brief summary of the knowledge or skill the course is intended to develop;

A description of the teaching strategies to be used in the course to develop that

The methods of student assessment to be used in the course to evaluate learning

Description of the knowledge to be acquired

To understand the statistics used in research papers in general public health

(ii) Teaching strategies to be used to develop that knowledge

- Data Analysis using computer softwares

Interactive learning (e.g. problem based learning, critical thinking activates,

Group based learning (e.g. group assignments and presentations)

Individual meetings between student and instructor as required.

(iii) Methods of assessment of students cognitive skills

(ii) Teaching strategies to be used to develop these skills and abilities

Evaluation of home projects

Group written assignments

d. Communication, Information Technology and Numerical Skills

e. Psychomotor Skills (if applicable)

Audio/video demonstration of different situations which may meet the students

Oral presentation in the front of her colleagues.

Students should be trained on most common abbreviations used by medical

(iii) Methods of assessment of students psychomotor skills

5. Schedule of Assessment Tasks for Students During the Semester

Assessment task (eg. essay, test, group project,

Each group of students is supervised by academic concelling during academic

Remingtons Pharmaceutical Science, latest edition

4-.Electronic Materials, Web Sites etc

G Course Evaluation and Improvement Processes

Discussion during lecture

Short questions in the end of the lecture

Filling of in an evaluation form by students

Distribution of an evaluation form to students asking for their feedback and

Encouragement of the Student to discuss their concerns about teaching directly

with course coordinator.

Head of department evaluation

Department council discussion on the quality of teaching

Revision of the Students views about the course.

Visits in hospitals and practical training in pharmacies

Department council discussion on methods to improve teaching

Peer consultation on methods to improve teaching

Faculty are encouraged to attend workshops and seminars on teaching methods

4. Processes for Verifying Standards of Student Achievement (eg. check marking by an

Course coordinator check marking of sample of student work

Revision of students grades distribution by head of department.

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