CC BY
13PEDAGOGICAL SCIENCES
STATISTICAL PROCESSING OF MEDICAL DATA IN THE WORKSHOP ON THE DISCIPLINE «INFORMATION AND COMMUNICATION TECHNOLOGIES»
UkenovaA.
Student of the School of Dentistry Medical University of Karaganda, Kazakhstan
Takuadina A.
Assistant professor of the Department of Informatics and Biostatistics Medical University of Karaganda, Kazakhstan
Abstract
The demand in society, the current situation in the world and the pace of development of all components of information technologies give an opportunity to determine this direction as a priority. This article considers the possibilities of teaching medical students information and communication technologies directly on the example of medical data using built-in add-in «Data Analysis» in Microsoft Office Excel, that allows solving most of problems in statistical data processing. Hence, the knowledge gained on ICT can be applied on their professional activity.
Keywords: information and communication technologies, biostatistics, data analysis.
The discipline «Information and Communication Technologies» (ICT) is included in the curriculum of all universities and specialties in the Republic of Kazakhstan. Firstly, this is due to the rapid development of information technologies, and secondly, the transition to distance learning. In the current global situation and in the fight against the pandemic, the study of ICT is a necessity.
The social order of society supposes the formation of a universal personality in the system of higher professional education, that is able to productively use ICT in professional activity. For instance, a medical student should have knowledge not only in the field of ICT, but also be able to professionally apply it in own sphere of activity. The hardware base of modern information and communication technologies is a personal computer equipped with appropriate software, as well as telecommunication facilities in combination with information processed through them.
The paper considers the use of Microsoft Office Excel spreadsheet by students of the specialties «Dentistry», «General Medicine», «Public Health», «Technology of pharmaceutical production» for the medical data analysis in the study of ICT. This editor has not only built-in mathematical, statistical and other functions, but also a built-in add-in «Data Analysis», which allows the user to perform many tasks of statistical data processing that are available in specialized statistical packages such as SPSS or Statistics. The knowledge of the basics of statistics is absolutely essential for planning, conducting and analyzing scientific research in medicine.
Let us review the main statistical characteristics and several types of tasks with methods to implement them.
Descriptive statistics give an opportunity to compile the primary results from observation or experiment. All calculations of descriptive statistics come down to grouping data according to their values, distribution of frequencies, identifying of central tendencies of distribution, and finally, evaluating the spread of data in relation to the found central tendency.
The representation of descriptive statistics is the first step of every analysis. The purpose of representing data as descriptive statistics is to draw a conclusion and make strategic (for analysis) decisions based on present data.
Part A. Load the Analysis ToolPak in Excel. If you need to develop complex statistical or engineering analyses, you can save steps and time by using the Analysis ToolPak. You provide the data and parameters for each analysis, and the tool uses the appropriate statistical or engineering macro functions to calculate and display the results in an output table. Some tools generate charts in addition to output tables.
The data analysis functions can be used on only one worksheet at a time. When you perform data analysis on grouped worksheets, results will appear on the first worksheet and empty formatted tables will appear on the remaining worksheets. To perform data analysis on the remainder of the worksheets, recalculate the analysis tool for each worksheet.
1. Click the File tab, click Options, and then click the Add-Ins category.
If you're using Excel 2007, click the Microsoft
Office Button ^^ , and then click Excel Options
2. In the Manage box, select Excel Add-ins and 3. In the Add-Ins box, check the Analysis Tool-
then click Go. Pak check box, and then click OK.
If you're using Excel for Mac, in the file menu go to Tools > Excel Add-ins.
■ If Analysis ToolPak is not listed in the Add-Ins available box, click Browse to locate it.
■ If you are prompted that the Analysis ToolPak is not currently installed on your computer, click Yes to install it.
Note: To include Visual Basic for Application (VBA) functions for the Analysis ToolPak, you can load the Analysis ToolPak - VBA Add-in the same way that you load the Analysis ToolPak. In the Add-ins
available box, select the Analysis ToolPak -VBA check box.
Part B. Use the Analysis ToolPak to perform complex data analysis.
The Analysis ToolPak includes the tools described in the following sections. To access these tools, click Data Analysis in the Analysis group on the Data tab. If the Data Analysis command is not available, you need to load the Analysis ToolPak add-in program.
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The Descriptive Statistics analysis tool generates a report of univariate statistics for data in the input range, providing information about the central tendency and variability of your data.
Part C. Exercise. To generate descriptive statistics, execute the following steps. 1. On the Data tab, in the Analysis group, click Data Analysis.
Note: can't find the Data Analysis button? Click here to load the Analysis ToolPak add-in. 2. Select Descriptive Statistics and click OK.
Data Analysis Analysis Tools
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An ova: Two-Factor With Replication
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Correlation
Covariance
Desciipti".e Statistics
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OK [V
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1. Select the range B1:C11 as the Input Range.
2. Labels in first row.
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A B C D
heart rate "children" "adult"
1 92 SO
2 101 72
3 90 81
4 9S 70
5 103 79
6 95 72
7 96 75
a 95 76
3 9 100 78
i 10 94 SO
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3
4
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Descriptive Statistics
Input
Input Range: Grouped By:
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Output options
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1 I Confidence Level for Mean:
□ Kth Largest:
□ Kth Smallest:
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5. Click OK. Result:
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Conditional Format as Cell Insert Delete Format Sort & Find &
Formatting T Table T Styles T * Clear" FilterT SelectT
Styles Cells Editing
L M N ° P Q
1 1
"children " "adult" 1
Mean 96,4 Mean 76,3
Standard Error 1,292715 Standard Error 1,238727
Median 95,5 Median 77
Mode 95 Mode SO
Standard Deviation 4,087923 Standard Deviation 3,917199
Sample Variance 16,71111 Sample Variance 15,34444
Kurtosis -0,73392 Kurtosis -1,3S5S
Skewness 0,14004 Skewness -0,41953
Range 13 Range 11
Minimum 90 Minimum 70
Maximum 103 Maximum SI
Sum 964 Sum 763
Count 10 Count 10
Part D. This example teaches you how to create 1.Select the range B1:C11.
a Box & Whisker in Excel. 2.On the Insert tab, in the Charts group, click the
If you have Excel 2016 or later, simply use the Histogram symbol.
Box & Whisker chart type. 3. Click Box & Whisker.
Result:
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* <&Cut L-l ig Copy -Paste * Format Painter Clipboard ri — = - Wrap Text W- ^ 5= HI Merge & Center T Alignment ri
Calibri ~ A A General
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1 heart rate "children" "adult"
2 1 92 SO
3 2 101 72
4 3 90 SI
5 4 98 70
6 5 103 79
7 S 95 72
S 7 96 75
9 S 95 76
10 100 7S
11 10 94 SO
12
13
14
15
IS
17
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I "children" I "adult"
Add Labels. When you apply a layout, Excel may create areas where you can insert labels. You use labels to give your chart a title or to label your axes. When you applied layout 5, Excel created label areas for a title and for the vertical axis.
Change the Style of a Chart. A style is a set of formatting options. You can use a style to change the color and format of your chart. Excel 2007 has several
predefined styles that you can use. They are numbered from left to right, starting with 1, which is located in the upper-left corner.
Thus, during the educational process, students enhance the ability to apply the knowledge from the computer science course, followed integration between corresponding disciplines «ICT» and «Biostatistics». It is to be noted, that purposeful and systematic work in this
direction will most effectively prepare learners for life in modern information society and their future professional activities.
References
1. https://support.microsoft.com
2. Takuadina A. I., Koichubekov B. K., Sorokina M. A. Statistical analysis of medical data in the Excel program. Educational and methodological manual-Karaganda, 2012. - 60 p.: ill.
DEVELOPING COMPETENCY OF PROBLEM-SOLVING AND CREATIVITY FOR SECONDARY SCHOOL STUDENTS THROUGH EXPERIENTIAL CAREER-ORIENTED ACTIVITIES
Tran Trung Vy
Ph.D of Economic Sciences, Ha Long University, Quang Ninh Province
Vü Thanh Hoa MA. in Education, Department of Pedagogy Ha Long University, Quang Ninh Province
Abstract
In this article, the authors have analyzed the factors that affect the education on personal qualities education, general core competencies for secondary school students through experiential career-oriented activities under the general education program 2018 in Vietnam.
Keywords: Developing, competency, secondary educational program, problem-solving and creativity, career-oriented activities.
1. Introduction
Competency of problem solving and creativity is one of the important human competencies in many advanced educational systems all over the world. In Vietnam, developing competency of problem solving and creativity for students has long been identified as one of the important goals in education.
In particular, the new general education program was issued in 2018, in which competency of problem solving and creativity was identified as one of the ten core competencies that need to be fostered and developed for students [1;p.49-50]. In addition, also in this new education program, the experiential career-oriented activities are considered as a compulsory educational subject which has an independent role in the program as equal as to others.
Experimental and career-oriented activities are educational activities which are directed, designed and instructed by educators, helping create opportunities for students to have practical access, experiential positive emotions, exploit existing experiences, and mobilize to synthesize knowledge and skills of subjects to perform appropriate-age assigned tasks or solve practical problems of school life, family and society. Through this transforming experiences into new understanding, knowledge and skills contributing to promoting creative potential and adaptability to life, environment and career aspirations.
Experimental activities and career guidance contribute to the formation and development of key qualities, general competencies and specific competencies for students. Contents of the activities are based on students' personal relationships with themselves, society, nature, and careers. There fore, it can be seen that experiential activities and career guidance play an important role in the development of students' ability to solve problems and creativity.
In Vietnam's 2018 general education program, the competency of problem solving and creativity is a new concept and officially mentioned in the program. In this article, we have focused on clarifying the concept and some measures to develop competency of problemsolving and creativity for secondary school students through experiential career-oriented activities.
2. Contents
2.1. Concept of competency of problem solving and creativity
There have been many studies on problem solving and creative competency in general. According to Nguyen Loc, Nguyen Thi Lan Phuong et al (2016), "Problem solving competency is an individual's ability to effectively use cognitive processes, actions, attitudes, motives, and emotions to solve problematic situations in which no conventional processes, procedures and solutions are available" [3; p. 216]. Tran Viet Dung (2013) stated that " competency of creativity is an individual's ability to create new and valuable things based on a combination of unique qualities of that individual" [4; p.162]. In the General Education Program 2018, the concept of competency of solving problems and creativity is integrated into an integrated approach, with new points compared to previous concepts. Accordingly, the competency of problem solving and creativity of secondary school students is described as follows [1; p. 49-50]:
- Recognizing new ideas: Can identify and clarify new information and ideas; know how to analyze, summarize relevant information from different sources;
- Detecting and clarifying problems: Can analyze learning situations, detect and state problematic situations in learning;
- Forming and implementing new ideas: Can discover new factors, stay positive in the opinions of others, conceptualization based on the given information sources, propose the solutions to improve the situations
